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Explain and evaluate one key concept from the Cognitive Perspective

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Explain and evaluate one key concept from the Cognitive Perspective The Cognitive Perspective describes the mental processes affecting emotion and the causes of behaviour; one key concept in this important passage is memory in which much of our previous remembered events are stored. The memory section of the Cognitive Perspective demonstrates the ability of thinking in order to perceive information and how to store the information properly in order to remember them when necessary. There are many studies that show different processes as of how we store and manage the stimulus input that we perceive from our surroundings. One of the most common theories nowadays is he Working Store Model developed by Atkinson and Shiffrin in 1968. The model divides the data that we store in our memory into three "stores". The first stage is the Sensory Store; here data is subdivided into different sections depending on what sense we perceived the data (i.e. visual and acoustic). The next step in the store model is the Short Term Store (STS) where we store the memory that we think we will need temporarily by the process of coding. ...read more.


Instead of the STM and LTM, Lockhart and Craik presented a new model that replaced the Multi Store Model. Lockhart and Craik meant that instead of the three stores the stimulus has to pass by; there might be three steps in which we interpret the stimulus, the first step is the Shallow level where we interpret the stimulus according to its surface meaning or according to its structure. Then the stimulus, if proven important enough to be stored further, passes to the next step where we interpret the data according to its acoustic sound, this area is called the acoustic level. The final area in which the data is stored, more or less forever, is the Deep level. Here we interpret the stimulus according to its deeper meaning. The deeper meaning might vary between people as we judge the deep meaning of something according to different variables depending on gender or culture. This theory has been criticised many times since it came out. Tyler (1979) questioned the ability of depth to store the memories; he rather interpreted the storing input as a fruit of the processing effort that leads to storing of the input. ...read more.


they repeated the test, however after 15 tries the children only remembered two new words in addition of the ten words they could remember from the first test, unlike the children in the United States where they showed evidence of rapid learning. Later analysis of the study revealed that the difference was due to the inability of the Liberian children to group the word in sections and thus remembered easier, an ability that helped the US children greatly. It was evident that the school learning helped the US children to categorise the words and thus remembered easier. This study shows that the learning codes that we have discovered and discussed in our western world in ages aren't universal, but they depend greatly on the cultural and background of the people. As clearly as it is, we use different processes in learning and one rule of learning cannot be applied on all human beings. In conclusion, memory is a complex process of storing and learning the stimulus input we perceive from our environment, one important aspect to consider in our study of memory is that human beings are different and we never learn in the same way. ?? ?? ?? ?? ...read more.

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