How is information organised in the long-term memory?
How is information organised in the long-term memory? The LTM is reference to a place that that holds information which has been well processed and integrated into one's general knowledge store. It is also referred as to secondary memory or permanent memory. The LTM is presumed to be without limits either in capacity to store information or in duration of that which is stored. Squire (1987) proposed that information in the LTM can be broken down to two basic types: procedural and declarative memory. - Procedural memory is our knowledge of how to do things. Examples are how to ride a bike or how to swim. These memories of skills are learned by observation and practise. However these pieces of information from the procedural memory can not be consciously investigated. - Declarative or Propositional memory in contrast is memory for specific information. Tulving (1972) suggested to brake down the declarative (propositional) memory into two types: the episodic memory and the semantic memory. It has however been recognised that experimenters have found it difficult to distinguish the two memories from each other in normal human beings. Tulving thought that semantic and episodic memory are likely to be highly interactive. Despite all difficulties the independence of the two is still widely accepted. - The Episodic memory is a memory system that makes it possible for a person
Forgetting in long-term memory - The interference theory.
Forgetting in long-term memory. The interference theory Forgetting means when the information that is stored in the brain is no longer there. The two main reasons why people forget is due to interference and trace decay, trace decay is when the participants forget the required information as they have not rehearsed it many time. Interference is when something gets in the ways of there learning for example music, you may listen and work at the same time however a small section in your brain is concentrating on the music which requires more attention and gradually you forget what you were doing or going to do. Psychologists in the 1930s 1940s and 1950s thought that the reason people forgot things was mainly due to the interference. It was suggested that one way of learning gets in the way of another and therefore causes the mind to forget the previous thing. That previous learning then interferes with the present learning, which is known as proactive interference. However when learning disrupts the memory for earlier learning this is known as retroactive learning. Interference theory has been tested by means of paired associate learning, however I am going to carry out a different study, which contain interference in the subject of smell. Aim: To find out whether interference plays a part in the loss of a memory, with smell as the interferer. Procedure: . Set off
Outline and evaluate 2 explanations of forgetting in Long-term memory.
Outline and evaluate 2 explanations of forgetting in Long-term memory. Interference plays a major part in forgetting in long-term memory. This explanation says that one set of learning interferes with another set and it clears out the memory. In experiments the more similar the information is, the more likely interference will happen. A distinction has been made between two types of interferences. The are proactive and retroactive. The word proactive means when your early/old memories are disrupted or displaced by new information. An example of proactive interference is giving out your old address instead of giving your new or current address. The word retroactive means when later or new memories disrupt with the old memories. An example of retroactive is when you can remember your old new house address and forget the old, as it has been displaced by the new information. Retrieval failure in long-term memory happens because the correct cues are not available. Everyone is familiar with the feeling when we know something, but we can't function our minds to recall that information. The information is there but we cannot access it, until the appropriate cue is given. This was illustrated by the 'Tip of the Tongue' phenomenon. Brown had devised an experiment to create the 'tip of the tongue' effects. The participants were given definitions of uncommon words and asked to identify
The multi-store model can be explained in terms of 3 stores, sensory, short term and long term stores
Faddy Oraha – Miss. Foy 04/10/2012 Outline and Evaluate The Multistore Model (12) The multi-store model can be explained in terms of 3 stores, sensory short term and long term stores and 2 process, attention and rehearsal. Information first enters the sensory store directly from the senses. It remains in the sensory store for a maximum duration of around 2 seconds before it decays and is replaced with new information. If information in the sensory store is attended to then it can be passed to the short term store. In the short term store only 7 plus or minus 2 chunks of information can be stored in the short term store. It is encoded phonetically by its sound and remains there for about 18 seconds without being rehearsed. For information to be transferred form the short term store to the long term store the information needs to be learnt , this is done semantically by have a deeper meaning about the information that has been learnt. However, when new information enters the short term store is displaces any information that is already there, meaning that information that isn’t rehearsed and passed to the long term store is forgotten. When information enters the long term store it remains there for a life time, as the capacity and duration of the store is unlimited. There is evidence to support the Multistore model that there are separate short term and long
A SHORT TERM-PAPER
A SHORT TERM-PAPER "Issues in Education" The Concept of DEVELOPMENTALLY APPROPRIATE PRACTICES (D A P) Submitted by : GRACE LINDA C. TONELETE BEEd 1 - Earning Unit March 01, 1999 Submitted to : MISS ROSE ANGELI DEDUYO Education Instructress 2:15 - 3:15 p.m., MWF Introduction In my zest to find some "issues in Education" to make a short term-paper as one of the requirements for the semi-finals, I came across the concept of DAP. I was curious what this was all about & I was encouraged by its heading which says, "Myths About DAP". After some research, it seemed to me there was something familiar. I knew then that in my two-year stint as a toddler care giver I had somehow practiced this concept. But exposure of teaching strategies may be present but the applicability was limited to some degree. Teaching the traditional in some ways was still practiced. Problems The following questions were raised in my mind: 1) Is DAP an ideal concept or method of teaching? 2) Is it familiar to pre-school teachers? 3) and, is it being applied by the agencies of learning or are they really implementing it faithfully since some, if not all of the early childhood newly-opened schools are claiming that they're practicing personalized approach. Definition DAP is an acronym for Developmentally Appropriate Practice. For some reason several misconceptions about DAP
Outline one explanation of forgetting in long-term memory (LTM) and give one criticism of this explanation.
Cognitive Psychology a) Outline one explanation of forgetting in long-term memory (LTM) and give one criticism of this explanation. (3 marks + 3 marks) There are two reason as to why forgetting in long-term memory may occur, these are: the interference theory and the retrieval failure theory. The interference theory works in two parts, these are proactive (this is where earlier memories disrupt later ones) and retroactive (this is later memories disrupt earlier memories). One criticism of the interference theory is that most of the research into the interference theory has come from laboratory experiments and therefore lack external validity. b) Describe the procedures of one study by Loftus of eyewitness testimony and give one criticism of this study. (3 marks + 3 marks) One study on eyewitness testimony was based on the effects of language on recall, this was studies by Loftus and Palmer (1974). They showed a number of participant a video of a road accident, involving a number of cars, they where asked to describe what had happened after the video, they were also asked a number of question, of which one word was changed, for example, when the word smashed was used to describe the impact of the cars, the speed the participant thought they were going increased, when the word bumped was used the speed was slower. One criticism of this study s that it lacked external
To test if preventing the rehearsal loop by an interference task reduces the number of words recalled from a list, hence a wider aim is testing the existence of short-term memory.
Psychology coursework Introduction Background The multi-store model of memory is concerned with the cognitive area of psychology. It suggests that memory is dived up into different stores, sensory, short term and long-term; it was identified by Atkinson and Shiffrin (1968). The short-term memory is believed to be able to hold about seven "bits" or chunks of information for about 20 seconds without rehearsal. This information will move into the long-term memory if the information is repeated or rehearsed. In the diagram above it demonstrates how the rehearsal loop will send the information back around into the short term memory this will eventually go on into the long term memory. Glazner and Cunitz (1966) were interested and studied the primacy-recency effect. They also wondered if it made sense to consider the short and long term memory as two different stores. They then conducted experiments to see if they could independently manipulate the short and long-term memory. They conducted experiments of free recall with a list of words this lead them to the primacy and recency effect and the serial position curve (a U shaped graph) which shows how people tend to remember more words from the beginning and end of a list. The primacy effect is remembering the early words in the list; this is because they have had time for rehearsal, and the recency effect is remembering words
Short term and Long term Causes of the Cold War.
Short term and Long term Causes of the Cold War As soon as the Second World War ended, the winners started to argue with each other. In particular, a bitter conflict developed between the USA and the USSR. There were many causes of the Cold War mainly long term causes but the trigger to the Cold War was the Potsdam Conference. The roots of the Cold War are to be found in earlier history. Critics argue that the Cold War started, not in the 1940s, but in 1917, when the Russian Revolution took place and Soviet communism was born. By 1917 the USA was the richest country in the world. The two countries were both enormous and both had great natural resources. However, there was no chance of real friendship between them because the leaders of the new Soviet Union had extremely different beliefs from those of American politicians. Moreover, not only did American and Soviet leaders disagree totally. Each side was completely convinced that it was right and that other countries around the world should follow their lead. Americans believed that the answer to world problems was for other people to learn to live in an American way. The Soviet leaders were sure that their communist ideas would eventually spread to every country in the world. As a result the USA and the Soviet Union were very hostile towards each other after 1917. In 1919 the US joined Britain, France and other countries
What is Memory and What Causes Memory Loss?
WHAT IS MEMORY AND WHAT ARE THE CAUSES OF MEMORY LOSS? What is memory? As part of a continuous process in which living creatures obtain and store information are three phases: Perception, learning and memory. Human memory has been studied and researched in science and philosophy for thousands of years and has become one of the major topics of interests in cognitive psychology. Simply put, memory is the mental activity which refers to the processes used to obtain, store, retain and retrieve information that one may have learnt or experienced. However, such a simple statement covers a complex process. Scientists still do not fully understand how the human memory works but they have carried out many memory tests on humans and animals and studies of brain damage has provided some insight into the memory processes. In the brain, there is no single place where a person can think, remember and learn. These processes are spread out among many different parts of the brain, especially the 'grey matter' of the cerebral cortex; the outer layer of the cerebrum (See figure 1.0), which receives messages from the senses, does most of the thinking and stores the memories of facts and events. The hippocampus plays the single largest role in processing information gathered as memory while the amygdale helps imprint memories that include emotions. Although a memory begins with perception,
To make participants rely on their short-term memory by using visual intakes/coding of six from the consonants B, C, F, M, N, P, S, T, V and X, because the rate was to fast for the participants to keep them they had to rely on their memory.
Encoding in short term memory - Conrad (1964) Aim: To make participants rely on their short-term memory by using visual intakes/coding of six from the consonants B, C, F, M, N, P, S, T, V and X, because the rate was to fast for the participants to keep them they had to rely on their memory. Procedure: participants were shown random sequences of six letters taken from the consonants B, C, F, M, N, P, S, T, V and X. Six letters were shown in rapid succession in a screen and participants were required to write them down as they appeared. Findings: Errors were noted and rate of presentation was too fast for the participants to keep up so they had to rely on memory. Conrad found that the significant majority involved the substitution of a similar sounding letter for example 'b' for 'v' and 's' for 'x'. In a similar study he found that participants found it hard to recall a string of acoustically similar letters. Conclusions: He concluded that's such acoustic confusion provided evidence for acoustic coding in STM. Criticisms: * On the negative side, he only used six certain constants he may of found more out if he had used a lager group of letters. * Also people in real life often learn lists like this so it would be new to their memory not an everyday thing they usually use. Capacity in short term memory - Jacobs (1887) Aim: To investigate how much information
