Describe and evaluate the Working Memory Model of Memory (12 marks) The working memory model by Baddeley and Hitch in 1974 is an alternative to the multi- store model, which was limited in its description of the STM. It consists of three main components, the first one being the central executive, which has overall control. The central executive is directs attention to two slave systems, the phonological loop and the visual-spatial sketchpad. The central executive has limited capacity but is able to process information from all the sensory systems, e.g. vision, hearing, etc.
Most importantly, Kandel studied the neuron and identified the changes in the structure and functioning of the neurons involved with learning and memory. When the slug added functions to memory through repeated stimulation, considerable changes occur in neurons involved in the process – showing the role of neuron change in memory through repetition. This helps us understand how repetition of new behaviours over time can form changes to neurons in the brain for lasting effects. 2) The gateway for memory: How does memory and the brain’s hippocampus and temporal lobes relate? Sitting in the temporal lobe region of the brain is the hippocampus, which is known as the ‘gateway’ for our biographical memory, including the places we’ve lived in our lives.
As adults mature in age (60-70) the desire to learn new things and retention of knowledge diminishes tremendously. Although between ages 25-60 the desire to excel is greater and more relevant to the lives we live. Article 2 took a slightly different approach. The theory here focused more on a individual theory of adult learning. For a good part of the twentieth century, adult learning was understood as a cognitive process, one in which the mind took in facts and information, converting it all to knowledge, which then could be observed as subsequent behavior change.
Language impairment can be influenced by brain damage (Toates, 2010). This, Gall cited in Toates, (2010), was able to conclude from his studies of normal individuals and those whose behaviour deviated from the norm. He argued that different parts of the outer regions of the brain serve different roles or functions (localisation). These he related back to the control of cognitive processes, characteristics and behaviour. Additionally he identified that different regions of the brain interact or work together to enable a process.
Although there is already an abundance of psychological research on reading and memory, the majority of this research has been on people’s reading deficits or their depths of information processing, yet not so much on the reading material that’s presented. For example, past researchers found that levels of recall accuracy vary between different task formats, and that they are dependent on the orienting task for processing (Towse, Cowan, Hitch & Horton, 2009). Thus we can say that recall accuracy could be situational and variable depending on the task presented. As a part of a Cognitive Psychology class, we were interested in seeing if there was a distinction in reading performances based on the manipulation of the specific reading task that we presented. The purpose of this study
Ascending from lower life forms, the human brain emerged through the natural selection process from randomly occurring changes to make the brain in which we have today. Three separate brains, the reptilian, mammalian brain, and the neocortex brain all work together to form the “triune” structure of the brain and formed a piece called the neocortex that allow us as humans to have sophisticated cognitive abilities. Paul D. MacLean introduces his evolutionary view of the brain in three stages. The reptilian brain, the primitive is the innermost core that consists of the upper brain stem, basal ganglia and the reticular system, the mammalian brain, which is characterized by the limbic system added new functions and ways in which we control the body, and lastly the neo-cortex brain, with the development of the neocortex, the grey matter is the bulk of the brain introduced by the two symmetrical hemispheres, the left and right (Miller, E. 1974; Reardon, M. 1998). This allows and enables us to act as human beings.
Memory is to do with how we encode, store and retrieve information. The multi-store model of memory was suggested by Atkinson and Shiffrin who said that we have 3 different memory stores: sensory memory, short term memory and long term memory and formed a linear model to demonstrate the process. A key aspect of the model is that the memory stores have different characteristics which include capacity, duration and encoding. Capacity refers to how much information that can be stored, duration is how long the memory lasts and encoding is how the memory is taken in and stored to be recalled later. We have sensory memory stores where information from the outside world is taken in unconsciously so if it is not looked at consciously it can be lost via decay as the duration is very short (possibly up to 2 seconds).
Thomas Willis, considered to be the father of neurology, was one of the first to perceive the notion that the brain was the center of the mind, and in fact, the brain’s parts were the driving force behind cognitive functions. Scientist came to realize the brain controls the workings of a person mind. The processes of perception, emotion, attention, actions take place in a person’s brain. The brain controls a person’s thinking and learning abilities as well as other cognitive areas, such as language. One of the most influential brain injury cases in history was of Phineas Gage.
He called it the Triune Brain Model. Today I am going to give a brief explanation of what the Triune Brain Model is and how it can help you understand yourself and others around you. OK, so we have three brains and not just one, this has been understood. The question is how did we manage to have three brains? What Doctor MacLean suggested was that through evolution the brain, along with all of the organs of our body, began to evolve and become more complex.
Brain development alters over time and heredity may play a vital role in one’s mental development. For instance, a child that has a family history of learning disabilities may not have the ability to comprehend or obtain fundamental and everyday duties than a child without disabilities can. The functions of a developing brain can also be influenced by gender. In some cases, the female brain will mature at a different rate of a person that is of the male gender and therefore the capacity of the female brain quickly grasps and develops in advance. Brain development can be reliant on the mere growth of a person and is diverse among different people.