How can the use of mental images, concepts and schemas to organise our thinking help us to improve our memory? Task 1 Part A – Essay Plan • Introduction • Main body: Define mental image, concepts and schemas How do these help to improve memory What evidence is there to support this? • Conclusion Part B In order to make sense of our world we are constantly gathering information and storing it away for recall at another time when we may need it. This is usually an unconscious process however by understanding the processes and ways in which we form memories we can use this to our advantage and therefore improve our memory. This essay will address three different ways that we form memories, mental images, concepts and schemas.
Flashbulb Memory “A flashbulb memory is an unusually vivid memory of an especially emotional or dramatic past event” (Encarta, 2002, flashbulb memories). It is a memory where an individual can remember specific details even if the event occurred many years ago. Flashbulb memories can also be associated with emotional experiences related to ones own life such as the death of a family member or the birth of a child. These memories are created on the basis of internal and external reasoning’s that have been studied and researched throughout the years to help us explain this phenomenon. Another area of interest is the validity of these memories and if they are exact replicates of the actual events.
A brain that may have a psychological or biological disorder can help with the understanding of the different areas of the brain. Neuroscience plays a large part of understanding the brain and its role in cognitive functioning. There is also a strong correlation between cognitive functioning in the person's experience the prefrontal cortex is responsible for making social judgments, weighing alternatives, preparing for the future, and keeping behavior under control (Willingham, 2007). Neurological diseases such as Alzheimer's and dementia can have great effects on cognitive function within the brain (Walstein & Elias, 2003). Not neurological diseases are not the only problems the brain cases because biological issues can be the cause for cognitive failures as well (Walstein & Elias,
This essay will explore the connections between history and memory and how they influence each other. It will show how personal experience affects both history and memory, how history relies on collective memory and also how history and memory become inseparably linked and intertwine over time. Personal experience is the most influential factor when history and memory are being considered. Personal experience changes a perception of events and creates emotional ties to certain stimuli. This prevents recorded histories, or memories being accessed impartially, as a subconscious biased will have already been formed.
The publication of Harlow’s 1868 report of Gages personality change was very significant, because it coincided with other reports from other neurologists on the effects of specific lessons on behavior. Like stated before all aspects of cognition take place in the brain, and missing pieces of certain parts of the brain or having partially developed parts of the brain can and most likely will affect many of the aspects of cognition and even mere
It helps the transfer of information from short term memory into long term memory. (Willingham, 2007) The brain also helps with problem solving and reasoning skills. In order for cognitive functioning in the brain to work correctly it needs to be able to transmit signals from the left hemisphere to the right hemisphere. When signals are received from the left side of the body they go to the right side of the brain and visa versa. The brain also helps coordinate movement.
(25 points) • The main paradigms used to study motor learning are response variability and random vs. block practice. Response variability and random vs. block practice are techniques of motor learning that incorporate variations. 3. Describe the different ways in which one can manipulate KR for memory development and provide possible explanations. (25 points) 4.
How does the representation of knowledge in computers (documents, photos, music, files etc.) differ from the representation of knowledge in humans? How are they similar? Based on the text representation is a” physical state that was created to convey information, specifying an object, event, or category or its characteristics or relations”. Knowledge is in the “inclusive sense used in cognitive psychology, information in memory about the world, ranging from the everyday to the formal; often further defined as information about the world that is likely to be true and that one has justification for believing”.
From this, Davidson argued that meditation could cause long-term effects on the human brain, leading to the implication that the human brain is affected by environment and own thinking - and therefore is able to adapt to certain stimulations. The experiment does support the theory of interaction between cognition and physiology, because of the results showing a permanent change in the monks’ brain and not in the controls’. Gamma waves - or the activity of this in the brain is what binds perception, memories, and thought together. It has through empirical studies (e.g. Benasich, 2008) been made probable that development of gamma wave activity in the brain has a connection to and possibility to improve cognitive and language skills.