Additional Memory Strategies

According to the textbook, a memory strategy is the deliberate mental activities individuals use to store and retain information (Berk, 437, 5). For example, if a student named Sarah has many words to remember for a project, she can use rehearsal to effectively remember the necessary words. Rehearsal is an activity that involves repeating the information to herself. Additionally, language expertise predicts the development of rehearsal in the early grade school years, perhaps because a clear vocabulary size and ability to automatically name items is required for children to use the strategy (Berk, 437, 5). In an educational setting, teachers can encourage students to try this strategy to prepare for assessments! Teachers can play a huge role in promoting this effective strategy to the class in order for the students to be aware that this strategy is an option!

In addition, kids in school often struggle with the lack of ability to remember what

| Children have started education, which can be transition period for some children as some could have less concentration and not be

This article explains the importance of getting the perfect amount of sleep at night. The idea that sleeping for less than five hours or more than nine hours proves to have a negative effect on the human body. Sleep deprivation has a closely related link to memory retention and can cause a person to have trouble with daily task. The author continues to explain that not only is the brain effected by too little or too much sleep, but the rest of the body is also effected. Conditions such as high blood pressure, diabetes, and even depression have links to not getting the perfect amount of sleep. The article concludes with listing tips to get the ideal amount of sleep at night, such as, going to sleep and waking up at the same time every day and limiting the amount of caffeine that is consumed throughout the day.

Some of the most common words moving around in the psychiatric circle are attention Deficit; hyperactivity; Ritalin; ADD, ADHD. These words are being most commonly discussed by most educators, physicians, psychologists and young parents in the society today. In spite of extensive advancements in technology which has brought new insights into the brain and learning, there is still a lacuna in the field of problems faced by children who are unable to remain focused on the task given to them in the classroom owing to their inability to pay attention.

Everybody has wanted to know about a person without feeling like a total creep at least once in their lifetime. Well now you can with these nifty little invention that has been clinging to human civilization since the olden days, books. In the pieces literature”One Million Volumes,” and “Keep Memory Alive” you can find common message embedded in text that states the importance our connection to the past. Both stories tells a message, each has details that support a shared message, and both of these stories’ messages can relate to our own lives in some way.

In recent years, the issue of inattentive students has been sweeping the nation, especially with the youngest children, Kindergarteners. According to Curwood (n. d.), Kindergarten has changed into First grade and First Grade to Second (p. 1). With more strenuous standards to meet, 5-year-olds have been subjected to longer school days, with most communities “[mandating] full-day attendance” (Curwood, n.d., p. 1). Children at this age are not cognitively developed enough to remain focused during their 6-hour long days. Furthermore, The United States has also seen a growing case of Attention Deficit Hyperactivity Disorder (ADHD) diagnoses. Having been diagnosed with the disorder myself, I can attest to the difficulty of lasting through an entire school day with the disorder. Along with longer days, standards focused schools are cutting

If given the opportunity to reflect on remembering the past, living in the present, or looking to the future what would I choose? Is it more important to remember the actions of the past or to look towards the future to make life better? These are all important parts of life to think about, but the most important part in my life is to remember the past. Remembering the past in important to one's life because the things of the past guide us to the acts of the future.

Another cognitive process that develops in this stage is working memory capacity. Between the ages of 6 and 12, the time it takes to process information decreases quickly (Berk, 2014, p. 302). The speed of thinking has a direct effect on working memory, and this is where a difference in the individual intelligence of children truly begins to reveal itself (Berk, 2014, p. 302). Another cognitive development is the development of executive function, where it “undergoes its most energetic period of development” (Berk, 2014, p. 302). Even more noticeable of a development in cognition is the development of attention. While infants and toddlers and even young children can be distracted easily, a child in middle childhood has a more focused attention (Berk, 2014, p. 303). Children learn to only pay attention to information that is relevant to their current focus (Berk, 2014, p. 303). Another advance in cognition is the development of metacognition, where children are more aware of their mental activities (Berk, 2014, p. 306). Despite this awareness of their own mental state, children are still not fully able to achieve cognitive self-regulation, or the “process of continuously

Memory plays a big role in daily activities. It allows the human to store, encode, and recall certain past information. The strange thing about memory is that it plays tricks on us. It allows the brain to forget certain types of past event, but can remember childhood events. How is that possible?

For the second lecture, we talked about the four major steps in the perceptual process, and one of them is the selective memory, which means people forget most of what they said and did before, but they do it selectively by doing a better job at remembering things that reinforce their previous attention or perceptions that are particularly striking.

When people think of memory problems, their first thought is probably forgetting. However, that is just a small portion of memory problems as a whole. For example, in a study done at Boston University, students were shown a set of pictures of situations such as a careless student leaning back in his chair, a man taking an orange from the bottom of the pile, and a grocery bag ripping and spilling groceries. 68% of the students involved in the experiment claimed they remembered seeing the so-called cause picture of the bag ripping. The problem was that there was no cause photo for the spilled groceries. When the students saw the effect and not the cause, they made an assumption. This proved that inferences can cause us to think we remember something that never actually happened. Therefore, memories can actually be illusions. Recent memory research has focused on why we have memory problems such as remembering the first letter of a word but not the whole word. A

Teachers seem to rarely identify students with memory problems, (Gathercole, & Alloway, 2007.) although the student may have difficulty consolidating learning into their long-term memory if they can’t first use their working memory to practice the skills taught.

The capacity to form memory in face of stressful stimuli is an essential adaptive behaviour that enables organisms to respond rapidly and effectively to similar demands1. The stress response is largely mediated by the hypothalamic-pituitary-adrenocortical axis (HPA) coupled with the release of catecholamines through adrenergic neural discharges1. These physiological mechanisms activate downstream pathways that stimulate metabotropic alterations in neural networks, resulting in long-term memory formation1. In animals and humans, stress mediated neuroendocrine responses enhance the consolidation of emotional memories2. However, exposure to traumatic or chronic stress can result in memory impairments as well as memory related psychopathologies such as posttraumatic stress disorder (PTSD) 1. Noradrenergic mechanisms are largely implicated in the mediation of emotional memory consolidation1. Therefore, the disruption of this mechanism during periods when memories are in a molecularly labile state has been proposed as a clinical method of pharmacologic modification of intolerable memories in psychiatric patients3. The application of β-adrenergic receptor antagonists during periods of memory reconsolidation is a possible novel mechanism of emotional memory modification in patients with memory related psychopathologies4. In this paper, the influence of the noradrenergic receptor antagonists, propranolol, on stress mediated memory reconsolidation will be characterized. Similarly,

The theme for Daniel Willingham’s article is the necessity of work. Basically stating that the importance of memory is something I deal with every day. Memory plays a big role in this article. He states that retrieving memories helps students like me not to forget. He discussed cramming for test. Cramming for test might work for some student, but he stated that information learned is rarely retained and students should keep studying until they know the material and then keep studying (Willingham 97).