Chemistry Of My Long Term Memory

S states that there are four phases to the human memory. He suggests that using a filing cabinet approach to learning things help with memorization. “Human memory is a four - stage process: input, encoding, rehearsal, and retrieval. A problem at any stage affects memory and learning”, (S, 2013). The author goes on to discuss how each process works within his system of learning and memorizing. Inputting information into the filing cabinet is through sensory. We are using taste, smell, sight, hearing and touching at this point just to organize and get the information into the brain but not memorizing or learning anything yet. This phase is the same as the first step in “Tips from the Science of Memory-for Studying and for Life”. Arranging the information in a way that it gives the best structure for remembering it. Next, we encode the information with short term memory, only knowing that the information is there but it is not yet fully understood or committed to long term memory. After that we will rehearse and practice the information that is organized and filed neatly in the filing cabinet because now we know where to go to look for the correct information when we need it for retrieval, the final step of the process. We need to know where to look for the things we have rehearsed and practiced over and over, this information is now committed to long term memory and the only way to keep what we have learned in long term memory is to rehearse it continuously. The author gave some tips on how to maximize our memory capabilities such as studying in a well-lit area, be organized with study material and have everything you need before beginning, get 6-8 hours of sleep every night, and take planned breaks during studying

An individual’s brain goes through three stages of the retention of information which are: encoding, storage, and retrieval. Our brain codes information in three methods which is through visual, acoustic, and semantic simulation. Encoding means that certain signals are sent to the brain. Storage means that the brain is maintaining information over time.

When we recall these memories, we re-consolidate them by reactivating the neutrons that compose our memory, which allows us to create new connections. This encourages learning by strengthening these connections and allowing them.

“Information flows from the outside world through our sight, hearing smelling, tasting and touch sensors. Memory is simply ways we store and recall things we 've sensed.” When we recall memories, the original neuron path that we used to sense the experience that we are recalling is refined, and the connection is made stronger. Sensory information in stored for only a few seconds in the cortex of the brain. This information can then progress to short-term memory, and then long-term memory, depending on the importance of the information received.

* Consolidation- hypothetical process involving gradual conversion of information into memory codes stored in long term memory.

The multi-store model of memory (eg, Atkinson and Shiffrin 1968) claims the memory can be sectioned into three distinctive parts: sensory store, short-term store (STM) and long-term store (LTM). Eysenck and Keane (2005:190) states that data is first encountered by the sensory store, then depending on the attention given, is processed to the STM and finally - if rehearsed - continues to the LTM.

Memory refers to the persistence of learning in a state that can be revealed at a later time (Squire, 1987). A memory is a network of neocortical neurons and the connections that link them. That network is formed by experience as a result of the concurrent activation of neuronal ensembles that

Whenever you learn something new or you experience something, it's encoded in your brain, and it's encoded by subtle changes in the strength of connections between neurons. For example, one study showed that the white matter in an adults' brains changed as they learned how to juggle over a period of several months. "They found that if you scan [the brains of] adults before they learn how to juggle, and then three months later, you can see changes in the brain structure," (Dumontheil).

The stage of skill acquisition in which a skill no longer relies on conscious effort is the:

It consists in two specific processes, the synaptic consolidation (which occurs within the few hours of learning) and system consolidation (where hippocampus dependent memories become independent of the hippocampus over a period of weeks to years) ("Memory Storage." Blog post. Memory Storage - Memory Processes - The Human Memory. N.p., n.d. Web. 20 May 2017). Neurons create signals which are designated to react and become permanently sensitized to each other. The more this happens the more connections and path ways are made to replay this memory. Short term memories are stored in the pre-frontal lobe which is located in the front of the brain. Short term memories can eventually be developed into long term memories when reached the hippocampus, which is a deeper part in the brain. The hippocampus “takes simultaneous memories from a different sensory region of the brain and connects them into a single ‘episode’ of memory, for example, you may have one memory of a dinner party rather than multiple separate memories of how the party looked, sounded, and smelled.” (Ashford, Molika. "How Are Memories Stores in the Brain?" Live Science. N.p., 31 Aug. 2010. Web. 19 May 2017.) After reached the hippocampus, memories and neurons related to the memory become one, which is likely to relate actions to memories. According to Wilder Penfield and Karl Lashley, memories are stored in as bodies of

To learn from stressful events, memories of these events must be consolidated into long-term memory in case a similar situation occurs in the future. In the normal process of consolidating a memory, three different processes take place: synaptic long-term potentiation or LTP, systems consolidation, and reconsolidation (Depperman et al., 2014). LTP is a mechanism of neuroplasticity that increases the strength of certain synaptic connections through the stimulation of neurons involved in the connection. After an event happens, the new memory is transmitted to the hippocampus. Systems consolidation is the slow process by which memories are transferred from the hippocampus to the cortex such that memories are no longer hippocampus-dependent. Reconsolidation

Some scientists believe that parts of long term memory are permanent while others will eventually weaken over time. (3) Long term memory can be divided into three sections: procedural memory, declarative memory, and remote memory. Procedural memory includes motor skills such as learning how to ride a bike or how to drive a car. "Such memories are slow to acquire but more resistant to change or loss." (4) Declarative memory is used to remember facts, such as names, dates and places. It is easy to learn but also easy to lose. Finally there is episodic memory, which is the record of events that a person stores throughout his or her experience. Recent studies show that these events, as soon as they occur, are sent to a temporary part of the brain called the hippocampus, and that over time they are moved to the neocortex for permanent storage. (5).

Learning is to gain or acquire knowledge or skill by study, experience, or being taught. This leads to long-term changes in our behavior. Psychological studies in learning normally occupy laboratory experiments and thus use animals as participants. It is commonly known that learning applies not just to humans, but also for animals. If you have ever owned a pet, you probably noticed that they pick things up fairly easily. For example, if you have a particular feeding time and location for a dog, they usually become familiar with the location of where they need to go in order to be fed. For us humans, our brain capacity enables us to critically think faster and better; as a result, our learning capability extends beyond the range of necessary

"I lost my keys again," my mother exclaimed at dinner a few nights ago, "I really am getting old." This use of old age as a justification for memory deficits is extremely common. Many people relate old age with loss of memory and other neurobiological functions. Why is it that aging seems to go hand in hand with losing and forgetting things? Is there a neurobiological explanation for this phenomenon?

Long-term memory is presumably unlimited storage that holds information for long periods. This could be a large amount of time. This information comes from the short-term memory. Whenever you make a connection to the data, it moves into this ‘forever’ storage. Uninterrupted repetition and the meaningful association help to make this possible; I use this to help me. I believe, in order to prevent forgetting, you would need to recall the stored information constantly. For example, if it is a test you are studying for, you might want to