Discrepancy Between Visual-Spatial Learning And Memory

In Chapter 7 of our What Is Psychology textbook, we learned about the importance, details and strategies of memory techniques. One type of memory is Short Term, which only last up to thirty seconds before forgetting. Whenever has to remember a number or a name, they often repeat the information multiple times so that the Short Term Memory can transition into Long Term Memory. In order for this transition to occur, the information must be constantly repeated, or important enough to be held in the permanent memory, which helps create a “folder” with all retaining information and reminiscing. Another way short term can become long term is using a method called Chunking, this breaks the bigger pictures into smaller ones for the brain to remember,

The results indicated Mayra’s ability to process information that was being held within short-term memory was within the Above Average range (Working Memory standard score = 113). Mayra’s performance of the subtest Recall of Digits backward (T-Score = 60) was better than her performance on the Recall of Sequential Order subtest (T-Score = 55). Both tasks required Mayra to listen to a list of verbally presented words and/or numbers. She was required to hold the list in short-term memory while working on the list and re-ordering the words/numbers. Recall of Digits Backward was presented verbally. On Recall of Digits Backward, Mayra used an interesting strategy to successfully recall the numbers. When she struggled to remember the order of the numbers, she would verbally recall the list in the initial order and go back and say them in the required, backward form. On the Recall of Sequential Order subtest, the examiner presented the lists of body parts verbally. Mayra was required to encode the presented information and store it in her short-term memory. Then, she needed to mentally manipulate the encoded information to produce the body parts in a specific order. The ordering of the information required Mayra to visualize the body parts in sequential order from head to toe (e.g., elbow, foot, shoulder → shoulder, elbow, foot). Most

By doing so is finding support for hypothesis, “AA reflects a failure to consolidate short-lived encoded information into a durable form of memory” (Chen and Wyble,2016). In other words, AA shows brief information does not become a permanent and stable memory, stored in long-term memory. In order, find supporting evidence the authors performed 5 experiments. The first experiment tested consisted of elimination of AA by having participants report an attribute of the stimulus instead of the location, in order to separate the dependence of AA and location. The results suggested location information of the target was automatically stored. Experiment two tested, if AA only occurred because of the familiarity and repetition of targets However, despite eliminating the familiarities and repetition of targets AA still occurred. Lastly, the last three experiments were identical, but with changes in variables and tested the hypothesis. Experiment 3a results showed a weakening in AA by forcing the participants to consolidate the key attribute into memory. Experiment 3b showed the weakening in 3a was caused by having participants maintaining attributes in memory after delayed tasks. Lastly, 3c provided support the previous experiments in which participants were able to find the

The article “Directed Forgetting: Comparing Pictures and Words”, proposed a hypothesis and conducted an experiment in support of the Picture Superiority Effect ; authors Quinlan, Taylor, and Fawcett propose that the Picture Superiority Effect , the idea that pictures will be remembered better than words, and transfer appropriate processing, the “general finding that memory is improved when there is a match rather than a mismatch

As children are attentive to storytellers, they listen to inflexions in words as presented in a compelling way; in fact, expanding their vocabulary helps them when interacting with their peers. According to Friedman’s second important position, storytelling offers the certain literary devices that contribute to enhancing children’s memory capacities. By listening and imagining characterization, anticlimax, and conclusion, toddlers are able to expand their intellectual horizons overall. Friedman employs poetic prose in her stories, which allows her listeners to memorize new words and understand their significance for the narrative. When Friedman was narrating the stories to the two-year-old Carey, she only relied on her memory to build critical positions of the plot, as well as important characters’ names.

He author a paper that was one of the most quoted papers in the field. The Magical Number Seven, Plus or Minus Two, suggested new ideas about the way immediate memory works, stating that short term memory is limited to holding about seven “chunks’ of information. This limit applied to short term memory and other cognitive processes, like distinguishing different sound tones and perceiving objects at a glance. Chunking is a diverse phenomenon in psychology and cognitive science. Free recall amongst other tests can demonstrate “Chunking,” the task requires individuals to repeat items they had been previously instructed to study. The probability of recall is bigger when chunking is used. Chunking is considered a flexible way of learning. Miller observed that some human cognitive tasks fit the model of a “channel capacity,” but short term memory did not. An assortment of studies could recap by stating that short term memory had a capacity of about “seven plus or minus two chunks. Miller recognized that we are not very definite about what constitutes a chunk of information. According to his theory, it should be possible to increase short term memory for low information content successfully by mentally recording it into smaller higher information content. Chunking as a memory mechanism can be observed in the way we group number and information in our day to day life. Different kinds

Gathering stories from two different individuals with a big age gap consisted of several issues. My daughter would pause during her story to try to remember what exactly happened. The voice intonation and body language would at times lead me to believe she could possibly be lying about some of the things that happened (Justak, 2014). Their where pieces of the story that she couldn’t recall and would skip what happened next or jump on to the

Understanding the boundaries of childhood amnesia has become a large discussion among researchers. Over the years, researchers have developed multiple theories of the boundaries of childhood amnesia for adults, adolescents, and as well for children by using different methodology of measurement (Usher & Neisser, 1993; Eacott & Crawley, 1998; Macdonald et al., 2000; Peterson et al., 2000; Tusin and Hayne 2010; Wang & Peterson, 2014 & 2016). Childhood amnesia occurs when adults are unable to recall memories from their childhood. Although, this definition is still up for debate on whether or not childhood amnesia only occurs for adults, a specific gender, specific cross-cultural difference, or if the boundaries fluctuate over development (Macdonald et al., 2000; Peterson et al., 2000; Wang & Peterson, 2014). While there are still many variables researcher’s must consider when studying childhood amnesia, there is a common theme that arises throughout the research. Researchers are intrigued in the boundaries of childhood amnesia and how using different methods provides different might alter the perspectives and outcomes for how long childhood amnesia lasts after birth (Usher & Neisser, 1993; Eacott & Crawley, 1998; Macdonald et al., 2000; Peterson et al., 2000; Tusin and Hayne 2010; Wang & Peterson, 2014 & 2016). This literacy research review will discuss how the finding within each research method of measurement changes perspectives on how long childhood amnesia last after

Thirty-two responses mentioned that a small amount of information is beneficial to learning. “The less information present, the easier it is to learn and memorise.” This comment illustrates how small amounts of information enhances the amount that is learnt.

The f rst of these is called sensation and involves detecting and selecting for further

The persons must then recall the items in the correct order in which they were shown. As mentioned before, immediate serial recall has been the “holy grail” for theorizing about STM because the phonological loop in Baddeley’s working memory (short term memory) model supported recall in this task. While Baddeley made it known that verbal items have to be mentally rehearsed in order for them to be retained and properly recalled, he and other researchers took it to the next level, and began to determine if relatedness of the items could increase how much is retained and performance level of immediate serial

In the study of cognition, memory is essential. When studying types of memory, short term memory is essential to look at separately from other forms of memory. Short term memory is defined as being able to retain small amounts of information for approximately 30 seconds unless the person uses rehearsal (Goldstein 2011). Rehearsal is used to describe when someone constantly repeats information to remember it for a certain period of time. One of the questions in the field of cognitive psychology is how much can short term memory hold. Baddeley (1975) published an experiment that tested how much short term memory will hold. One researcher, Miller, had suggested that the “magic number” is seven. However, Baddeley chose to focus on how

This test is designed as a screening tool to direct other areas of diagnostic testing, while used along with other assessment tools. The originator of the test, Catherine Renfrew, says that the purpose of the test is to “ascertain in a simple form the ability to give a coherent description of a continuous series of events” (Renfrew et al., 1994). It calculates children’s ability to “retell relevant information about a story” (p. 1). How the children retell the story gives us information about the children’s integrative language skills by making use of an activity that is natural to the children.

Spatial memory has been an intriguing field of study for many years. A major debate especially arises when the spatial memory is said to differ between males and females. The five studies attempt to attribute the variations to different reasons. The first paper (Lund,2001), attempts to find the role of estrogen in the difference between the performance of learning and memory tasks in males and females. The second paper, (Lejbak, 2011) emphasizes the n-back task, a continuous performance working memory measure that makes strong demands on working memory in the superior cognitive load conditions. This strategy has been passed as an effective paradigm that is used in neuroimaging as a measure for working memory. The third article, (Chennareddi,

The second experiment tested college students. The results of both experiments showed that students recall information that was spaced rather than received all at once.