Essay about Exploration of Memory

Additionally, to further support these theories, researchers tend to conduct studies on the famous patient case, HM, to propose the consolidation deficit theory, in which those with amnesia cannot turn short-term memories into long-term memories (Dewar et al., 2010). However, researchers Dewar, Della Sala, Beschin, and Cowan (2010), mentioned that HM’s case does not fully explain why a patient with anterograde amnesia has the ability to get better at cognitive tasks despite being unable to recall having performed those tasks at a previous time. On the same hand, Duff, Wszalek, Tranel, and Cohen (2008) mentioned that most individuals with anterograde amnesia experience heightened intelligence, attention, skill, and reasoning levels (procedural memory).

Matthew Walker, is the assistant psychology teacher at the University of California. He executed a study with 39 young adults from the school. In this study he put the participants in to different groups, the sleepers and the non-sleepers. Matthew then gave everyone tasks that would work the hippocampus which is the part of are brain that stores fact based memories. Next he then had the sleepers take a 90 minute one, then they began to learn more. The results showed that the sleepers did not only get better scores then the non- sleepers (who got even worse scores then before), but beat their original scores. This reinforced the hypothesis that in order for you clean out your short term memory and make room for new

To begin with memory like everything else in the body there is a process that occurs; first it goes through "encoding, storage, and retrieval."(This is the process of memory, each are very important and it is amazing how the brain deciphers what is going to stay in the long term memory or short term. First off is encoding, it is all about "sensory information into

Concluding, the data collected from each phase suggest the initial theory of type of forgetting patterns. Forgetting patterns are dependent to the type of memory representation, in words, recollection-based memories, memories supported by the hippocampus, are subject to decay. The opposite of recollection-based memories, familiarity-based memories the memories supported by extra-hippocampal structures, are subject to interference.

The impact of sleep behavior on memory recall is a new topic in psychology study field, but the result of this research will help many researches in the future. Sleep not only brings people physiologically relax but also improve people’s ability on memory recall. 300 undergraduate students in UW participated in an experiment about memory recall test (recall a list of words). The text result and later analysis showed that, after sleeping, students tend to gain higher score in their memory recall test. Students who take a nap(sleep group) before take the memory test have an average 4.5 points higher than students who do not(non-sleep group). The relationship between sleep and memory recall is significant, and p-value is also smaller than 0.01.

Forgetting is ‘the inability to recall or recognise material that was previously stored in memory’, and there have been several explanations provided from a variety of studies investigating how we forget. Depending on whether information is forgotten from sensory memory, short term memory (STM) or long term memory (LTM) it can be due to a lack of availability or accessibility. A lack of availability is where information is not present in STM due to decay and displacement, and a lack of accessibility is in the LTM due to cue dependency and interference.

Memory consolidation increases during sleep, indicating that additional learning has taken place without further rehearsal. Brashers-Krug, Shadmehr and Bizzi (1996) measured participants performance after a 24 hour period (including sleep)

Studies that find no forgetting as a function of retention-interval duration tend to use sequential presentation of memory items, while studies that find forgetting as a function of retention-interval duration tend to use simultaneous presentation of memory items (Ricker, & Cowan, 2014). This raises the question as to whether the disuse, which accompanies lapse of time, is effective in causing loss of retention (Twining,

It was a very hot saturday evening and Lonzo and Lamelo were playing basketball in the park. Lonzo and Lamelo played basketball until the night to practice, so they finished and walked back to there house. (Lonzo and Lamelo are brothers) They go try to go to there house but they get lost,so they try calling and texting there mom and dad, but they didn’t answer because it was very late.

Do you think you have a good memory? If you are in agreeance with the majority of society your answer should be yes; you can remember your name, what you ate for breakfast this morning, where you live, what car you drive, and basically all the things that are essential to living out your everyday life. Memory is a necessary function of the human mind that we use and rely on throughout our lives. It is what allows us to learn from our past so we can better pursue our future. Everything that we have ever thought, done, or said, molds us into the people we are today, and without memory, we would essentially forget the things that make us who we are. Think about it, you could not be the person you are today if you could not remember the experiences

A person can feel connected to a special place if they have good memories there or if they grew up near there.

Long-term memory is where thoughts or other memories are stored that we can recall at any time, even from years ago. Long-term memories can be recalled when needed, even though they may seem forgotten because we don’t constantly think of them. The more important memories however, are the ones we tend to recall more and with more detail than the ones that aren’t as important or as big of a significance. The weaker memories are also more prone to be lost, or the details of them may be replaced by different information. These memories can also be more vulnerable to be forgotten, however they can last for days up to many months and years. There are two different types of long-term memory. The first type is explicit memory. These memories are made

Many Studies have been conducted dealing with sleep and memory. Research results prove time and time again that sleep plays a role in memory and how we retain information. Bunney and Potkin suggest that declarative memory is improved by sleep (Bunney and Potkin, 2012), while Benson and Feinberg suggest that memory is retained more after Full-relaxed sleep (Benson and Feinberg, 1975). This paper will examine Bunney and potkin’s research findings and Benson and Feinberg’s research findings to prove that sleep does in-fact effect memory.

Memory comes in three forms: Sensory, short term and long term. Sensory memory is remembering information for a few seconds, or less. Sensory memory is important in order to be aware of the surroundings. If information is paid attention to, or classified as important, it will make its way to the short term memory. The short term memory holds on to a few bits of information (usually 7 give or take) for a couple of seconds (Miller, 1956) at a time (Rawlings & Co. 2004). If the information is rehearsed enough, it will make its way to the long term memory and will be retained in there until needed (Kouyoumdjian & Plotnik, 2011)

Of course, there are debates as to whether we actually ‘forget’ anything at all, or whether it just becomes increasingly difficult to access or retrieve certain items from our memory. Short-term memories can become long-term memory through the process of consolidation; this involves participation and significant association. However, there is some evidence that long-term memory also record to sound to some extent. For example, when you cannot quite remember the words to a certain song, but it is “on the tip of my tongue,” this is usually based on the sound of a word; not it’s meaning. But what does our memory have to do with the way that we learn new information? We lose and acquire information through an information-processing system in our brain. This system identifies how we store, encode, and retrieve information. So when we learn, this entails converting the new information into long-term memory. Much of what we believe we have learned is soon forgotten or was never really learned in the first place, due to short-term memory. The specific strategies you use to store and remember information in your long-term memory affects how likely it is that you will actually remember it. This is where we begin to study the information that is needed to be learned to prevent it from ‘fading’ over time. By re-analyzing the information that is needed to be learned, we repetitively update and renew the information already know until we no longer need to. According to Aaron S. Benjamin’s “The Psychology of Learning,” we lose about fifty percent of what we learn within a twenty-four hour period because of our short-term memory. Therefore, unless you frequently study and review the information over and over again, it will be lost. This all plays into how we truly receive the