How To Change A Tire Video Analysis

Headed off to work and the car’s tire goes flat, leaving you stranded on the side of the road and if you call someone it will take over an hour for them to arrive. Unsure on how to achieve the job of changing a tire, but you alone possess little knowledge so you look up these wonderful how-to instructions. Don’t worry changing a tire is reasonably simple with a little knowledge and get-it-done attitude.

Almost all people drive cars or own a car, but not everyone knows how to change the tires on their own vehicle. Knowing how to change a tire is essential for all drivers, and it is a simple task if the process is carefully followed. Having a flat tire while driving is something drivers hope to avoid, and it is dangerous to be stranded out on the road without assistance to change a tire. If a driver continues to drive a car with a flat tire, expensive damage can be done to the wheel and/or axle of the car. In order to be prepared for a time when a tire does become flat, all drivers need to know how to change a tire. There are several essential steps in the process of changing a flat tire. This description will guide drivers in understanding

* Semantic memory- general knowledge that is not tied to the time when information was learnt

When changing a tire, there is always a catch. So one must know that things won’t go according to plan or some kind of inconveniences will happen. So it is the coldest day of the year and my hands are freezing cold and on top of that I have to grab hold of a tire iron. So I’m driving and a tire pops, first one has to safely come to a complete stop and park the car on the side of the road far away from the road as possible.

In conclusion, I have looked at how we think and shown that by organising our thoughts we can improve our memory. Mental imagery allows us to use pictures, concepts allow us to categorise information, and by developing schemas we can compartmentalise relevant information about specific things.

schemas. At the retrieval stage, recall was influenced by the schemas participants had of what

Memory is crucial to our lives, it allows us to function presently, moving toward the future. The capability of learning from our accumulated past experiences is the result of memory. Memories can be vivid and long-lasting, or short and unsteady. Memories may not always be ever-lasting, but the impact of them is. They allow us to form relationships throughout our life.

Schemas are stored in long term memory. Most people have similar schemas and this was recognized by Bower, Black and Turner (1979) when they asked several people to recall the schema for the most important things they do when they go out to a restaurant for a meal. They found out that most people put the same main aspects in their schemas. Bartlett's theory of Reconstructive Memory is

When an individual encounters an event or situation, they seek to understand it by relating it to a schema. Schemas are useful not only in providing meaning in an experience, but also filling in the gaps resulting from a failure to notice all the details of an event or situation. However, reliance on schematic knowledge can lead to memory error, hence causing an individual to remember the

According to Shiffrin & Atkinson (1969), long-term memory is defined as the processes by which information is stored in and retrieved from. The two processes involved in long-term memory are encoding and retrieval. Encoding refers to the process in which information is learned and converted into a memory representation, whereas retrieval refers to accessing previously stored information (Shiffrin & Atkinson, 1969). The two forms of long-term memory are declarative or explicit memory and non-declarative or implicit memory. Declarative memory (DM) refers to subsystems of long-term memory that can be deliberately, intentionally or consciously recollected. These subsystems are known as episodic memory and semantic memory (Squire, 1992). Episodic memory is defined as the long-term memory subsystem that stores information about past events, occurrences or episodes related to an individual 's life and is used to recall such events or episodes. Semantic memory is a long term memory system that stores and recollects facts and general knowledge (Squire & Zola, 1998). Recognition or recall tasks are usually used to measure DM (Wagner et al, 1998). Non-declarative memory (NDM) refers to the memory subsystem that impacts recent perceptions and behaviour without knowledge, consciousness and intent. The subsystem within NDM involved in long-term memory is known as procedural memory (Squire, 1992).The NDM of skills is termed as procedural memory. The process involves learning a skill or

"A Room with an Overview: the Effects of Schematic Processing, Mood and Exposure Duration on Memory Accuracy," written by Andrea Vranić and Mirjana Tonković, talks about how memories are never exactly how people remember them and they are indeed, rehabilitated and distorted. The article explains the different aspects that improve the accuracy of a person's memory. The Schema Theory is explained in the article and states "Constructivism, as opposed to associationism, argues that people build new knowledge and understanding of reality from an interaction of their experiences and the knowledge and ideas they already have" (Vranić and Tonković 358-9). This theory expresses that when a schema, a representation of a plan, is experienced, then the

as we interact with the world, we also adjust , or accommodate, our schemas to incorporate information provided be new experiences.

Do you remember the time you had learned to ride a bike? Do you understand how you can still ride a bike every day? The answer is called Procedural Memory. Procedural memory is a step-like process of how to do the important work that you decide every day. It is connected with long term memory and is the most basic form of memory. Procedural memory is usually part of an implicit memory. Procedural memory refers to the sensory motor skills by repeating the actions over and over. The procedural memory stores bags of information in our heads on how to perform a specific procedure and makes actions more automatic. In addition, these memory systems can function independently, so you cannot lose those memories. Many examples are playing an

Overview: Schema Theory is part of the cognitive theories of learning module and deals with how the brain processes new knowledge (Chalmers, 2003). Schemata are packets of prior knowledge that have been stored in a learner’s memory. Each learner has developed schemata that are based on prior experience and knowledge. Learners seek to connect new information with prior knowledge and use generalizations to assist in organization of information. Schema Theory is focused on conceptual learning and states that knowledge seeks organization in order to develop meaning (Anderson, 1984).

Strategies and devices that help us remember information that requires effortful processing are: encoding its meaning, visualizing, and mentally organizing the