Long-Term Memory: Structure Called Recognition Memory

In the section “Tips from the Science of Memory-for Studying and for Life”, found in our textbook, “Experience Psychology”, the Arthur Laura A. King discusses the importance of study habits. She addresses the skills needed to turn short-term memory into long-term memory through organizing, encoding, rehearsing and retrieving the information we study and memorize. “No matter what the model of memory you use, you can sharpen your memory by thinking deeply about the “material” of life and connecting the information to other things you know.” (King. 2013).

Holladay, April. "How Does Human Memory Work?" How Does Human Memory Work? USATODAY.com, 15 Apr. 2007. Web. 04 October 2015.

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

Outline the different forms of long-term memory beginning with IMPLICIT and EXPLICIT memory. Include definitions, examples, and discuss the major brain regions involved for each. If more than one brain region is involved, assign a component of the memory to each brain region.

Memory is a set of cognitive processes that allow us to remember past information (retrospective memory) and future obligations (prospective memory) so we can navigate our lives. The strength of our memory can be influenced by the connections we make through different cognitive faculties as well as by the amount of time we spend devoting to learning specific material across different points in time. New memories are created every time we remember specific event, which results in retrospective memories changing over time. Memory recall can be affected retrospectively such as seeing increased recall in the presence of contextual cues or false recall of information following leading questions. Memory also includes the process

Throughout the day, most people do not take note of the fact that everything you do in a day comes from your brain. Taking a sip from the water fountain, writing notes in class, shaking someone’s hand; all of these actions come from the most complex supercomputer in the world, your brain. Your brain never stops operating until you are ultimately dead. Even when you are asleep, your brain is still tirelessly at work.

There is significant amount of evidence that supports the idea that students have long-term retention of course material when they take more than one cumulative exam throughout the semester, as oppose to courses in which students have only one cumulative exam at the termination of the semester. The article, “Cumulative Exams in the Introductory Psychology Course,” by Natalie Lawrence, examines the importance of cumulative exams in impacting students’ long-term memory of material, if given more throughout the course. This is significant for both teachers and students to acknowledge when instructing or participating in a college course.

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

I can remember carefully committing to memory a labeled diagram of the human brain minutes before the biology state exam in the spring of 2015. Sure, I could easily pick out the diagram from the stream of data in my head, but ask me now, two years later, and I can guarantee that I cannot recollect the answer let alone the brain’s sections. This did not help my education, instead, it shaped my mind in a memory dumping ground. This phenomenon is not just common to me, students across the United States need refreshers on academic topics once they return the following year. In fact, “six weeks in the fall are spent re-learning old material to make up for summer learning loss” (Centres). Later on in life, if that topic is needed, it will no longer be viable. The memorization technique’s effect on the student’s mind will

Working memory capacity Is the limit of the brain to process information. This information is processed as chunks and individuals can code to increase the amount of information in a chunk.

Since Nader, Schafe & LaDoux (2000), challenged the previously heralded definition of memory consolidation, an influx of research addressing various theories of; consolidation, reconsolidation and potential clinical implications have surfaced. This essay aims to conglomerate the current understanding of memory reconsolidation, furthermore addressing the resonance upon clinical psychology.

We all wish we could do better on our tests and retain our knowledge years after taking the class. This wish can come true with the information in the article The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention. This passage talks about the importance of practice tests and spaced study. The combination of both of these techniques is called successive relearning. Successive relearning for use in college will build a stronger long-term memory of the material and promote better grades on exams. Two experiments were performed to test the effectiveness the techniques used in successive relearning. Experiment 1 tested student performance on exams using self-regulated practice and restudy-only versus successive relearning. Experiment 2 tested student

Learning about memory gave more confidence about my abilities on how to retain more information, precisely and quickly. Which is critical for higher education. This knowledge helped me enhance my memory, also, I’m fascinated by the method of loci (pg.274) which at first was peculiar to me; it’s quite astonishing, that ancient Greece and Roman was able to come up with this notion, which will always be synonymous to memorization. While, learning about the method of loci, it made me realize how incredible our long term memorization has come to be. Without the retrieval of long-term memory, it would be extremely difficult for anyone to use the method of loci in order to use it as a recall mechanism. I intensely believe that the method of loci will

Have you ever taken a test and the question is something along the lines of “What word means…?” I have multiple times and most of the time, I end up selecting the wrong answer and I always blame the tip-of-the-tongue phenomenon. This phenomenon causes me to not remember the word, even though it’s on the tip of my tongue, despite how hard I try to remember. Of course, the word I’m looking for will emerge in my head prior to turning in my examine. When this occurs, and for me, that’s often, I get undoubtedly annoyed with my brain and how it can’t remember crucial facts when I need them. However, when learning what our bodies are capable of to produce our memories, I am flabbergasted; there are three basic types that our brains are capable of producing-- sensory memory, short-term memory, and long-term memory. It always seems that I can remember subjects for a test but can never transport the ideas into my long-term memory. From my previous experience and going to college soon, it’s time that I reexamine the way I perform in the classroom to ensure that the knowledge I gain in my class transfers into my long-term memory. Our memories are made up of the various approaches to ensure that our three types of memory are working probably and allows me to enhance my performance in the classroom.

Our ability to retain information from our every day experiences is due to our episodic memory (Berk, 238). This research paper examines the effects of genetics as well as the participants’ personal lifestyles in the hopes of assessing the reasons behind the stability and decline in episodic memory (Josefsson et al., 2012). The investigation is important in understanding the development of our episodic memory by knowing what effects our ability to retain every day experiences. It may also help our understanding of how information processing can be improved or stabilized.