Memorization Or Emotion Focused Coping Strategies

Memory is the internal representation of an event or experience and is a constructive process that organizes and shapes information. Memory allows people to learn from personal experiences and learn to adapt and respond to the changing environment. Memory plays a critical role in learning processes. Memory allows for information storage and retrieval of information previously learned. Memory and learning are interdependent in that memory exists because of previous learning, and learning needs memory to create connections and build upon learned knowledge. Research confirms that acute stress affects memory. The techniques used to learn material affects the strength of memory against the effects of stress. Researchers Amy M. Smith, Victoria A.

Age associated declines in cognitive processes are important to the understanding of the human mind. This study investigates the relationship between ageing and short term memory in particular, by first exploring current cognitive and neuroscientific research involving concepts such as short term/working memory, long term memory and ageing, and secondly, by means of a short term memory experiment involving verbal and numerical stimuli, that was administered to two age groups- 20 to 40 year old adults and 50 to 70 year olds. The results of the experiment were then analysed using the ANOVA statistical software programme. The results did not conclusively show age related decline

Discuss Richard Lazarus and Susan Folkman’s and stress and coping paradigm and in view of this paradigm explain age and individual difference in the experience and handling of stress

289). In part B, the person was given 420 seconds to connect randomly distributed numbers and letters in alpha-numeric sequence (Carlson et al., 2012, p. 289). Through the Hopkins Verbal Learning Test-Revised (HVLT-R) would reveal both immediate learning and delayed recall. In this case the total possible number of words answered is 36, the person was then given 15 minutes to remember as many words as possible, most remembered 12. Carlson et al. employed Cox proportional hazard model, “to examine the frequency and variety of activity predicted time to cognitive impairment on each of the four cognitive outcomes” (TMT A, TMT B, HVLT immediate, and HVLT delayed recall) (Carlson et al., 2012, p. 289). Over the 9.5-year interval, the percentages were the following: TMT, Part A > 81 s; TMT, Part B > 225 s; HVLT Intermediate recall < 16 words; HVLT Delayed recall < 4 words; and MMSE score < 23 (Carlson et al., 2012, p. 289). The study found that indeed variety in cognitive activities can reduce the risk of impairment such as: dementia and cognitive aging by 8%-11% (Carlson et al., 2012, p.

Limitations with the study were identified with respect to retrospective self-report measures in the face of memory difficulties (impact of stress on the hippocampus). For cases of verified ACEs, adults were deemed likely to underestimate the occurrences of ACEs.. However, findings were supported by neurobiology and epidemiological studies

After completing the “Coping with Stress Scale,” and averaging out my scores, I received an active-cognitive coping score of 2.09, an active-behavioral coping score of 1.61, and an avoidance coping score of one. These scores accurately describe my coping style because it says I use the active-cognitive coping style more frequently, and I do. I do use active efforts to construct thoughts to help cope with the problems. I always think of solutions to my problems, keeping my problems to myself. I always think I can manage to figure out a way to understand a problem that I’m having. The active-behavioral coping style score was spot on. My score indicated that I rarely use this style, and that’s very true. I rarely talk to others about my problems. The avoidance coping style score of one was also accurate. I very rarely keep my problems of out my awareness; I know my

In fact, one study done in 2005 by Kuhlmann, Piel, and Wolf, showed that when 19 young, healthy male subjects were exposed to a stressor or a control, it was found that among those exposed to the stressor, memory retrieval was significantly impaired (Kuhlman, 2005). This finding is significant in the fact that everything one learns might need to be recalled at some point and in terms of higher education, one simply cannot function without memory retrieval. Such impairment or struggles with memory retrieval lead to another side effect of stress called anxiety.

Aging becomes a process for everyone, young and old. As people age over time many factors play into how well each individuals mind will maintain and respond. The ability to be able to store and retrieve memories will vary based on the individual. Forgetting a close friend’s name, details of a favorite movie or TV show may become challenging at times. These moment that surface from time to time in life may be referred to as “senior moments” but in all actuality could be signs of a change in one’s mental state while aging. “But memory is more than brief (short-term) and lasting (long-term) information storage and retrieval. We process bits of data while we keep them in mind—adding a column of figures, thinking of what we’ll say next as we take in the other side of a conversation—with a more fluid faculty called working memory” (Sherman,

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.

Boyes and French (2010) conducted an experiment to test the hypothesis that participants who were assigned to the high-stress condition would deem the task more negatively and used more emotion-focused coping than participants in the mild-stress condition, and if high-neuroticism participants were placed in either the high-or mild-stress condition they would report the task more negatively and use less task-focused coping than low-neuroticism participants.

While Problem-focused coping is ineffective when an individual cannot exert control over a circumstance or stressor, or cannot make an adjustment to the stressor (Carver, 2011). An example of ineffective problem-focused coping is utilizing problem-solving to manage the stress of the death of a family member. Although problem-solving may assist the individual in finding an effective coping strategy, problem solving is not the most effective coping strategy since the stressor (the death of a loved one) cannot be adjusted or modified.

As people age, they change in a many of ways both biological and psychological. Some of these changed can be for the better and other may not. They are many changes that occur during the aging of the brain, one significant factor is the neuroanatomical and neuropsychological changes that also take place as the individual continues to age. Memory plays a very important part when it comes to all aspects of information processing. During the early, age of an individual’s life is when people tend to retain a great amount of information but as the adults gets older in some cases their memory begins to decline and have difficulty recalling information.

p= 0.494. There was no main effect for anxiety on memory recognition. Males with low anxiety

Besides this, prior research has also demonstrated that serial recall is dependent on age. When performing free recall tasks, young adults tend to begin recall with items appearing at the end of the lists (Howard & Kahana, 1999). In the immediate serial recall tasks (ISR), performance on ISR is characterized by extended primacy effects and small recency effects (Tan, 2008). Serial position effect is expected to generalize

Discuss Richard Lazarus and Susan Folkman’s and stress and coping paradigm and in view of this paradigm explain age and individual difference in the experience and handling of stress