Self Learning Methods Towards Educational Improvements

People rely on incoming information and stored information to perform their everyday functions. However, humans have a natural capacity of how much information they can attain. We are unable to store all of our acquired information without different systems that organize our information. Working memory is one of these systems that temporarily holds and manages information for cognitive processing (119). Baddeley’s working memory model is made up of four components that allow for temporary information to be stored (109).

Researchers such as Logie, Baddeley and Bunge generally agree that the short-term memory is made up of a number of components or subsystems. The working memory model has replaced the idea of a unitary store short-term memory as suggested by the multistore model. The working memory model explains a lot more and in a lot more detail than the multistore model. It makes sense a range of tasks- verbal reasoning, comprehension, reading, problem solving and visual and spatial processing, it also applies to real life tasks such as reading which involves the phonological loop subsystem, problem solving which involves the central executive and navigation which involves the visual and spatial subsystem. The Working Memory Model is supported by

Atkinson’s and Shiffrin’s (1968) multi-store model was extremely successful in terms of the amount of research it generated. However, as a result of this research, it became apparent that there were a number of problems with their ideas concerning the characteristics of short-term memory. Building on this research, Baddeley and Hitch (1974) developed an alternative model of short-term memory which they called working memory. Baddeley and Hitch (1974) argued that the picture of short-term memory (STM) provided by the Multi-Store Model is far too simple. According to the Multi-Store Model, STM holds limited amounts of information for short periods of time with relatively little processing. It is

Baddeley and Hitch determined that this working memory should be divided into three parts based on the type of information it processes. The first part, deemed the central executive area, acts as a boss sending data to the other areas while dealing with cognitive tasks such as problem solving on its own. The visuo-spatial area stores and processes visual information and is responsible for navigation. Finally, the phonological loop stores and processes written and spoken materials and would be responsible for memorizing a telephone number. The phonological loop is further broken down into two parts, the phonological store, which holds spoken information, and the articulatory control process, which is used to store verbal information from the phonological store. In 2000, based on a failure to explain experimental results, Baddeley decided to add the fourth part called the episodic buffer. This component is responsible for communication between long-term and episodic (short-term) memory and serves as a backup (Mcleod, 2008). Working memory and short-term memory are often interchanged, however working memory commonly includes the active processes in the brain that make up the short-term memory, while the term short-term memory solely refers to the brain’s ability to temporarily store

Describe and discuss evidence for the Working Memory Model (Baddeley and Hitch 1974, Baddeley, 1986). Introduction The Working Memory Model (Baddeley and Hitch 1974, Badelley 1986) has an important role to play in complicated cognition in a person’s life. This essay will describe and discuss evidence for the Working Memory Model, which is one of the most important theories for memory aimed to understand how the person takes control and stores information during a task. The Model gives us a helping hand in how the memory is used in day-to-day activities and for example to understand if the memory works harder with more complicated tasks and if it works easier with simpler tasks.

The multiple component of the working memory presented by Baddeley and Hitch (1974) gave a reasonable conception as to how the short term memory function. Contrary to models presented by Atkinson and Shiffrin who describe the short term memory as a single unity (1968) the working memory model originally thought to be composed of three systems: the central enactive, the phonological loop, the visuospatial sketchpad, and most recently, the episodic buffer. Each component has a unique function that separates it from the other component. (Baddeley & Logie, 1999), this problem has

The term working memory is also known as short term memory. The working memory stores a limited quantity of information that is being processed at that time. The working memory also organizes current mental activities (Matlin, 2013). Its abilities consist of keeping selected memories active and available for varying cognitive tasks (Matlin,

This essay addresses the working memory model which was proposed by Baddeley and Hitch (1974 in Smith & Kosslyn, 2007) as a response to Atkinson and Shiffrins (1968 in Smith, 2007) multi-store model. According to Baddely and Hitch the multi-store model failed to explain most of the complexities of the human memory and viewed it as being too simplistic. They argued that the short term memory store must have more components rather it being a single inflexible store as suggested previously by Atkinson and Shiffrin (1968). The working memory model is therefore an enhancement of the multi store model. According to Baddeley and Hitch working memory is a limited- capacity system that stores and processes information.

Information in working memory is delicate and easily disappears, in order to be retained it needs to be kept activated. However, if new information does not receive an appropriate amount of attention, activation will quickly diminish. One strategy to help keep information activated in working memory for longer than 20 seconds, a person can review the information mentally (Dingfelder, 2005). Teachers can and do help students perform this review of information during classroom lessons. Once the teacher stops the lesson to ask students if they have any questions, they are giving students a few seconds to contemplate and mentally review the information they have just learned. Another method that teachers can use to assist students with retaining

Short-term memory is the area that is also known as working memory, for good reason. I would use techniques

Working memory is essential for problem solving and for completing cognitive tasks. Working memory is characterized into two components “short term” and “executive attention” (Underwood, 2016). Executive attention manages information form short-term memory; it blocks distractions from the focus of attention (Underwood, 2016). This can be compared to a net.

Working memory, Baddeley (1986) also known as short term memory is necessary to maintains relevant information required to perform challenging task. Per se, it is thought to be involved in all forms of cognition (Kolata & Kolata, 2009). Understanding working memory is of critical importance to behavioral neuroscience ????. Working memory is controlled both by seat of intelligence- prefrontal cortex, but also hippocampus (Spellman et al., 2015). The working memory is processed by hippocampus which then relays these signals to the prefrontal cortex in brain for executing memory related tasks (Yoon et al., 2016). It is used to actively maintain and manipulate dynamic information needed to carry out assignment involving real time multitasks (Bolo

As we discussed in class, motivation plays an intrinsic role in creating successful self-directed learning. Those who practice this form of learning, in various ways, are driven by personal or external incentives, such as the desire to learn something, or simply for curiosity 's sake, self-esteem and self-efficiency. Because of this self-directed learners are known to take initiative, view issues as challenges to overcome, become confident, have a desire to evolve, and appreciate and seek out learning opportunities (Taylor, 1995).

This essay contains the evaluation of approaches to self-managed learning and explanation of which approach suits best for me. Also, it includes ways in which lifelong learning in personal and professional contexts could be engaged and how it could be maintained in personal and professional life. Finally, this essay contains the evaluation of the benefits of self-managed learning to the individuals and organisations and further to that explanation of the benefits experienced in personal and educational life through self-managed learning.

So, to overcome my weaknesses, the resources I firmly believe I will need are Motivation and Self-Education. Motivation is literally the desire to do things. It represents the reasons for people's actions, desires, and needs. It is the crucial element in setting and attaining goals. Motivation is the only resource that can bring an individual on without having any other resources. To remain motivated for a long period of time might be the only harder thing than becoming motivated. For me, the biggest source of motivation is to become a person that my parents, my wife and my children would be proud of. To remain motivated it is important to follow the plan and record all achievements. Therefore, keeping in mind how much has already been done, and how much pain it would bring giving up the plan that I have been working on so hard and for so long, keeps me alert and motivated all the time.