Sensory Memory Analysis

S states that there are four phases to the human memory. He suggests that using a filing cabinet approach to learning things help with memorization. “Human memory is a four - stage process: input, encoding, rehearsal, and retrieval. A problem at any stage affects memory and learning”, (S, 2013). The author goes on to discuss how each process works within his system of learning and memorizing. Inputting information into the filing cabinet is through sensory. We are using taste, smell, sight, hearing and touching at this point just to organize and get the information into the brain but not memorizing or learning anything yet. This phase is the same as the first step in “Tips from the Science of Memory-for Studying and for Life”. Arranging the information in a way that it gives the best structure for remembering it. Next, we encode the information with short term memory, only knowing that the information is there but it is not yet fully understood or committed to long term memory. After that we will rehearse and practice the information that is organized and filed neatly in the filing cabinet because now we know where to go to look for the correct information when we need it for retrieval, the final step of the process. We need to know where to look for the things we have rehearsed and practiced over and over, this information is now committed to long term memory and the only way to keep what we have learned in long term memory is to rehearse it continuously. The author gave some tips on how to maximize our memory capabilities such as studying in a well-lit area, be organized with study material and have everything you need before beginning, get 6-8 hours of sleep every night, and take planned breaks during studying

7). The Sensory memory could be compared to a sorting table of information. Everything collected by our senses from the environment around us is dumped onto a sorting table known as Sensory Memory. This information does not stay there long, only a few seconds before it is saved into our short-term memory if it is valuable or discarded if it is not. Once in the short-term memory the information needs to be repeated to be remembered and moved into the long-term memory. This process is known as memory consolidation, rehearsal or consciously repeating information is a requirement for long-term memory retention. Otherwise, the information is lost after twenty seconds in the short-term memory. The long-term memory is limitless in its capacity to store information, it holds memories from just a few minutes ago, to years and years ago. As an example, if I were studying for a mid-term exam, I would use a three-step process to retain the information. First, I would read the information start to finish, highlighting information I found interesting or pertinent to lessons objectives. Thus, I am taking the information in though my sensory memory and recognizing that I want to retain it. Second within the twenty seconds the information is in my short-term memory I repeat the information by highlighting it. Thus, through rehearsal the information is consolidated and moved into long term memory. Lastly, I would put the information on flash cards using my own words, for more repetition, to assist me in the recognition and recall of the information during the

A fact that cannot be denied is that human beings rely on their memory a lot, not only to remember special events or memorise facts that have been learned but also to recall processes and routines executed on a daily basis. Memory can be defined as a system that processes information in the mind, which consists of three stages; namely encoding, storage, and retrieval (Farlex Partner Medical Dictionary, 2012). Encoding refers to the receiving and modification of an informational stimulus so that it can be embedded in the memory. Storage is the next memory stage, in which information is retained and kept available until it is needed again. Information is more likely to be stored in the long term if it is continuously used and rehearsed. The

Approximately 90% of occupational therapists, who work in school settings, use interventions based on the sensory integration (SI) theory and the understanding of sensory processing to treat sensory processing disorder (SPD) (Ahn, Miller, Milberger, & McIntosh, 2004). A sensory diet is one of the interventions based on the SI theory and consists of a combination of sensorimotor activities designed to provide a child sensory stimuli for facilitating adaptive behavior. The dissertation focuses on investigating the effectiveness of a sensory diet in improving a child’s engagement in school activities.

The More I Learned, the More Interested I got in psychology. Module after module I was getting more and more interested. Unit 3,and especially Module 11 grabbed my attention the most. Module 11 discusses stages of memory and memory processes. This module answers the most important questions: “How our memory works?” and “How we are influenced by our memories?”.

Upon reading chapter 8, entitled “Sensory Experiences” I was able to identify several senses of individuals and how those sense affects children in the classroom. The three most common sense that stood out to me were: visual, auditory, and kinesthetic. However, these senses are the most common senses used in early childhood classrooms. Children use their senses to discover and explore things around them such as: their environment or peers. Children whom use their visual senses prefer to see photos, cards and charts. As a future educator, I must be able to identify my students; learning styles, strengths, and weakness. By doing so, I can provide art activities based on their learning and style. In the arts and crafts center, students are able

When it came to reading manuals and text, that process would take me a much longer time to understand because I had a tough time creating the image of the topic being discussed. I credit my adaptation to Auroral and Kinesthetic learning strategies to my career in the United States Navy. While I served eight years in the United States Navy my job consisted of working on the flight deck of an aircraft carrier, and directing aircraft to launch off the carrier, and recover/land back onto the carrier. The type of learning I experienced while in working on an aircraft carrier in the United States Navy consisted of non-associative sensitization (Grison, S., Heatherton, T.F., Gazzangia, M.S., p.196). The dangers surrounding this job required my supervisors to often train me through strategies that corresponded with auroral and kinesthetic learning strategies, and it made me feel more comfortable with the job I had. Visually and verbally understanding what my supervisor/instructor showed me gave me assurance that it was a task that could be

to process and retain the information that is being studied. Remembering for an exam has to do

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 learning process is a very complex thing. Our brains have to take in the information and turn it in to knowledge. In the article “The Biology of Learning” by Stephen Londe, it says that our brains go through this long process in order for us to memorize the information. However, every brain works differently, how we each have a different learning style, how we collaborate information, how sleep affects learning, and how it processes the information. According to The Biology of Learning our brains have to go through a long process to remember the new information learned. The process of learning is very complex, there is two major components of learning. The first major component is understanding the new information that

Students were an average of 20 years old with a standard deviation of 2.44. About 46.5 per cent of the participants were in their second year of university with a few students in their third or fourth year. Out of the 142 participants, 26 were female and 78 were male. Not all students reported their information, and as a result, there may be discrepancies. Since this experiment was a requirement for the Cognitive Psychology course, the participants were not specifically selected for the study.

The brain has several neurons dedicated to learning and memorizing ideas. The brain however, does not need sustained continuous stimulation to memorize things but needs repetitive and patterned stimulation. This is a principle used in teaching where interrelated ideas are arranged in a pattern to capture the students' attention (Eggen & Kauchak, (2010).

When learning occurs, it can occur through many different processes. Inevitably, some of what is learnt is later forgotten, which leads to the question of what can be done to improve memory and if memory is linked to a particular learning process. This study of memory is related to cognitive psychology, which studies human mental processes. The aim of this experiment is to see whether different levels of processing information can alter the accuracy and amount of information that can be recalled.

Memory is defined as "the persistence of learning over time through the storage and retrieval of information." Our memory can be compared to a computer's information processing system. To remember an event we need to get information into our brain which is encoding, store the information and then be able to retrieve it. The three-stage processing model of Richard Atkinson and Richard Shiffrin suggests that we record information that we want to remember first as a fleeting sensory memory and then it is processed into a short term memory bin where we encode it ( pay attention to encode important or novel stimuli) for long-term memory and later retrieval. The premise for the three step process is that we are unable to focus on too much

This paper identifies and describes the Atkinson and Shiffrin Human Memory Model from stimuli to long-term memory. Additionally, the writer includes a discussion of factors that enhance or impede information flow in each step of the process. The paper also describes the proactive and retroactive interference and how to facilitate maximum retention through long-term memory. Also, the essayist explains other kinds of forgetting and discusses strategies that can improve memory consolidation and retrieval.