The Role Of Gender And The Ability For One 's Mind At Store And Remember Information

Storage in human memory is one of three core process of memory, along with Recall and Encoding. It refers to the retention of information, which has been achieved through the encoding process, in the brain for a prolonged period of time until it is accessed through recall. Modern memory psychology differentiates the two distinct type of memory storage: short-term memory and long-term memory. In addition, different memory models have suggested variations of existing short-term and long-term memory to account for different ways of storing memory

Gender differences have been recorded by researches from single neurons in the cell to system level processes (Cahill 2006), and certain scientists proposed that sex hormones influence the development of prefrontal cortex, and this is supposed to be the cause of the differences in working memory performance (Duff & Hampson, 2001). This study further investigated the existence and nature of this gender difference. A sample of 497 Monash University psychology undergraduates (385 females and 112 males; ages 18 – 64) were recruited for this study. Working memory performance was tested with online 'spatial working memory ' test, and 2D:4D finger length ratio was used as an indirect measure of sex hormone levels. The results revealed no sex differences in the working memory performance, but variance in 2D:4D ratio – females had a larger ratio than males. Memory reaction time was negatively correlated with 2D:4D ratio, thus, females had a quicker reaction time.

Ryan, E. (1992). Beliefs about memory changes across the adult life span. Journal of Gerontology, 47, 41-46.

Other explanations for the variations include a large amount of estrogen hormones in females, which is the primary reason for the differences in the parts of a woman’s brain. According to Bruce Goldman, a science writer for the Stanford Medical School’s Office of Communication and Public Affairs, a woman’s hippocampus, a region of the brain that processes most learning and memorization, is generally bigger than a man’s and functions in a distinctive way. Better learning and memorization skills are especially important when it comes to schooling, which explains why every two men who earned a Bachelor of Arts degree in 2010 were matched by three women achieving the same (Rosin 306). This is not the only variations between the brains of each gender; the corpus callosum, the white matter in the center of the brain that helps the left and right lobe “talk” to each other, is larger in females, thus the reason that womens’ brains unfailingly show stronger communication between hemispheres (Goldman). Activity between these halves are important for speech as well as comprehension. Different sizes of different parts of the brain are part of the reason why women are biologically more capable in certain fields of work than men.

The author of this article hypothesized that, as individuals grow older memory retention declines, however, not all characteristics of memory are weakened. This article is made up of three sections; Review of Empirical Findings, Aging and Memory: Theoretical Perspectives, and Aging and Memory: Neuropsychological Underpinnings. The first section will inform the reader by using examples that were used to study different parts of memory and conclusions that the researchers have agreed

2581). The questions of if and how gender plays a role in a person's STM capabilities and working memory is one that has been visited and revisited over time, but has generally yielded fairly consistent results: one sex does not dominate the other in terms of which has a more functional STM, rather, men and women maintain their own respective skills regarding different areas of STM ("Sex Differences in Memory"; Loftus et al. 82).

The study first appreciates that sex differences in psychological functions exist, but the objective is to gauge the performance as the individual progresses with age. The study used rhesus monkeys that were subjected to various tasks with varying complexities. The results revealed that the perfomance of the male spatial memory was superior to the that of the female subjects at the beginning of the study. However, the rate at which the performance declined was higher for the male subjects than the females. Working memory, however, was the only component of the study that showed a difference. The study then concluded that males have an advantage in spatial working memory at a young age, but the decline is more significant with progression in

College students from the end of time have been talking about whether they feel they have good memory or not. College students carry a lot on their plate and are required to remember quite a few things on a day to day basis. When things are to be recalled, some people find it difficult if not impossible to remember what it is they had to. This difficult tasks stems from having an unproductive part in the neural cell activity because everyone should have fairly good memory. Does aging have an effect on memory recall? Does a person’s poor memory recall have to do with a neurological disorder? Does the amount of time given to learn something, effect the ability to recall? In this paper, first, the literature on memory retrieval and neural cell activity is reviewed. And then, an experiment will be proposed to examine the effects of time spent learning new information on memory recall.

As we progress through life, it seems that simple things become difficult to recall. The question is does memory decline with age. There have been numerous debates about whether age has any correlation with memory deterioration or if our lapse in the recollection of our memories is contributed to stress we are experiencing. Another important factor that we must consider is the illnesses that are linked to memory loss such as Dementia and Alzheimer’s disease. How does a researcher examine memory decline in humans in respect to age? Biology plays a key role in aspect to memory loss and the illnesses associated with memory loss; gender also seems to be a significant factor when discussing memory deficits.

Gender differences in memory and attention were assessed with computerized tasks consisting of several components. The tasks were scored based on accuracy. More questions answered correctly indicated the participant had a high level of memory and attention. The study compared the participants’ accuracy between taking the test with no music

Short Term memory is used to complete everyday task. It allows us to process the world around us and learn from our experiences. Short term memory is used when an individual needs to retrieve information that was recently resented and encoded. The ability to remember numbers is important in many aspects of our lives. Whether or not there is a gender difference in the retention of numerical memory is the focus of this investigation. Is short term memory the same for everyone? The way individual retrieve information may be influenced by a variety of things, such as age, interests, or gender. Previous research investigated the different ways in which men and women recall information.

Over the human life expectancy, performance of memory demonstrates extensive variety and differences, with a generous increase in execution and performance over childhood and youth, a sneak peak in young adulthood, and fast decrease with propelling grown-up age. Memory execution improves and increases amid youth and pre-adulthood, and declines as the person hits maturity or in old age. Among more youthful grown-ups, better capacity to bind things to the setting in which they were experienced is connected with higher working memory execution of the individuals. This increasing and decreasing pattern of memory applies to both short-term as well as episodic memory. The arrangement of complex memory representations, going from perceptual element to the development of higher order memories, ideas, and thoughts, fundamentally relies on upon binding processes.

Episodic memory represents memories of experiences and specific events in time in a serial form, from which one can reconstruct the actual events that took place at any given point in our lives. It is the memory of autobiographical events (times, places, associated emotions and other contextual knowledge) that can be explicitly stated. Individuals tend to see themselves as actors in these events, and the emotional charge and the entire context surrounding an event is usually part of the memory, not just the bare facts of the event itself. The brain is the center of the memories, and it receives information about experiences in random manner until the data is brought back up or a specific memory itself. Memory is the ‘glue’, in effect, that holds intellectual processes together, from perception, attention, and language, to reasoning, decision-making, and problem solving (Richardson-Klavehn and Bjork 2005). Memory also plays a critical role in social and emotional functioning, because it is a sense of whom one is and other people are from factual and autobiographical information in memories(Richardson-Klavehn and Bjork 2005). Forgetting is also a part of memory.

In the past, numerous psychologists have conducted studies on short-term memory. George Miller, in his experiments, (as cited in Weiten, 2013) discovered that humans can hold 7 items, plus or minus 2 items, in their short-term memory. Psychologists after Miller such as Cowan conducted experiments as well as believe that this number is actually 4, plus or minus 1. Cowan believed that the reason Miller came up with the number 7 was because he did not account for chunking in his experiment (Cowan, 2010). Researchers at Harvard University conducted a study which led to evidence stating that there is a limit on how much information that can be held in the short-term memory of humans and that the amount of items stored in short-term memory

The human brain is a very complex organ in its composition and the way it functions. The brain forms one of the main components of the central nervous system (CNS) in which the other is the spinal cord. The brain’s tissue consists of gray matter where neurons’ cell bodies are concentrated with their dendrites and glial cells, and white matter where the myelinated nerve fibers are bundled. The function of the brain varies from sensory perception, language and maintenance of balance to coordinating and planning, and involving with emotions and basic behavioral patterns (Klandorf, Sherwood, & Yancey, p.177). Other functions of the brain are learning and the ability to recall experiences and acquired knowledge; the later of these is called memory. According to the authors memory is defined as the brain storage for acquired information and the ability to retrieve these information over time (Klandorf, Sherwood, & Yancey, p.195). The purpose of this paper is to drive clarity about the different types of memory through comparing short-term and long-term memory, and to explain the underlining physiological mechanisms of short-term and long-term memory. Also, how memories are retrieved will be discussed.