Memory refers to the formations and processes that are used to store and
retain information; there are three key processes involved, encoding, storage
and retrieval. The first process; encoding, involves focusing awareness and
consciously applying selective attention on a limited range of stimuli or
events. Craik and Lockhart (1972) proposed that incoming information could
be processed at different levels through three different ways of encoding;
structural, phonemic and semantic. Structural encoding refers to the appearance
of the information whilst phonemic encoding refers to how the information
sounds. Additionally semantic encoding refers to the meaning of the word, but
requires a deeper level of processing than the other levels. Deeper levels of
processing result in longer lasting memory codes (Craik and Tulving, 1975).
To improve the encoding process, elaborating and using visual imagery are
imperative. In addition, Self-referent encoding allows information to become
self-relevant, which, in conjunction with motivation, allows for a greater
ability to recall (Kassam et al., 2009) thus resulting in a deeper encoding of the
information.
The second process is storage and involves the encoded information moving
through short-term memory into Long-term memory. Atkinson and Shriffin’s
model of memory storage (1968) involves sensory input travelling through
memory stores to ultimately be stored in Long-term memory. Sensory memory
preserves information through iconic memory, a momentary recall of visual
information, or echoic memory, a momentary sensory memory of auditory
information. The information moves into short-term memory when selective
...
... middle of paper ...
...to aid retrieval of memories.
The use of long-term cognitive training may also assist Tom in re-learning
skills. Cognitive training focuses on helping to improve abilities and self-
control necessary so an individual can function successfully (Stewart, 2011).
Furthermore, memory and other cognitive difficulties can have a major impact
on self-confidence, which can lead to other mental illnesses and withdrawal from
activities, ultimately resulting in the original difficulties seeming worse (Woods,
2003). For Tom this could lead to a potential lack in motivation to recover,
however Long-term cognitive training can also improve performance on episodic
memory (Belleville, Gilbert, Fontaine, Gagnon, Gauthier, 2006) and therefore
may assist his rehabilitation.
Works Cited
Belleville, Gilbert, Fontaine, Gagnon, Gauthier, 2006)
= Memory is the process of storing information and experiences for possible retrieval at some point in the future. This ability to create and retrieve memories is fundamental to all aspects of cognition and in a broader sense it is essential to our ability to function properly as human beings. Our memories allow us to store information about the world so that we can understand and deal with future situations on the basis of past experience. The process of thinking and problem solving relies heavily on the use of previous experience and memory also makes it possible for us to acquire language and to communicate with others. Memory also plays a basic part in the process of perception, since we can only make sense of our perceptual input by referring to our store of previous experiences.
...Baddeley (1966) study of encoding in the short term memory and long term memory supports the MSM model on the mode of processing such that words are processed on recall and both models share the same opinion that processing does influence recall. Finally, the MSM model of memory states that all information is stored in the long term memory, however, this interpretation contrasts with that of Baddeley (1974) who argue that we store different types of memories and it is unlikely that they occur only in the LTM store. Additionally, other theories have recognised different types of memories that we experience, therefore it is debatable that all these different memories occur only in the long-term memory as presumed by the multi-store model which states the long term memory store as with unlimited capacity, in addition it also fails to explain how we recall information.
Occupational therapist and occupational therapy assistances work with a wide variety of populations throughout their career. Some of these different populations can include different types of backgrounds, genders, ages, economic statuses, ethnicities, and more. While working with these populations, occupational therapists and occupational therapy assistances have to be aware of different types of influences that can not only affect the client, but the client’s occupations as well. In this article, “Psychosocial Aspects of Occupational Therapy,” it discusses the different types of psychosocial aspects that are in the field of occupational therapy.
Atkinson, R.C. & Shiffrin, R.M. (1968). Human memory: A proposed system and its control process.
Memory is an important and active system that receives information. Memory is made up of three different stages sensory memory, short term memory, and long term memory. According to the power point presentation, sensory memory refers to short storage of memory that allows an individual to process information as it occurs. Short term memory refers to memory that is only available for a limited time. It is information that is held for seconds or sometimes even minutes. Long term memory refers to memory that is stored for a long period of time and it has an unlimited capacity with the ability to hold as much information as possible. Retrieval is key and it allows individuals to have memories. Episodic memory refers to memory for events that we
The second stage of memory processing is storage. Aronson et al. (2013) defines storage as the process by which people store the information they just acquired. Unfortunately, memories are affected by incoming information through alteration or reconstruction. This phenomenon is referred to as recon...
The article I have chosen relates to our Introduction to Occupational Therapy (OCT 100) class by encompassing several of the topics we have covered throughout the spring semester. I believe this article relates to OCT 100 because the students use some of the most relevant components
Ebbinghaus’ work on memory performance contributed astonishing knowledge to the field of scientific psychology and enthralled several succeeding researchers and psychologists (Fuchs, 1997; Slamecka, 1985; Young, 1985). Ebbinghaus was precisely known for conducting memory experiments by using nonsense syllables, and from the results of those experiments, he postulated a unitary view of learning and memory. However, Endel Tulving, provided evidence from Ebbinghaus’ original research that there existed discernible kinds of learning and memory. Prior to his experiment, Tulving received some scathing criticism on his stance regarding Ebbinghaus’ research, but he averred that there was no intention to derogate its concept (Slamecka, 1985; Tulving, 1985). Rather, Tulving’s experiment emanated from Ebbinghaus’ original research to address implications that would supplement knowledge about the psychological science of memory.
Memory is a group of related mental processes that are involved in acquiring, storing, and retrieving information (Hockenberry and Hocenberry page 232). I will be addressing two specific types of memory: short-term memory and long-term memory. Short-term memory holds temporary information transferred from sensory memory or long-term memory. Sensory memory is the first stage of memory and obtains information for a brief amount of time. Short-term memory is also called active memory and is stored in the prefrontal cortex which is the most active part of the brain during an activity. Short-term memory can hold information for roughly twenty seconds, but sensory memory holds information for a shorter amount of time. We usually store things such
The question then becomes whether declarative and non-declarative memory are in fact separate or different manifestations of the same neural process. From research on H.M., we find evidence for the existence of a declarative memory system that is independent of non-declarative memory and other forms of intelligence. H.M. had the capacity to hold information in his head for a period of time, suggesting that his working memory was intact (Squire and Wixted, 2011). Further evidence that not all memory is the same is the fact that H.M. acquired a motor skill despite not being able to remember actually learning the skill, thus showing the difference between episodic and semantic memory. Amnesiacs are able to acquire the perceptual skill of reading mirror-reversed words at a normal rate compared to controls (Cohen and Squire, 1980), demonstrating that the ability to learn new perceptual skills also remains intact. Of the forms of non-declarative memory, procedural memory involves the cerebellum, motor cortex, and basal ganglia (General Intro the Neurobiology…). Thus, non-declarative memory can, in a way, be seen as a more primitive form of memory that is not acquired through the integration and consolidation of neural events in the medial temporal lobe, but rather through learned associations outside of the
...it to take in new knowledge or memories), attention, motor control, pattern perception, imagery, and many more (21, 26).
Making and storing memories is a complex process involving many regions of the brain. (3). Most experts agree that we have two stages of memories - short-term memory and long-term memory. Short-term memory is the immediate memory we have when we first hear or perceive someth...
The human brain consists of many subsystems within the long-term memory. One of which is episodic memory. Episodic Memory is the remembrance of a phenomenal personal experience in terms of what, when, and where. This memory begins by retrieving information such as, words, objects, or faces; using this knowledge the episodic memory finds links and slowly transitions into recalling the complete memoir.
There have been many experiments done on depth of processing and the self reference effect. The Depth of Processing model of memory maintains that how deep something is encoded into a person's memory depends on using certain types of processing. This relates to the self reference effect because it is believed that people have the tendency to remember something better when they can relate it to themselves. People who can personally relate to something have the tendency to embed it deeper into their memory.
Encoding is the process of placing information into memory. Storage is the process of retaining information in memory. Getting information out of memory is called retrieval. Out of the three, the most important is Encoding, because you must pay attention to the information that you want to place into your memory. It is the starting point, although there are three levels known within this beginning step.