Working Memory and Stock Trading at Fidelity.com
In his well-known book “The Man Who Mistook his Wife for a Hat” Oliver Sacks (Sacks, 1998) describes a man who can see, but not interpret what he sees: shown a glove, the man calls it a “receptacle with five protuberances” – people see not just with their eyes, but their brain as well – perception involves a whole and purposive cognitive process (Duric et al., 2002, p.1286) and this paper will cite research that shows how Working Memory (WM) is a central component of this purposive cognitive process and how it goes above and beyond perception to impact behavior and adaptation. John Sweller highlights the peculiar nature of human cognitive architecture with the point that WM is limited in its ability to process new material but it is massive in its ability to process previously learned complex information in conjunction with Long Term Memory (LTM) thus enabling human beings to perform simple and routine tasks at one extreme while helping them scale intellectual heights at the other extreme (Sweller, 2003, p.215). The last few decades have seen cognitive scientists associating emotional modulation into the computational models of learning and retention – traditionally associated with memory – thus bringing in emotion, anxiety and motivation into the framework of cognitive architecture (Lang, Davis, & Ohman, 2000). This paper will begin by presenting existing research on Working Memory and its properties like capacity and duration. The paper will also talk about the emotional aspect of cognition as it falls under the purview of working memory under high cognitive load, look at Cognitive Load Theory and also focus on anxiety and motivation.
The stock market crash of 2008 in which the U...
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Stereotypes are everywhere and can often create problems for people, however they become even more detrimental to teens, especially at schools. Writer and science correspondent for the NRA, Shankar Vedantam, in his article, “How a Self-Fulfilling Stereotype Can Drag Down Performance,” explains that stereotypes can hurt the performance of the person that it is associated with. He supports his claim by first explaining that how well people do on tests are determined by who administers the questions, then he explains that studies show that when people take tests and they are reminded of negative stereotypes that associate with them, then they don’t do as well, and finally he states that the studies are being widely ignored by all the people who should take heed of the findings, such as test makers and college acceptance people. Vedantam’s purpose is to tell you about the research conducted by Huang in order to inform you that stereotypes can affect performance on tests. In my 9th grade class at Point Loma High School, we were given questions about stereotypes from our teacher to interview two students.
Working memory is responsible for important qualities involving memory. “Working Memory is the thinking skill that focuses on memory-in-action: the ability to remember and use relevant information while in the middle of an activity.” It aids us by holding knowledge that we have learned long enough in order to put
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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.
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Throughout childhood and our adolescent years, we learn to control our emotions, eventually gaining an understanding of how and when it is appropriate to express or suppress those emotions. This technique is referred to as emotional regulation or effortful control and is considered a lifelong endeavor, with early childhood being a crucial time for development (Berger. 2014, p.210) According to Berger, by age 6 signs of emotional regulation are evident with most children being able to become upset or angry without emotional outburst or proud without being narcissistic (Gross,2014; Lewis,2013). Emotional control and delayed gratification are developed using motivation either intrinsic (the joy felt within after achieving something) or extrinsic (the gratification felt after receiving praise or acknowledgment from outside sources) (Berger. 2014, p.214). Unlike intrinsic motivation, because extrinsic motivation requires outside reinforcements to be achieved, once the extrinsic reward stops, so does the behavior; unless it becomes habitual due to intrinsic gratification (Berger,2014, p.214).
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Motivation and Emotion (pg. 354) both play an important part in our daily life. Motivation helps us understand why we do things a certain way or why our behaviors change unexpectedly. While emotion shows our relationships with others and our health, and making important decisions. Motivation comes from the latin word “movere” which means to move where one starts on activities until one's psychological needs are fulfilled. An example in the chapter is “when a person is relaxed in front of the television and begins to feel hungry, the physical need for food might cause the person to get up, go into the kitchen, and search for something to eat”(Ciccarelli). But, there are two different types of motivation, extrinsic and intrinsic motivation. In
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