Research Article Analysis: Cognitive Psychology and Memory

An 85-year-old female who says that she has been doing relatively good. Memory is a little more problematic, and she has some neuropsychiatric testing lined up for next week. She is breathing good. No chest pain. Notes a little bit of peripheral edema from time to time. Appetite good. She says she is eating too much. Her glucose machine broke, and she has not been monitoring her sugars. Her rheumatoid arthritis is doing quite well, and responded to an increase in methotrexate. She says her rheumatologist does not feel that she needs to come back to him anymore. Lab work is out of date, and we will fix that today.

Memory can be defined as the mental system for receiving, encoding, storing, organising, altering and retrieving information (Coon & Mitterer, 2012). Many a time one is able to remember something, example how to drive a car, yet they are unable to remember a mathematical formula for an examination. People vary in their ability to remember certain things, and research conducted has proven that even infants differ in their memory abilities (Fagan & Singer, 1963). It was discovered by psychologists that memory is not static, but rather it is influenced by ones internal factors and situational happenings to a large effect (Huffman, Vernoy & Vernoy, 1997). This essay will attempt to discover which method of study is most suitable, by listing

This essay will be looking at the role of ecological validity and the importance it has in psychological research. Ecological validity refers to the extent to which a study reflects naturally occurring or everyday situations. It will also consider the advantages and disadvantages of ecological validity, through exploring studies such as the bobo doll experiment and a study on memory. Ecological validity is one of many important factor in psychological research. Also being addressed is what goes into a study or experiment and all the things that need to be considered to achieve ecological validity. In addition, it is important to design the study in such a way that the results obtained can be usefully and meaningfully applied to the area in question. Constructing experiments that achieve high ecological validity is quite a complex and difficult task.

Testing oneself before knowing the curriculum is a way of altering and enhancing memory because it helps give one an idea of what the curriculum entails, what should be focused on, when it is most important to listen in class and it is a way of overcoming the “fluency illusions”.

Every human being can learn. Brain-based learning offers some new direction for educators who are looking for a more aimed and informed teaching. This paper will present information on how brain-based learning works. In addition, the paper will discuss how brain-based learning is improving student test scores. Also, the paper will provide research outcomes on the benefits of brain-based learning. Creating stress-free environments, improving complex cognitive skills, and understanding memory become important in brain-based learning. Receiving, encoding, storing, and retrieving information make sense as the memory routes are defined. Assessing student learning becomes the simple

Keywords: left brain, right brain, brain, hemisphere, learning styles, brain dominance, teaching style, formal education, brain-based learning

 We appreciated the discussion of brain compatible teaching. This is something that all teachers can think about when planning lessons for all students. Utilizing these strategies and thought processes for lesson planning crosses all cultural and linguistic boundaries. It would be helpful for students to realize that these strategies are not more work for select students, but just solid instructional techniques that are so powerful across the

Memory is a set of cognitive processes that allow us to remember past information (retrospective memory) and future obligations (prospective memory) so we can navigate our lives. The strength of our memory can be influenced by the connections we make through different cognitive faculties as well as by the amount of time we spend devoting to learning specific material across different points in time. New memories are created every time we remember specific event, which results in retrospective memories changing over time. Memory recall can be affected retrospectively such as seeing increased recall in the presence of contextual cues or false recall of information following leading questions. Memory also includes the process

Educators today are presented with an array of student needs and abilities. It is essential for all educators to work to ensure they are meeting the needs of all students. In order to effectively do so, educators must be aware of how the brain works and its intricacy. There are many factors that should be taken into consideration when determining which strategies work best for students. These factors include interests, learning styles, and preferences. Brain research and studies have been performed to determine how students learn. These studies can help educators ensure they are providing their students with enhanced instruction that meets their individual needs.

74. Raymond remembers, “When I was a sophomore, I took the hardest physics test of my life, and I was happy with my C.” This memory represents a(n)

Memory is both an essential, yet complex, psychological process that relies on numerous neuroanatomical structures, including parts of the prefrontal cortex, cerebral cortex, temporal lobe, amygdala, cerebellum, basal ganglia, and the hippocampus, just to name a few. However, almost all areas of the human brain are connected to the systematic functioning of memory. According to Okano, Hirano, & Balaban (2000), differentiation between the process of memory and the process of learning is important in order understanding the neurobiological aspects of memory, although both are very closely connected. The researchers define memory as a behavioral modification resulting from innate experiences, while the act of learning is more of a process for

I can remember carefully committing to memory a labeled diagram of the human brain minutes before the biology state exam in the spring of 2015. Sure, I could easily pick out the diagram from the stream of data in my head, but ask me now, two years later, and I can guarantee that I cannot recollect the answer let alone the brain’s sections. This did not help my education, instead, it shaped my mind in a memory dumping ground. This phenomenon is not just common to me, students across the United States need refreshers on academic topics once they return the following year. In fact, “six weeks in the fall are spent re-learning old material to make up for summer learning loss” (Centres). Later on in life, if that topic is needed, it will no longer be viable. The memorization technique’s effect on the student’s mind will

How is memory encoded and what methods can lead to greater recall? There have been many different models suggested for human memory and many different attempts at defining a specific method of encoding that will lead to greater recall. In this experiment subjects are asked to do a semantic task on a word related to them and an orthographic task in which they analyze the letter in the word. The results of the experiment indicate that the words which where encoded semantically and are related to the self have greater recall.

I wasn't able to look at the positive aspects of a relationship with someone who passed until I was able to start to really grieve their death and the loss of the future with them before I was able to truly look at the positive aspects of our relationship and the memories of. It was too painful to look at until I started to grieve.

Our education system today is in a state of flagrant disrepair. Educators rely on outdated modes of instruction to teach children. Instead of examining these methods administrators spend time and effort developing more intensive assessments in hopes of fueling more intense learning. In order to successfully impact learning teachers must begin teaching in ways that guarantee to impart new knowledge. Brain-based learning is a newer concept in education that addresses the specific needs of a learner’s brain in order to maximize learning. Brain-based learning as defined by author and educator Eric Jensen is “the engagement of strategies based on principles derived from an understanding of the brain,” (2010, p.4). Because educators do not