...evidence for the separation of declarative and non-declarative memory Long term memory is a place where we store all of the memories that for long period of time. Once the memory has been stored in the long term memory, it can last up from a few minutes to the rest of your life. The amount of how much a person can save in the long-term memory is infinite. There are two different kinds of memories, one of them is called declarative memory. Declarative memory is the ability to for example remember what you ate for dinner yesterday, or recall a typical event; in other words, it is a memory of general knowledge, data, factual information and events. Declarative memory (also known as implicit memory) has two types: sematic and episodic...
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...de 2 School of Knowledge Science, Japan Advanced Institute of Science and Technology 1-1 Asahidai, Nomi, Ishikawa 923-1292, Japan sugi@jaist.ac.jp Abstract Purpose: To sharpen the concepts of tacit, implicit and explicit knowledge by linking them to findings from cognitive psychology and memory science and thus finding a possibility for measuring non-explicit knowledge. Methodology/Approach: A review of KM and cognitive science literature leads to a dimensional model of knowledge types that links the concepts from KM to more specific concepts from psychology. One central assumption of the model was empirically tested and put into practice in one small-scale KM project. Findings: The concepts in KM can be linked to concepts from psychology and thus receive theoretical support. The developed model enables psychometric access to a part of non-explicit knowledge through structural assessment techniques. Furthermore, the model has proven to be of value in a practical application in KM. Research limitations: The experiment and the practical application are too small in scope to provide full support for the model. Further research is required. Practical implications: A fraction of non-explicit knowledge can be measured with structural assessment techniques. This can be used in the quantitative evaluation of KM projects as these techniques allow the quantification of individual knowledge increase. Furthermore, a detailed analysis of individual project-relevant knowledge is useful...
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...Episodic memory in animals, Are they capable of mental time travel? Sarah-Jane Fahed American University Of Beirut Mental Time Travel in animals Episodic memory is a type of declarative memory, it’s the memory for personal events and is distinguished from semantic memory: memory for facts. What characterizes episodic memory is that it involves mental time travel also termed “Chronesthesia”: it is the capacity to mentally project oneself in the past to remember events that took place and projecting oneself to try and predict the future. It is commonly thought to be specific to humans but some studies have been done to research this specific type of memory and see if it can be attributed to animals. The study of episodic memory in non-humans led to many contradictory results and depends on how it is defined. The main focus of this paper is to study the different researches done on the Chronesthesia component of episodic memory in animals: mental time travel to the past and to the future and show their limitations. Tulving originally defined episodic memory in terms of the kind of information it appears to store: what where and when something happened (the www criterion) and later added the concept of autoneotic awareness to the definition (as cited in Suddendorf & Corballisb, 2007): the sensation that a memory was personally experienced In their book Missing Link in Cognition: Origins of Self-Reflective Consciousness Terrace...
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...and Explicit Memory The brain's memory systems are divided into two types: implicit memory and explicit memory. The main difference between implicit and explicit memory is their relation to consciousness: explicit memory transport data to consciousness in the form of images or thoughts, while implicit memory mainly skips consciousness (Memory, 2009). Procedural memory is another type of implicit memory. Procedural memory allows individual to gain specific skills, like using a music instruments or learning how to play a sport. It works effectively without consciousness, and conscious awareness may hinder with its effectiveness, evidenced shows using a trick sometimes played on another golfers by asking them if they inhale or exhale before or while swinging. When the golfer tries to tell the difference it can cause the pattern of muscle activations to break up. Classical conditioning,...
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...Language and Memory Psych. 560 June 22, 2013 Prof. Pitt Language and Memory Language is a very interesting topic of exploration. Humans are one of the only animals in the natural world that are capable of producing language. Although other animals are capable of communicating or even just producing vocalizations/sounds, they generally do not count as having language. Many scientists and psychologists have debated the reasons why language is unique to humans and have come up with very different interpretations. However, one major hypothesis relates to the relationship between semantic memory and language production. This paper explores the nature and function of semantic memory, the basic functions of language, and stages in its production. Ultimately, this paper connects the two, explaining how humans’ possession of semantic memory may be the reason humans can produce language Nature and Function of Semantic Memory Semantic memory itself has been discussed extensively in the psychological literature. Specifically, it refers to particular memories that focus on meanings, understandings, and concepts. Unlike episodic memory, semantic memory focuses on things that are not specific to particular experiences. In other words, semantic memory would not include remembering what a person ate the previous day or what clothes someone was wearing. Instead, semantic memory would include things like remembering that dogs are animals and that desks are inanimate objects...
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...The Three Stages of Memory Krista Horn, Kaiulani Kuehnel, Kelsey Moilanen, Ashley Mays PSY/211 Essentials of Psychology March 18, 2014 Sarah James-Felton The Three Stages of Memory There are three stages to using our memory. The first memory stage is the sensory stage. A person is constantly using their sensory memory which takes snapshots of a person’s surrounding environment, focuses on an object, looks over the details, and stores this information temporarily. This temporary memory lasts between a quarter of a second to three seconds, or until the brain finds something else to focus on and replaces the last memory. It is the mind’s natural way of skimming through life. When the brain registers the information an individual has focused on, the information is transferred into the next memory stage, which is the short-term memory (Huckenbury & Huckenbury, 2014). Short-term memory enables a person to temporarily store information. Short-term memory permits a person to read a book and understand what they are reading or remember directions to the grocery store. Most things fade from the short-term memory unless the information is consistently repeated, like a person’s phone number when it is dialed. People get bombarded with new information every day. When the new information is processed, the brain makes a decision to keep the information or toss it. If the information is not dedicated to long-term memory it remains no longer than 20 seconds, then quickly fades...
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...Discuss the multi-store model of memory (12 Marks) The multi-store model of memory was suggested by Atkinson and Shiffrin, in order to explain how memory works. Memory is a system which is vital to our survival. For psychologists, memory covers processes called; encoding, storage and retrieval. Atkinson and Shiffrin (1968) suggested that memory is made up of a series of stores. The stores differ in their encoding, storage and retrieval characteristics. Atkinson’s and Shiffrin’s multi-store model of memory contained three key parts to the memory which were the sensory information system, the short-term memory and the long-term memory. The sensory information system (SIS) was believed to be the storage for memory held as a sensation, e.g. a visual image. Sperling (1960) believed in the SIS and to demonstrate its existence he conducted an experiment. He showed participants three rows of four mixed numbers and consonants for a very brief time, then played them a tone (high, medium or low) to prompt them to recall the top, middle or bottom line. Participants could do this easily if they recalled immediately but the image faded rapidly, lasting for no longer than one-quarter of a second. In this way, Sperling was also able to show that the SIS holds 5-9 items. It also showed that the information was quickly lost as the sensory image fades. The next stage of Atkinson’s...
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...University of Phoenix Material Week 2 Review Worksheet The Process of Memory In the spaces provided beneath the flowchart, list the term that corresponds with the definition in each box. [pic] 1. Store____________________ 2. Encoding_________________ 3. Short term memory________ 4. Consolidation______________ 5. Declarative Memory________ 6. Chunking_________________ 7. Segmentation________ 8. Rehearsal Computing IQ Essay Consider the following scenario: Kara is 10 years old. She has been given an intelligence test. Her mental age is 13. According to Sternberg, what is Kara’s IQ? Conduct research and interpret her score. Choose two theories of intelligence. Write a 150- to 200-word discussion on the components of each theory, and how they differ in relation to Spearman’s g factor. According to Sternberg, Kara’s IQ is 90 because at ages 10,11,12,13 the level of IQ is more than ages above 17 because of initiation to adulthood. Kara’s scores will be high because children with elevated levels of intelligence are more likely to learn in the school setting comparatively to their peers with lower scores. This gives evidence to the relationship between IQ scores and school performance. The triarchic theory of intelligence was created by Sternberg while he was piloting research on human intelligence. The triarchic theory is made up of three components. The first component addresses the relationship between intelligence and experience...
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...Eyewitness Memory in Accuracy on Recall of 2nd Year Students of Daughters of Mary Immaculate School (DMI) Beginning from the conception until our present condition, we possess a certain characteristics which can only be found in ourselves. It is a unique way to see that everyone can speak in different way and act in different manner. We perceive different things in accordance with what our sensation sense. We can see, hear, smell, taste, and feel a stimulus and tend to bring that information in the brain for our own interpretation. After reaching it to the brain, the person produces reactions whether it is acceptable or not on particular setting. If it is unanimously acceptable to all, it doesn’t mean that we all have the same way of thinking or in a state of group mind. Every individual can still showcase another different facial expression after they come up to a decision. This is why individual differences are obviously seen to all individual. One of the basic parts of the body that can be the medium for accepting information towards our environment are eyes. It plays a vital role in encoding all perceived stimuli to our brain. From the part of the retina which is rods and cones, the information is relay to the ganglion cells and transmitted to the optic nerve until it reached to the occipital lobe. This is one part of the brain that responsible for the process of visual information. Stimulus that reached to the brain can either be remembered or not. Memory has the ability...
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...periods can be used to group them together under broader themes, which can reflect personal attitudes or goals.[2] As an example, a lifetime period with the theme of “when I lost my job” could fall under the broader category of either “when everything went downhill for me" or "minor setbacks in my life." General events are more specific than lifetime periods and encompass single representations of repeated events or a sequence of related events.[2] General events group into clusters with a common theme, so that when one memory of a general event is recalled, it cues the recall of other related events in memory. These clusters of memories often form around the theme of either achieving or failing to achieve personal goals.[2] Clusters of general events that fall under the category of “first-time” achievements or occasions seem to have a particular vividness, such as the first time kissing a romantic partner, or the first time going to a ball game.[4] These memories of goal-attainment pass...
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...Attentional Strategies Inhibition From infancy the ability to inhibit thoughts enhances. "By clearing unnecessary stimuli, inhibition increases available space in working memory." (Berk, 2013, p. 288). - Has 4 phases: 1. 2. 3. 4. - production deficiency control deficiency utilization deficiency effective strategy use - Children with attention, behaviour and learning problems suffer with Attention-Deficit Hyperactivity Disorder (ADHD) - - - “Gains in sustained attention depend on rapid growth of the prefrontal cortex, the capacity to generate increasingly complex play goals, and adult scaffolding of attention"(Berk, 2013, p. 316). 2 Vital Components - - ATTENTION - - - Rehearsal - information is constantly repeated until it becomes part of the working memory. Organization - way in which we process information and arrange them accordingly. - - - Knowledge & Sematic Memory Is declarative and involves storing information about the world and general knowledge in the long term memory. Memory strategies and extensive knowledge goes hand in hand. develops early Metacognitive knowledge therefore becomes more integrated and complex. Metacognitive Knowledge As children grow they become more conscious of their cognitive capacities and how to use particular strategies in given tasks. Culture, Schooling, & Memory Strategies - - - 4. - Thinking beyond and involves active control over the cognitive processes. - “Expands greatly as children construct a naive theory of mind...
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...University of Phoenix Material Learning and Memory Worksheet 1. Write a 450- to 700-word essay to describe the relationship between classical and operant conditioning. Explain their elements and how they differ from one another. Additionally, provide an example for how learning can occur through each mode of conditioning. Explain how Ivan Pavlov and B.F. Skinner contributed to the study of learning and conditioning. The bond between classical and operant conditions is that they almost the same thing but different at the same time are the most significant part of behavioral psychology. What makes them same is that they both have results in learning. The elements of classical conditioning are stimulus. This just means that you are stimulated in a way that you will respond. The fundamentals of classical condition are unbiased stimulus, unrestricted stimulus, trained stimulus, open-ended response, and hardened response. Classical conditioning is when something happens and causes you to react also known as impulse. The elements of operant conditioning are support and punishment. The two do have likenesses but they also have differences as well. What makes these two the same is that you will get a response with both but in different ways? Classical is more of a reflex and operant is more of a response. The difference between the two are is; classical is where you do not know whether you will respond to something. Operant conditioning you will respond whether it is a positive...
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...simplypsychology.org/a-level-memory.html A-level Psychology Memory Revision By Saul McLeod The Multi-Store Model AO1 The multistore model of memory was proposed by Atkinson and Shiffrin and is a structural model. They proposed that memory consisted of three stores: sensory register, short-term memory (STM) and long-term memory (LTM). Information passes from store to store in a linear way. Both STM and LTM are unitary stores. Sensory memory is the information you get from your sense, your eyes and ears. When attention is paid to something in the environment it is then converted to short-term memory. If any information is not important then it decays or disappears. Once in the short term memory informed can be rehearsed and some information is rehearsed and then passed into long term memory. Each store has its own characteristics in terms of encoding, capacity and duration. Encoding is the way information is changed so that it can be stored in the memory. There are three main ways in which information can be encoded (changed): 1. Visual (picture), 2. Acoustic (sound), 3. Semantic (meaning). Capacity concerns how much information can be stored. Duration refers to the period of time information can last in the memory stores. Sensory Register • Duration: ¼ to ½ second • Capacity: all sensory experience (v. larger capacity) • Encoding: sense specific (e.g. different stores for each sense) Short Term Memory • Duration: 0-18 seconds • Capacity: 7 +/- 2 items ...
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...Memory Summary Sensory memory is the memory stage that registers information from the environment and holds it for a tiny period. Memory researchers have come to the conclusion that for each sense there is a separate sensory memory. These would include vision, hearing, touch and smell as well as others. Visual and auditory senses are studied the most. Visual sensory memory is sometimes called iconic memory because it refers to the short image of an image, or icon. Auditory sensory memory is sometimes called echoic memory because it is like an echo. (D. Hockenbury, 2009; S. Hockenbury, 2009 p. 233-235) According to Baddeley, short-term memory is the center that processes the sensory memory information then “holds that information for about 20 seconds and sends certain information to the long-term memory" (as cited in D. Hockenbury, 2009; S. Hockenbury, 2009 p. 232). It has a limited amount of space for storage of information. In the short term, memory is where old information from a long term memory is retrieved and processed. Baddeley stated that when thinking of the short term memory it is a good idea to think of it as a working memory for all the processes it does within the brain; it processes new incoming information to be transferred to the long term memory then it will retrieve the information as it is needed (as cited in D. Hockenbury, 2009; S. Hockenbury, 2009 p. 232). Long-term memory is the storage of information over a long period. The information...
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...Outline and explain the multi-store model of memory Akins and Shiffrin formed the multi-store model of memory (1968). They proposed that the process of remembering something is broken down into three stores; sensory, short-term and long term memory and 4 processes. The process beings with people receiving environmental stimuli, which enters into the sensory memory store consisting of our nose, ears, eyes, mouth etc. The sensory store has a large capacity as a large amount of information is received however due to it having to hold a large amount of information is results in it having a low capacity, this results in the information being very weak and to make to process of memory it to continue, attention needs to paid to it. If no attention is paid to the received information, the information will be automatically forgotten, so attention is a very important stage in the process of memory as it will only process to the short-term memory in that way. Once the information has been received into the short-term memory, but will only remain there for a short period of time, as it has a brief duration suggested but Peterson and Peterson and minimal capacity of 7+/- 2, which was suggested by Miller. As the short-term memory has a limited capacity, if more information is taken in the older memories would be wiped out and forgotten. To prevent this happening maintenance rehearsal is needed and this is highlighted in the Peterson and Peterson study. To complete the process of remembering...
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