...1. What do you think will be your most vivid memory of high school thus far when you are 50? Why? I think that when I am 50 my most vivid memory of high school will be when my friends surprised my twin sister and I on our fifteenth birthday at school. The reason for this is because of all the happiness and gratitude I felt that day as they had decorated lockers for us, gave us many gifts and cards, brought food and made us laugh all day. This may not seem like much, but it meant the world to me. 2. Are you better at taking recall tests (essay, fill-in-the-blank) or recognition tests (multiple choice, matching)? Has this changed since you started school? I am much better at recognition tests rather than recall tests as the key words in recognition tests help to make me remember more about the topic. As it was many...
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...Introduction to Memory Techniques [pic] Use your whole mind to remember. © iStockphoto/Yakobchuk The tools in this section help you to improve your memory. They help you both to remember facts accurately and to remember the structure of information. The tools are split into two sections. Firstly you'll learn the memory techniques themselves. Secondly we'll look at how you can use them in practice to remember peoples names, languages, exam information, and so on. As with other mind tools, the more practice you give yourself with these techniques, the more effectively you will use them. This section contains many of the memory techniques used by stage memory performers. With enough practice and effort, you may be able to have a memory as good. Even if you do not have the time needed to develop this quality of memory, many of the techniques here are useful in everyday life. Mnemonics 'Mnemonic' is another word for memory tool. Mnemonics are techniques for remembering information that is otherwise quite difficult to recall: A very simple example is the '30 days hath September' rhyme for remembering the number of days in each calendar month. The idea behind using mnemonics is to encode difficult-to-remember information in a way that is much easier to remember. Our brains evolved to code and interpret complex stimuli such as images, colors, structures, sounds, smells, tastes, touch, positions, emotions and language. We use these to make sophisticated models of the world...
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...reactions can lead to undue distress and be manifested in psychological disorders such post-traumatic stress disorder as well as anxiety disorders. One source of unwanted emotional reactions is memories of stressful or traumatic events. Past research has found that highly emotional memories can be difficult to forget, and can be frequently brought into conscious awareness without volition. Traumatic memories may well be remembered due to unique organizational and structural features in memory. Whether such memories lack proper coherence and organization, or whether they are overly integrated into the life story, stressful memories appear to differ from everyday memories their structure and organizational features. As a result, once a stressful experience has ended, the experience can continue to affect an individual through his or her memory of the event. In spite of the ongoing controversy surrounding how the organizational aspects of stressful and traumatic events differ from those of non-traumatic memories; most researchers agree that emotion is a central aspect of traumatic events. Many factors influence which moments from our past are remembered best, and the affect experienced during an event is an important contributor. “Flashbulb memories” which are events of emotional significance are more likely to be recalled vividly than mundane experiences, and neurobiological research has confirmed...
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...An example of a cognitive process is memory, remembering things. Flashbulb memories (FBM) are highly detailed, exceptionally vivid ‘snapshots’ of the moment and circumstances in which surprising and consequential (or emotionally arousing) events happened or news was heard. Brown and Kulik (1997) who were the first modern psychologists to study FBMs, defined them as ‘memories of the circumstances in which one first learned of a very surprising and consequential (or emotionally arousing) event’. The defining feature of an FBM is not the memory of the event, but memory of its reception context- the circumstance of the news’s reception. Brown and Kulik proposed a theory of the formation and the maintenance of FBMs. FBMs form in situations where...
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...Would you rather remember the good times or the bad times? Often times one may have a certain memory that comes to their heads when they hear a song, or read a poem. Keyshia Cole and Anne Sexton both have memories that come to their head, but they are both different in their own way. The song “I Remember” is about remembering all of the bad times someone else pushed the pain upon them, on the other hand, the poem “I Remember” is about remembering all of the good memories someone shared with him or her. Cole included the technique of fresh, engaging, or beautiful language to make the listener understand that one will never be able to forget the way another has made them experience pain. In her song Cole sings, “For the rest of my life, I promised myself I will love me first genuinely.” This line portrays that loving yourself first is important than loving someone else. The use of fresh, engaging, or beautiful language here makes the listener feel as though they can relate to the song because they understand more that pain is unforgettable and will never be forgotten, also because of the feelings and emotions displayed throughout the song. Along with the writing technique of fresh, engaging, or beautiful language, Cole also included alliteration. Cole incorporated the method of alliteration throughout the song...
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...Reading 16, Thanks for the Memories!, introduces the topic with a scenario of eyewitness reports as evidence and their reliability in a criminal trial. The question asked is along the lines why we believe what the eyewitnesses say. Naturally, we believe the eyewitness reports because something must have been vivid and truthful to be remembered so clearly. The book states, “memory is typically thought of as the replayingoi an event, exacdy as we saw it, like playing a video or DVD” (Hock, 2009). That is a concept that is questioned by psychologists that specialize in the study of memory. These psychologists question how much we can rely on memories. Elizabeth Loftus, a specialist in the field, found that a majority of the time the human brain recreates a situation, it is not done meticulously (Hock, 2009). What Loftus has found is called reconstructive memory. “Reconstructive memory is a result of our use of new and existing information to fill in the gaps in our recall of an experience” (Hock, 2009). Basically, our memory is subject to change due to what kind of information we obtain or situations that occur. The human brain can take something you saw in a T.V show and incorporate it into an existing memory to create...
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...Assignment 1: Retrospective Analysis of Personality Patricia Wall Strayer University Introduction to Psychology Dr. Jacquot March 6, 2016 Retrospective Analysis of Personality Personality makes us who we are. Each individual’s personality is unique, no one is the same because our personality is shaped by many varying influences. Some personality traits stay the same over the years, while others change and evolve as we gain wisdom and understanding in life. Both nature and nurture shape our personalities. Like our personalities, our memory is unique, too. Our memories can be inaccurate due to biases that influence our ability to recall the past. Our memories are so inaccurate that the science of psychology places more emphasis on scientific studies than relying on a person’s memories and personal experience. There are aspects of my personality that have changed as I have gotten older. I no longer see a situation as having happened only one way. I have learned to look at the various perspectives of a situation. I have learned that things are not always what they seem and not to make judgements. When I was younger I had a need to be around my friends to be happy. Now, I no longer feel that need as I have settled down in life and started focusing on raising children and bettering myself. I have noticed that I have more compassion for other people and the situations they find themselves in. I attribute...
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...NEUROSCIENCE OF MEMORY What is memory? It is often associated with the “thinking of again” or “recalling to the mind” of something learned at an earlier time. Descriptions of this sort imply a conscious awareness in the rememberer that they are recollecting something of the past. For example, we might remember our first day of school or some general knowledge such as who the prime minister is. On closer reflection, this is only really the tip of the iceberg when we look at the full range of human memory capabilities. Much of our memory is submerged from conscious view (e.g., skills such as driving or typewriting). Performance on complex tasks such as playing a musical instrument can even be disrupted when conscious awareness intrudes. We learn and remember how to use language often without having to be conscious of its grammatical rules. A better description of memory could be ‘the ability to retain and utilize acquired information or knowledge’. Memory is an integral part of our existence, yet it is only vaguely understood. Through empirical studies on people, the methods of cognitive psychology have lead to some useful descriptions, distinctions and theoretical advances in our understanding of different types of memory. These approaches have paid little attention to the biological substrate of memory – the brain. This is probably partly because, until recently, the tremendous complexity of the brain has hampered our ability to gain useful insights into memory from...
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...PSY 2200 General Psychology Term 1, 2014 Dr Daniels MIDTERM EXAM (This exam covers Chapters 1-7 & 10 of your text & is Multiple Choice…choose the BEST answer) (1) The ‘nature-Nurture issue’ is the question of how the development of behavior depends on : A. Heredity & environment B. The external situation and an internal will C. The physical environment and the social environment D. Health and nutrition (2) What education degree does a psychiatrist hold ? A. M.S. B. M.D. C. Ph.D. D. B.A. (3) What type of psychologist specializes in the study of thought and knowledge ? A. Quantitative psychologist B. Behavioral psychologist C. Physiological psychologist D. Cognitive psychologist (4) Who established the first psychological research laboratory ? A. Wilhelm Wundt B. William James C. SIgmund Freud D. John Watson (5) What event led to the rise of psychology as we know it today ? A. The computer revolution B. The great depression C. The civil rights movement D. World War 2 (6) When someone conducts a research study, which of these comes first ? A. Methods B. Hypothesis C. Results D. Interpretation (7) Scientist’s preference for a theory that makes the fewest unfamiliar or untested assumptions is the principle of : A. Parsimony B. Statistical significance C. Normal distribution ...
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...Dominic O’Brien is renowned for his phenomenal feats of memory and for outwitting the casinos of Las Vegas at the blackjack tables, resulting in a ban. In addition to winning the World Memory Championships eight times, he was named the Brain Trust of Great Britain’s Brain of the Year in 1994 and Grandmaster of Memory in 1995. He has made numerous appearances on TV and radio and holds a host of world records, including one for memorizing 2,385 random binary digits in 30 minutes. In 2005 he was given a lifetime achievement award by the World Memory Championships International in recognition of his work to promote the art of memory all over the world; and in 2010 he became the General Manager of the World Memory Sports Council. By the same author (all published by Duncan Baird Publishers) How to Develop a Brilliant Memory: Week by Week How to Pass Exams Learn to Remember Never Forget: A Name or Face Never Forget: A Number or Date This edition published in the UK in 2011 by Watkins Publishing, Sixth Floor, Castle House, 75–76 Wells Street, London W1T 3QH Copyright © Watkins Publishing 2011 Text copyright © Dominic O’Brien 2011 Illustrations copyright © Watkins Publishing 2011 Dominic O’Brien has asserted his moral right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work. Mind Maps® is a registered trade mark of Tony Buzan in the UK and USA. For further information visit www.thinkbuzan.com. All...
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...RUNNING HEAD: SOURCE MEMORY AND THE IMPLICATION OF THE PAST, PRESENT AND FUTURE Memory has a multitude of facets that comprise what a memory is and how a memory is characterized. Some memories are recollections, hazy moving pictures; some are unconscious working memories, while others are a bit more in depth. A source memory is a type of memory in which we remember who, what, where, when and how of a specific event. It is what gives our memories relative meaning to both time and the significance of the events that occurred in our life. A memory is generally meaningful regardless, but when we can recollect the sources of that memory, it fine tunes the events surrounding it as well as future recollections. The ability to source our memories comes full circle within our lifetime, developing in early adolescence throughout early and late adulthood, and eventually the ability becomes more tasking for our cortex within old age. Time is one of life’s few constants, a never ending stream of information in this space-time continuum. The ability of our mind to capture moments of this past in an almost capsule like photograph is astounding, being able to source these times shows how powerful memory is and the capture of moments in this never-ending continuum. Myriads of studies on source memory have been conducted and more recently within the past few decades. The studies herein focus on various source memory tasks throughout age groups, examining the differences...
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...Chapter 1: First Steps Using your Learning Style Profile to Succeed This article exemplifies the importance of the four modes of learning and how it enables me to achieve better academic standards for the approaching years at Ryerson. The four modes can be used while choosing courses and majors by comparing and matching courses to modes. If you prefer mode four like I do, courses that can be applied to many situations in your daily life are suitable for you. However, you cannot always match a course to your learning style and therefore must be able to develop skills to become more open in all four modes. Using the learning styles enables you to also explore career paths one may wish to take. Again, one does not have to match a certain learning style to a career path because it is important to have a range of diverse learning styles when entering a workplace. One must learn to adapt to different styles since it benefits not only your education, but improves your skills with other people. As a result of reading this article, I intend to improve and accept changes in my modes of learning. I will take this opportunity to look deeper into all four categories and create new options in my ways of learning. The Master Student This article defines what mastery is and how one can achieve mastery through different skills and techniques. The definition of mastery means achieving a level of skill that goes beyond technique. Mastery is seen everywhere. While playing soccer, mastery...
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...philosophers and scientists with their descriptions AND write in the approximate year of their contribution. ______ Aristotle (______) 320 b.c. A. British philosopher, empiricist ______ Darwin (______) 360 b.c. B. Greek philosopher, nativist ______ Descartes (______) 1600 C. British biologist ______ Helmholz (______) 1700 D. German physiologist ______ Locke (______) 1830 E. French philosopher, nativist, and dualist ______ Plato (______) 1860 F. Greek philosopher, empiricist Pioneers of Psychology Match each of the pioneers of psychology with their descriptions AND write in the approximate year of their main contribution. ______ Calkins (______) 1879 A. Studied memory ______ Ebbinghaus (______) 1882 B. First psychotherapy ______ Freud (______) 1885 C. First lab in USA ______ Hall (______) 1888 D. Used introspection ______ James (______) 1890 E. First comprehensive textbook ______ Titchener (______) 1895 F. First psychology laboratory ______ Wundt (______) 1900 G. First woman president of APA Twentieth Century Psychology Match each of the key contributors with their descriptions AND write in the approximate year of their main contribution. ______ Chomsky (______) 1905 A. Studied learning in cats ______ Maslow (______) 1910 B. First woman...
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...PSY 200/203 Study Guide for Final Exam Chapter 1 - Scientific method A. Psychology has four basic goals regarding behavior and mental processes 1. Describe 2. Explain 3. Predict 4. Control B. Scientific method - set of assumptions, attitudes, and procedures that guide researchers in investigations 1. Events are lawful (follow consistent patterns) 2. Events are explainable 3. Events are approached with scientific skepticism (critical thinking) a. Minimize the influence of preconceptions/biases while evaluating the evidence b. Determine the conclusions that can be reasonably drawn from the evidence c. Consider alternative explanations for research findings Steps in the scientific method A. Formulate a testable hypothesis 1. hypothesis 2. variables 3. operational definition B. Design the study and collect data 1. descriptive methods 2. experimental methods C. Analyze the data and draw conclusions D. Report the findings Descriptive research methods – strategies for observing and describing behavior A. Naturalistic observation – systematic observation and recording of behaviors as they occur in their natural settings 1. Allows study of behaviors that cannot be easily or ethically manipulated in an experiment B. Case study – indepth investigation of an individual or small group of individuals 1. Allows study of rare, unusual or extreme conditions C. Surveys 1. Sample ...
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...com/locate/neuropsychologia The neural basis of implicit learning and memory: A review of neuropsychological and neuroimaging research Paul J. Reber n Department of Psychology, Northwestern University, 2029 Sheridan Road, Evanston, IL 60208, United States art ic l e i nf o a b s t r a c t Article history: Received 6 November 2012 Received in revised form 14 June 2013 Accepted 15 June 2013 Available online 24 June 2013 Memory systems research has typically described the different types of long-term memory in the brain as either declarative versus non-declarative or implicit versus explicit. These descriptions reflect the difference between declarative, conscious, and explicit memory that is dependent on the medial temporal lobe (MTL) memory system, and all other expressions of learning and memory. The other type of memory is generally defined by an absence: either the lack of dependence on the MTL memory system (nondeclarative) or the lack of conscious awareness of the information acquired (implicit). However, definition by absence is inherently underspecified and leaves open questions of how this type of memory operates, its neural basis, and how it differs from explicit, declarative memory. Drawing on a variety of studies of implicit learning that have attempted to identify the neural correlates of implicit learning using functional neuroimaging and neuropsychology, a theory of implicit memory is presented that describes it as a form of general plasticity...
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