Clinton Sutherland  1 posts Re:Module 5 DQ 2 Psy 863 Module 5 DQ 2 Much like a computer, the human brain may retain traces of information even after being deleted. These memory traces are physico-chemical manifestations of representations (memories) in the brain. While their existence remains disputed, how might the existence of memory traces bear on developing new procedural and declarative memories? Why is this significant for understanding human cognition?  When we store information into long-term memory if it is not recall and use regularly, much of the information is less available for later retrieval as time passes; memory and memory strength fade away. There are several theories on why we loose memory over time. One is displacement theory, which is the displacement of information in short-term memory due to limited storing capacity. When declarative memory information is first learned and rehearsed it goes into long-term memory, however information that is learned later and not rehearsed is likely to be forgotten because it is displaced by new information that is in the rehearsal process.  Memory trace represent limited information from the pass of declarative of procedural memory of a subject or task.  Refreshing information in recall helps keep it assessable for ongoing cognition.  According to Souza, Rerko, and Oberauer, (2015) working-memory recall takes place when thinking of one of several concurrently active representations.  The information trace is refreshed in working-memory and the frequency with which an item is refreshed improves recall of this item from visual working-memory. Reference Souza, A. S., Rerko, L. & Oberauer, K. (2015) Refreshing memorytraces: thinking of an item improves retrieval from visual working memory. Annals of the New York Academy of Sciences Vol. 1339 Issue 1, p20-31. 12p. 1 https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=101715402&site=eds-live&scope=site Prospectus Workshop Questions, MMW13 As a group, please discuss each of the following components about your sample prospectus: Research subject: Is it clear and concrete? If it seems vague, explain why. Historical period: How many years does this project cover? Does the author provide a reason for focusing on this period in particular? Geographical region: How extensive is the region (city, country, or larger)? Does the author explain why he/she is looking at this region in particular? Question: Does this seem to be a level-three question? Why or why not? Answers to the question: Do the thesis and all counterarguments respond to the same question? If not, how might they be changed so that they do? Evidence: Is each answer supported by at least some evidence? Does all of the evidence seem relevant to the points it is meant to support? If not, explain why not. Significance: The statement of significance should explain how this project and thesis help us to better ...

1. Clinton Sutherland
1 posts
Re:Module 5 DQ 2
Psy 863 Module 5 DQ 2
Much like a computer, the human brain may retain traces of
information even after being deleted. These memory traces are
physico-chemical manifestations of representations (memories)
in the brain. While their existence remains disputed, how might
the existence of memory traces bear on developing new
procedural and declarative memories? Why is this significant
for understanding human cognition?
When we store information into long-term memory if it is not
recall and use regularly, much of the information is less
available for later retrieval as time passes; memory and memory
strength fade away. There are several theories on why we loose
memory over time. One is displacement theory, which is the
displacement of information in short-term memory due to
limited storing capacity. When declarative memory information
is first learned and rehearsed it goes into long-term memory,
however information that is learned later and not rehearsed is
likely to be forgotten because it is displaced by new information
that is in the rehearsal process. Memory trace represent limited
information from the pass of declarative of procedural memory
of a subject or task. Refreshing information in recall helps keep
it assessable for ongoing cognition. According to Souza, Rerko,
and Oberauer, (2015) working-memory recall takes place when
thinking of one of several concurrently active representations.
The information trace is refreshed in working-memory and the
frequency with which an item is refreshed improves recall of
this item from visual working-memory.
Reference

2. Souza, A. S., Rerko, L. & Oberauer, K. (2015)
Refreshing memorytraces: thinking of an item improves
retrieval from visual working memory. Annals of the New York
Academy of Sciences Vol. 1339 Issue 1, p20-31. 12p. 1
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=a9h&AN=101715402&site=eds-
live&scope=site
Prospectus Workshop Questions, MMW13
As a group, please discuss each of the following components
about your sample
prospectus:
Research subject: Is it clear and concrete? If it seems vague,
explain why.
Historical period: How many years does this project cover?
Does the author provide a
reason for focusing on this period in particular?
Geographical region: How extensive is the region (city, country,
or larger)? Does the
author explain why he/she is looking at this region in
particular?
Question: Does this seem to be a level-three question? Why or
why not?
Answers to the question: Do the thesis and all counterarguments
respond to the same
question? If not, how might they be changed so that they do?

3. Evidence: Is each answer supported by at least some evidence?
Does all of the evidence
seem relevant to the points it is meant to support? If not,
explain why not.
Significance: The statement of significance should explain how
this project and thesis
help us to better understand the topic. Comment on how well
the statement of
significance does this.
As a group come to consensus about the final grade for this
prospectus.
Rubric for Writing Assignment 1, MMW 13, Spring 2016
In order to do well on this assignment, you need to complete the
worksheet at the end of Library
Tutorial # 1 and accomplish the following:
1. Explore 2 or more topics, presenting at least 1 observation
per topic with your
commentary
2. Focus on the period covered in MMW 13 (1200-1750 CE),
with all observations referring

4. to people or phenomena that existed or occurred in this period
3. Pose topics that differ significantly from each other (different
parts of the world, different
historical periods, or distinctly different phenomena)
4. Take all observations from scholarly sources
5. Specify and discuss the context (historical period and
geographical region) of each
observation
6. Provide relevant, detailed, engaging commentary for each
observation or group of
observations
7. Provide in-text citations for each observation or group of
observations
8. Provide photocopies of all cited sources, correctly
highlighted and labeled, paper clipped
together, and presented in the order of the Works Cited
9. Properly cite sources for all information, ideas, and words
that came from any source,
and list all works cited in MLA format
10. Write in stylistically effective and grammatically and
mechanically correct prose
11. Adhere to “MMW Guidelines for Papers” and the writing
assignment guidelines
A-/A: Meets all of the above criteria at an exceptionally high
level, exceeding expectations, in

5. most, if not all instances
B/B+: Meets most of the above criteria at a very high level,
with only minor exceptions
C+/B-: Meets most of the above criteria at a high level, but has
some issues that interfere with
full realization of goals
C-/C: Attempts to meet the above criteria, and for the most part
succeeds at an acceptable level,
but is difficult to follow or not compelling because of issues
with one or more criteria
D: Meets few criteria; often unclear or undeveloped; errors
significantly impair essay
F: Fails to meet the criteria or makes any of the following
errors: Does not follow the
prompt; does not cite any sources; makes errors in citation that
rise to the level of
misconduct; makes widespread and significant grammatical
errors that interfere greatly
with comprehension

6. Rubric for Writing Assignment 2, MMW 13, Spring 2016
In order to do well on this assignment, write a prospectus that
provides a specific, detailed plan
for the research paper (assignments 3 and 4) and convinces an
intelligent reader that this is a
worthwhile project, as follows:
1. Raise a significant issue and discuss its significance
2. Establish the project’s historical and geographical context
3. Propose an appropriate, level 3, working research question
about the issue, referring to
people or phenomena in the period covered in MMW 13 (1200-
1750 CE)
4. Propose your working answer to the question—your working
thesis
5. Explain the connection between the question and the thesis
6. Show how you plan to support the thesis, providing enough
evidence and explanation to
show the value and validity of the project and how the evidence
supports the thesis
7. Raise potential counterarguments, summarizing the evidence
for them, and proposing
your rebuttal

7. 8. Provide factually and culturally accurate information
9. Draw on a variety of scholarly sources, including a peer-
reviewed journal article
10. Properly cite sources for all information, ideas, and words
that came from any source,
and list all works cited in MLA format
11. Provide photocopies of all cited sources, correctly
highlighted and labeled, paper clipped
together, and presented in the order of the Works Cited
12. Write in stylistically effective and grammatically and
mechanically correct prose
13. Adhere to “MMW Guidelines for Papers” and the writing
assignment guidelines
A-/A: Meets all of the above criteria at an exceptionally high
level, exceeding expectations, in
most, if not all instances
B/B+: Meets most of the above criteria at a very high level,
with only minor exceptions
C+/B-: Meets most of the above criteria at a high level, but has
some issues that interfere with
full realization of goals
C-/C: Attempts to meet the above criteria, and for the most part
succeeds at an acceptable level,

8. but is difficult to follow or not compelling because of issues
with one or more criteria
D: Meets few criteria; often unclear or undeveloped; errors
significantly impair the essay
F: Fails to meet the criteria or makes any of the following
errors: Does not follow the
prompt; does not cite any sources; makes errors in citation that
rise to the level of
misconduct; makes widespread and significant grammatical
errors that interfere greatly
with comprehension