Brain Vs Memory

Brain Vs Memory
The brain is a complex machine made up of hundreds of intricate parts, each with their own
function. The parts of the brain that make people who they are include the temporal lobe and
hippocampus, which hold their memories. Outward senses, such as sight, smell, touch, hearing, and
taste, are constantly receiving data and transferring it to the brain. Although many different parts of
the body involve memories, it is the specific function of the hippocampus and temporal lobe to hold
and organize them into categories. These categories include short and long–term memory and
several subcategories. It is through the creation and retrieval of memories that each body is able to
carry out the necessary functions of life. The creation of memories ... Show more content on
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The one that lasts the least amount of time, sensory memory, is happening every second. It is the
stream of information that the body sends to the brain that it absorbs from the outside world. This
memory type is processed within less than a second and discarded to make room in the brain for
other thoughts. The next type of memory, short–term memory, is made up of the connections and
thoughts people have in day–to–day life. It may have information used to study for a test or a dance
routine. Due to the limited amount of space in short–term memory, things like random lists of
objects or sequences of numbers are thrown out to make more space. The third main type of
memory is long–term memory. These memories last throughout life and are divided into two distinct
categories: explicit memory and implicit memory. Explicit memories are the things people
consciously, purposely remember, such as events in their lives, facts, concepts, and things learned
over time. Implicit memories are skills or tasks that people unconsciously carry out. This can range
from things like riding a bike to tying shoe laces. These are things encoded so deep into memories
that the brain no longer has to think about
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Effects Of Masked Semantic Priming
The present study provides results that partially support prior findings on masked semantic priming
on emotional and neutral stimuli. The results support the hypothesis that emotional valence words
are have a faster reaction time than neutral words. The results also support that emotional valence
words would have a larger prime effect than neutral words, and that negative stimuli would show a
larger priming effect than positive words. Contrary to expectations, the results show the larger
priming effects on negative–valence words only correlated moderately with higher scores on the
SSTAI and OHQ however these findings were not significant. Finally, contrary to expectations, the
priming effect on positive stimuli was not significantly correlated ... Show more content on
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Awareness is achieved through masked prime, whereas attention is acquired through the target word.
The processing of emotional word meanings on an unconscious level results in an amplification of
cortical processing which in turn increases the chance of neuronal activation needed to pass the
small threshold to access conscious processing (Gaillard, 2006). In addition, the front–parietal
cortical network which is thought to sub–serve conscious access has connections to the cortico–
subcortical network in order to mediate emotion. Intracranial recordings have shown that masked
emotional words stimulate subliminal modulation of amygdala activity (Gaillard et al., 2006).
Amygdala connections could also enhance perceptual representations of emotion stimuli after
emotional information has been achieved through high–level visual areas and primary visual cortex
(Gaillard et al.,

Brain Plasticity Essay
Not all information is stored in the implicit memeory. As the implicit memory is weak as the implicit
memory builds a perspective based on past experiences which is the perception of the world
typically. Yet, one's perception of the world does not mean those events are factual or that one's
reality is the way in which all should view the world, or the way in which is world is seen. A Hindu
child developing typically would integrate the events occurring around him and the values expected
upon the child, but would not question whether of not the worship of the deity is the correct way in
which to live or if the Hindu religion/culture is something in which all people live by. The
developing child carry only the perception in which their parents ... Show more content on
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The brain's plasticity forms new connections – neurons– by learning new information and
memorizing the information. A study conducted by Draganski in 2006, showed that the extensive
learning of abstract information can also trigger some plastic changes within the brain. In the study,
brain images of German medical students three months prior to their exam and after their exam were
compared to brain images of students who were not studying at all before the exam. The students
showed learning–induced changes in regions of the parietal cortex, and the posterior hippocampus.
These regions of the brain are responsible for memeory retrieval and learning ( P. Michelon, " Brain
Plasticity..."). The brain learns through implicit memeory, as also the brain learns extrinsically
through the explicit memory. The explicit memory are "conscious memories that can easily be
verbalized. They are more complex types of memories because they are often holistic, in that they
involve the recall of many different aspects of a situation" (Hall 1998). As Hindu children come of
age and become adults they may realize that through social influences such as the media, friends,
colleagues and the internet that the Hindu way of life or their culture could not be the way I which
they wish to pursue their life.

The Connection between Sentence Comprehension and Motor...
There is contemporary evidence that some language tasks that require an individual to comprehend
action words (e.g. walk) and nouns of manipulable objects (e.g.. mug) activate regions on the motor
cortex. This event is recognized as motor resonance. However, this phenomenon challenges present
theoretical explanation of word comprehension. There are two dominant perceptions which are
followed in cognitive psychology. The first account is that individuals understand words such as
"chew" from previous practice; therefore, for one to comprehend a word they must consider the
prior actions and experiences that are connected with that word. The second explanation is an
alternative where the word evokes an action. The actions become an automatic byproduct after an
individuals resolves the connotation of the word. A recent study conducted by Masson, Bub, and
Lavelle at the University of Victoria, examines the degree to which context controls the action
representations elicited by a word. The goal of the research question was to gain a deeper
understanding of the connection between motor resonance and sentence comprehension. This was
analyzed through action representations that are dependent on grasping an manipulable object such
as cellphone, wine glass, pencil, hairspray, etc. The two action representations were volumetric (V)
actions and functional (F) actions. Volumetric actions function to lift or a move an object, whereas,
functional actions implement the expected function

The Importance of Memory
The importance of memory
What will happen if all human lost their memory? What if we can't remember anything anymore?
Can our society keep running? Can we live? The answer is simple. We can't live without memory
and the modern society will be destroyed. Here I'll explain to you one by one.
Memory plays a big role in our life. It is the processes by which information is encoded, stored, and
retrieved. Everything we see, we do, we think, will goes to memory and transform to implicit or
explicit memory. Which will be saved in our brain. We could recall it anytime, even I'm using my
implicit memory to type this report. Simply, our daily life is formed by memory, without it, we're
nothing. Why? If we don't have memory, we can't learn. ... Show more content on Helpwriting.net ...
But it's impossible that all human lost both his explicit and implicit memory, so the above parts is
only a imagination. Let's move on and talk about those people who have memory disorders such as
Amnesia and Alzheimer's disease. Memory disorders hinders the storage, retention and recollection
of memories. That means their memory system are malfunctioned. The consequences could be very
serious.
Assume that i have Alzheimer's disease, If i forget to lock my car, i i may lost it. If i forget to turn
off my gas stove, it may cause explosion and I'll die. As you can see, If we have memory disorders,
we'll face many troubles in our life, some are even life–threatening.
Throw the with or without away, I'm now move on to next point. Which is how memory affect our
personality and behaviour. Everyone got their own special personality. Memory has a deep influence
on our personality, especially the early memories like your childhood. The best way to learn how
early memories affect personality is to look at an example that analyzes someone 's early memories.
Here is one early memories of a middle aged man:"My little sister ate all the sweets in the box then
when my mother asked her who did it she said that i am the one who ate them. I felt really angry".
Its clear that this guy has developed the belief that women are evil and that was perfectly aligned
with his unexplained fear of the opposite sex.
According to individual psychology all of the person 's

Comparison Between Explicit And Implicit Memory
During the last few decades memory researchers have shown interest in both explicit and implicit
memory, drawn comparisons between them and explored techniques to measure them in a variety of
settings including advertising and communication effectiveness (Goode, 2007; Samu & Krishnan,
2010; Yoo, 2007). Explicit memory refers to conscious and intentional recollection or retrieval of
previously stored information or experiences, and is assessed by traditional tests of recognition and
recall. In contrast, implicit memory refers to changes in task performance or observed behavior
produced by priming effects of prior experiences without the conscious or intentional retrieval of
those experiences (Graf & Masson, 2013). Memory researchers have empirically investigated this
unconscious nature of implicit memory by exploring dissociations between explicit and implicit
memory (Gopie, Craik, & Hasher, 2011; Mulligan, 2012) in a sense that certain variables like level
of processing and divided attention at stimuli exposure impact explicit memory but leave implicit
memory unaffected (Bechtel, 2008; Spataro et al., 2013). ... Show more content on Helpwriting.net
...
According to this approach, dissociation between an implicit and explicit memory test reflect
dissociation in different cognitive operations required at the time of the tests (Roediger, 1990).
While explicit memory depends on conceptually–driven cognitive operations during encoding and
retrieval, implicit memory depends on perceptually–driven (data– or visually–driven) mechanisms
(Boehm & Sommer, 2012; Mulligan, 2012). More is the extent of overlap of these cognitive
operations between encoding and testing conditions, better is the performance on explicit and
implicit memory tests (Lee, 2002; Yoo,

Bilingualism And Aphasia A Theoretical Review
Bilingualism and Aphasia a Theoretical Review Roxanne M. Cazarez Florida State University
Bilingualism in the United States has risen steadily over the past several decades. According to the
U.S. Census Bureau in 2011, 21% of the population reported speaking a language other than
English. The expanding multiculturalism in this country has been compared to a "salad bowl" that
blends "ingredients" into a cohesive but distinctive integration. Likewise, the organization of the
brain can be thought of comparatively in that localized parts of the brain have different functions but
integrate when mediating behaviors of the mind. However, speaking two or more languages impacts
the way language and behavior is processed. Research has been conducted to explore dual language
representation and its impact on neural organization after injury. Such research has revealed
neurophysiological differences and recovery patterns in bilinguals with aphasia. The purpose of this
paper is to explain the two main theoretical constructs that explain dual language representation and
the clinical implications to those who are bilingual and have aphasia. It is important to recognize the
neurological differences amongst monolingual and bilingual individuals. In the research community,
many studies have been conducted to investigate the way both groups process language. Cross–
linguistic development anatomically changes the structure of the brain that results in an enlarged

The Impact Of Neurobiology On A Person 's Behaviors And...
Understanding Neurobiology As a social worker, it is important to be aware of neurobiology of the
brain. A persons thoughts and actions can best be explained by neurobiology. Social workers work
daily with people who seek therapy to address thoughts and actions that occur in their everyday life.
In order to provide best practice, it is important to have understanding of how neurobiology plays a
role in the development of a person's behaviors and thought processes. Four aspects of brain
development that are particularly important for a social worker to be aware of are affect regulation,
implicit memory, attachment style, and co–construction of the social brain. A vignette about a 22
year old mother named Isabel and her 4 year old son named ... Show more content on
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It is through the earliest interaction between an infant and the caregiver that an individual's affect
regulation begins to be generated. The mutual affect regulation displayed by the caregiver and the
infant allows the infant to learn and internalize how to regulate intense emotions. An infant's brain
structure and function becomes implicitly embedded with the modes of early affect regulation
through the neuronal structures that allows the individual to have appropriate modes of relating
throughout life (Applegate & Shapiro, 2005). The goal of affect regulation is to increase the positive
affects and decrease the negative affects.
A mechanism in the brain that has contributed to the creation of Javier's behaviors would be the
limbic system. The limbic system is considered to be the center of emotion (Applegate & Shapiro,
2005). The three key regions of this system are the orbitofrontal cortex, the anterior cingulate, and
the amygdala. The amygdala is a part of the brain that is considered to be important to affect
regulation. The amygdala is utilized to identify, understand, and interpret emotions. It plays a role in
the automatic, rapid, and early detection of affect (LeDoux, 2000). It is considered to be important
in regulating emotion and guiding emotion–related behaviors.
Javier appears to have struggled with developing appropriate affect regulation due to the

The Effects of LOP on Implicit and Explicit Memory Essay
The Effects of LOP on Implicit and Explicit Memory
The importance of memory is very high in comparison to the content of the memory. We use
memory to recall information such as where you park your car upon arrival at the mall, the time and
channel a particular news special is to be aired, or the types of drugs to which your child may be
allergic. The former two are processed very shallowly. The information may be needed today but
two weeks later, it is not important and most likely not remembered due to the weak memory trace.
The latter of the three examples is vital information which is processed much more deeply that the
other two.
With the way that amnesiacs' memory work, and patients with MS or focal lesions or Alzheimer's
disease, ... Show more content on Helpwriting.net ...
They would have to remember what was previously presented, and recall the words to complete the
word list.
A method of influencing, or priming, both the implicit and explicit memory is by altering the depth,
or level of processing (LOP), prior to performing the word list. Altering the depth refers to the
amount of cognitive processing it takes to interpret information. In these studies, the LOP is
typically manipulated by changing what qualities about the words the participant is focusing on.
Depending on how the LOP is changed will determine whether the participant is using a deep LOP
or shallow LOP to process the information presented.
Deep LOPs are affected participant's interpretations of words on a list by their semantic meanings
and uses such as their pleasantness, their meaning, or how they fit into a particular sentence or
category.
Shallow LOPs use less detail about the words and look at more nonsemantic qualities of the words
such as the font in which the words are printed, searching for particular letters, counting the number
of letters, or counting the number of vowels.
Implicit and explicit memory is affected by the LOP. The more time and thinking that go into
interpreting a word (i.e. meaning or usage), the more likely it will be that the word can be quickly
recalled. As information is gathered from different sources throughout the day, such as watching
television commercials, reading instructions, or

Levels Of Processing (LOP) And Type Of Memory
Abstract
Researchers of California State University, San Bernardino's PSYC 311: Introduction to
Experimental Psychology course have conducted a study on levels of processing (LOP) and type of
memory. The foundation of the present study is molded after the Challis, B. H., & Brodbeck, D. R.
(1992) study which aimed to confirm that LOP has a significant effect on type of memory.
Researches, in addition to the previously mentioned, would like to validate that a dissociative effect
will occur between the types of memory (implicit memory and explicit memory) just as Roediger,
H. I., Srinivas, K., & Weldon, M. S. (1989) reported. The results concluded that LOP does in fact
have a significant effect on type of memory; also a ... Show more content on Helpwriting.net ...
The levels of processing theory (LOP) was introduced in 1972 by Craik and Lockhart. This theory
or model states that there are two different levels of processing (LOP). One level is shallow
processing, or perceptual memory, where one is able to identify the physical or sensory
characteristics of what is being presented (Craik & Lockhart, 1972). The other is deep processing, or
semantic memory, which enables one to have meaning or understand about what is presented (Craik
& Lockhart, 1972). LOP predicts that deeper processing allows for easier recall; meaning that if one
grasps the meaning of a word he/she will able to retrieve that word with ease at any given time
(Craik & Lockhart, 1971). LOP was put to the test in an experiment in 1975 with Craik and Tulving.
Craik and Tulving (1972) gave participants a list of words, for each word there was a set of
questions. The shallow level question asked about the physical characteristics of the word (e.g., "Is
the word in capital letters?"). The phonetic level question asked whether the word rhymed with
another word (e.g., "Does the word rhyme with train?"). The semantic or deep level question asked
either a categorical question (e.g., "Is the word an animal name?") or a sentence question (e.g.,
"Would the word fit into the sentence: He met a ______ on the street?"). The experiment was
repeated ten times with some alternative methods and the general results concluded that the words
paired with deeper level questions were

Anterograde And Retrograde Amnesia
Amnesia is a memory disorder that contributes to the loss of memory (King, 2016). There are two
types of amnesia: anterograde and retrograde amnesia. Anterograde amnesia is when a person loses
the ability to remember newly learned information, but cannot remember everything from before
developing amnesia (King, 2016). For instance, if a child was injured and acquired this type of
amnesia they would only remember what was stored then when growing older. This leading me to
believe that there is a storing dysfunction that could contribute to amnesia. Retrograde amnesia is
when a person loses the ability to remember the things or information that was processed before the
development of amnesia, but after the development the person can start acquiring

Discuss the Interaction Between Cognition and Physiology...
Discuss the interaction between cognition and physiology in terms of behavior
Introduction: cognition, physiology, relation Amnesia: retrograde, anterograde Memory: multi–store,
division, *amnesic patients, ways of distinguishing types of memory (KC, spiers maguire and
burgess, vargha and khadem) HM Clive Wearing Conclusion: cognition, physiology
Cognition, as defined by Neisser, is all the processes by which the brain transforms, reduces,
elaborates, stores, retrieves, and uses information. Physiology refers to the structures of the human
body and brain. The relationship between cognition and physiology is bi–directional, meaning that
cognition can effect physiology and vice versa. Every cognitive aspect ... Show more content on
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These two stores and further divided. Explicit memory contains episodic (events) and semantic
(facts). implicit contains procedural (skills) and emotional (emotions). For amnesic patients, the
problem lies mostly with explicit memory.
There are three main ways to study the differences between the types of memories. The first is the
study of anterograde amnesic patients. For example, the study done by Spiers, Maguire and Burgess.
They studied 147 cases of anterograde amnesia with damage to the hippocampus. psychological
testing proved that all cases had impaired episodic memory and limitedly impaired semantic. This
shows that the hippocampus is responsible for episodic memory. To make the conclusion more
reliable, another study was done by Vargha and Khadem, with 3 anterograde amnesic patients, and
found the same results, except that the semantic memory was completely intact. They found that
semantic memory was localized to the cortices underlying the hippocampus.
Another way of studying the differences between the two is by studying retrograde amnesic patients.
a retrograde amnesic patient known as KC was studied to find that the damage to his hippocampus
impaired his episodic memory, but his semantic memory was still intact. The study of amnesic
patients is done in psychology to study the relations between the physiology and cognition, because
the damage to the brain can be seen easily,

Which Lobe Is The Most Important Part Of The Brain Essay
The most important part of the brain involved in memory is the cerebral cortex. It is located on the
outermost layer of the brain and is responsible for thinking and processing information from the five
senses. It is made up of tightly packed neurons and is the wrinkly–like form that surrounds the brain.
The cortex is divided into four different lobes–the frontal, parietal, temporal and occipital, which are
all for different types of sensory information. As the name indicates, the frontal lobe is located on
the front of the brain. The frontal lobe is the part of the brain that controls important everyday
cognitive skills such as emotion, problem solving, memory, language, judgement, and sexual
behaviour. It has often been described as the "control panel of our personality and our ability to
communicate." The parietal love is located on the upper back part of the cortex and is involved in
the sensory information that should do with touch taste and temperature. This lobe can carry
information within seconds, with the information being integrated and processed. The temporal lobe
is positioned on the bottom part of the cortex, right behind the temples on your face. Its function is
to process auditory information from the ears. "It is also key to being able to comprehend or
understand speech." One of the most ... Show more content on Helpwriting.net ...
Explicit memory is information that consciously and intentionally remembered. Declarative memory
is the recall of information such as dates, words, faces, events, and concepts. Procedural memory is
the recall of how to do things such as swimming or driving a car. Procedural memory is usually
considered implicit because people don't have to consciously remember how to perform actions or
skills. Semantic memory is the recall of general facts learned. Episodic memory is the recall of
personal

Theories Of Development Of Self And Personality Processes
6. Labouvie–Vief (2005) elaborates upon Piaget's concepts of assimilation and accommodation by
explaining how affect develops. In your own words, explain how Labouvie–Vief (2005) describes
the process of affect development. Provide YOUR OWN real–world example.
Theories of development of self and personality processes have centered on structural or dynamic
processes. Labouvie–Vief (2005) outlines a theory, called Dynamic Integration Theory, which
suggests that these two aspects can be joined by expanding on Piaget's concept of representation as a
relationship between self and object to one between a self and an other. However, since the capacity
for integration depends on a context of well–regulated emotional activation, Dynamic ... Show more
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Hence as in development, representations increase in cognitive complexity. The affective dynamics
of self in relation to the social world are dynamically restructured as new cognitive and affective
systems, which separately and eventually evolve higher–order assimilations. Reality has an
inherently subjective dimension because the self assimilates it. This means that it processes it
according to its own capabilities. Assimilation suggests past accommodations to the object world in
which the self adapts to properties of objects and preserves them as knowledge. As a result, the
individual creates internal models, or schemas that preserve this relational history and which
determine the information that was extracts. This state of affairs is typically characterized as a
reciprocal relation between self and object. This self–object interaction characterizes a relational
totality that temporarily organizes cognition, perception, and action into schemas. The whole
process of development is explained as a series of levels of such corresponding dialogues between
assimilation and accommodation processes from which schemas of higher and higher levels of
complexity are constructed. Piaget presumed that each level of structural complexity marked a
period of relative stability and equilibrium. Stages of transition are marked by periods of relative
disequilibrium. In other words, Piaget suggests a direct communication between structural and
dynamic aspects of

Can We Trust Our Memories?
Can we trust our memories? People rely on memories to make judgments on everything from voting
for political candidates to deciding what to eat at a restaurant. However, memory is not always
reliable. Previous research has established that memory is vulnerable and susceptible to
confabulations under specific circumstances (1, 3, 9, 11, 12, 13). Misremembering information or an
event can influence subsequent decisions, sometimes with drastic consequences. In order to prevent
these adverse consequences, we must begin by understanding the mechanisms involved in
producing false memories. There are many models of confabulation (see 7 for a review), but one of
the most prominent is the source monitoring framework. This framework divides the memory into
two separate components: the source memory, and familiarity. These two components interact
together to explain many memory confabulations. Recalling information is not all that is required
for accurate memories. Remembering the context of the information is often more difficult and leads
to higher accuracy in memories overall. This is the source memory, which requires an effortful and
explicit memory of the source of information or episode (7). Memory of information or of an
episode without memory of its source leaves people with only a sense of familiarity; it is this state
that can lead to many errors in memory and judgment. When people only have a sense of familiarity
for information, they tend to attribute it to the most

Difference Between Incidental And Intentional Language...
Incidental and Intentional Language Learning
Introduction
There are two ways of learning: incidental learning and intentional learning. Incidental learning is
when the learner is not focused on intentionally learning vocabulary, the process of incidental
learning is more of a natural process and it occurs when the learner is watching a movie or doing
any other activity that is not directly focused on learning vocabulary. The intentional learning is
when the learner is focused on learning from a book for instance and reading it with the purpose of
memorizing and learning vocabulary. The purpose of this essay is to help promote incidental
language learning for all future learners both outside and inside a classroom. We will look further
into these two ways of learning and issues in this essay.
When It Comes To Ways Of Learning
Polio, C (2004) ... Show more content on Helpwriting.net ...
Incidental learning is a learning method that is used in many areas around the world and not strictly
just in classrooms. It is used among people naturally, in hospitals and universities. In a study at the
Columbia University it was discovered through research that introducing incidental learning has
beneficial effect on language development and although intentional learning do have a positive
impact this study mentions that if there was room for daily incidental learning in a formal classroom
there would be a positive impact on the learners' language development. Marsick, V. J., & Watkins,
K. E. (1990). Incidental learning is described as "It is integrated with daily routines. It is triggered
by an internal or external jolt. It is not highly conscious. It is haphazard and influenced by chance. It
is an inductive process of reflection and action. It is linked to learning of others" Marsick, V. J., &
Watkins, K. E. (1990). p.

They All Just Went Away Analysis
In this video, Hank started off explaining about a story of a man named Clive Wearing who
contracted a rare herpes encephalitis virus that ravaged his central nervous system. Due to this, he
was having problem recalling memories from his past or produce any kind of new memories. Every
time he would see his wife he would recognize her but wouldn't recall the last time he saw her. This
story emphasize how important memories are to recognize loved ones, recall past joys, or just
remembering how to just do the basics things in your daily lives like walk or talk. Memories is what
defines us who we are without it we are basically just nothing. Memories are typically accessed in
three different ways through recall, recognition, and relearning. Recall

Coherent Brain Model
1. There is evidence that no single region of the brain is responsible for all memories and that each
brain region makes a specific contribution. Integrate the following terms into a coherent hypothesis
of a multiple memory systems: explicit and implicit memory, encoding, storage, retrieval, recent,
remote, working, hippocampus, cerebral cortex, cerebellum, basal ganglia, right and left
hemisphere. Please define each term first and then relate it with specific brain areas; finally integrate
them into a "coherent hypothesis of a multiple
– Explicit memory is when one can recall a specific event like what happened at a party etc. Explicit
memory needs to be conscious because one needs to actively recall the information. The brain area
that is associated with explicit memory is the hippocampus and medial temporal lobe. It is important
... Show more content on Helpwriting.net ...
Non–Fluent aphasia –Fluent Aphasia
B. Transcortical motor where –Conduction
One can't initiate language –Anomic
C. Global when there is a vascular
Disorder. – Transcortical sensory
D. Mixed transcortical
5. Explain a brain model of language using the classification of the aphasias (include fluency,
repetition and comprehension). Has this model been supported by studies of brain stimulation and
regional blood flow (Positron Emission Tomography–PET) in awake human subjects? Explain.
– A type of brain model discussed in this course is the neurological model of language. It explains
that the temporal love is used to understand and classify verbal memory for nouns. It shows that our
frontal lobe is capable of word generation and the perisylvian area for repetition. Furthermore, it
goes into detail about the left hemisphere that is used for grammar, production and sequencing of
movements. The right hemisphere which deals with the semantic aspect of language.
6. Explain one hypothetical explanation of the origin of language in

Implicit And Implicit Cost
Introduction
In this written assignment, I am going to explain the difference between implicit and explicit costs.
Also, I will provide two examples of when an explicit cost is different from an implicit cost. In
addition, I will explain the difference between accounting and economic profit and provide two
examples of when they differ.Finally, I will explain the difference between economies and
diseconomies of scale and provide examples of when an actual firm might benefit from economies
of scale or be harmed by diseconomies of scale.
Explain the difference between implicit and explicit cost
Explicit cost is the revenue coming into to a business minus the costs.For example, a pizza parlor,
the cost includes,workers to run the business, ovens to cook the pizza, and ingredients to make the
pizza. Accountants usually look at the expenses for a business in this manner the revenue minus the
explicit costs. ... Show more content on Helpwriting.net ...
An example, a student graduates from High School and starts to work at a local retail store and earns
$1500 a month. The student has bills to pay, such as phone, car, and rent which is a total of $1000 a
month. (Explicit cost). The student still has $500 to spare, not too bad of earning for a high school
graduate. But, if you factor in the implicit cost, if the student graduated from college, he would be
making double $3500 a month. In this case, the student is losing $2500, which he would have had if
he graduated from college.
Give two examples of when an explicit cost is different from implicit

Three Models Of Memory: The Three Models Of The Human Memory
Memory is storing and retrieving information which learnt over the time. Sensory memory, working
memory and long term memory are the three models of the human memory. Immediate memories,
sense through sensory organs, called as sensory memory which rapidly fades away within a few
seconds or processes into the working memory. The working memory is a part of the short term
memory which involves in controlling and coordinating memories. Short term memory involves in
remembering the limited amount of information for a short period (7 to 9 chunks, between 5 to 15
seconds), for an example remembering a phone number. Short term memory connects in neural
network processes in the frontal, prefrontal and partial lobes of the brain. Through rehearsing the
information over a period, the short term information encodes into the long term memory (Schraw,
and McCrudden 2013). ... Show more content on Helpwriting.net ...
There are two memory types in long term memory; explicit memory (declarative memory) and
implicit memory (procedural memory). Explicit memory is consciously recalled memories gained
through life events. Two branches of explicit memory are episodic memories which are related to
recall period and time of a past experience such as autobiographic memories, semantic memory
stores general knowledge and concepts and meaningful associations. Explicit memory is connected
with the neural network process in the temporal lobe of the brain. Cerebellum, putamen, and motor
cortex control the implicit memory which is unconscious and important for learning and motor skills
such as walking and writing (The human memory 2010).
The hippocampus is a part of the limbic system and positioned at the medial the temporal lobe in
both hemispheres. The hippocampus involves converting short term memory into the long term
memory. Damaged hippocampus or aging can be a reason for impairments of the long term
memories (Myers 2006). The location of the hippocampus, Figure

Brain Injury: Prospective Memory Research
The article I found most intriguing was titled "Prospective Memory Functioning in people with and
Without Brain Injury." In this experiment, experimenters conducted a group study and wanted to
compare how effective prospective memory was with participants with brain injuries and without
brain injuries. There were 36 participants, (26 male and 10 female) with brain injuries and 28
without. The 28 participants were the controlled group and the 36 participants were the experimental
group. Some of the conditions that the participants that had brain injuries were diagnosed with
traumatic brain injuries, CVA, Korsakoff's syndrome, cerebral tumor and meningitis. To assess
prospective memory researchers used an expanded form of CBPMT (Cambridge Behavior

Difference Between Absolute And Relative Continuity
1. Describe the difference between absolute and relative continuity. Explain why it is important to
differentiate the two. Provide two of YOUR OWN real–world examples of the difference between
the two types of continuity. The concept of continuity is difficult and includes several different
meanings that are distinguished mostly by different ways of measuring continuity. There are two
that need to be specifically differentiated: relative and absolute continuity. Relative continuity is the
degree to which individuals hold their rank order in a specific sample from one assessment time
point to another specific time point. Relative continuity is measured by the correlation coefficient
for the scores taken at the two different time points or ... Show more content on Helpwriting.net ...
An example of maturation would be acquiring a language, because language acquisition is
something that happens to an individual innately during a certain time in development, it is not
something an individual can do or learn. Environmental learning refers to developmental change
that is brought about mainly by influences in the external environment and that can be described by
mechanisms of learning. An example of environmental learning would be a child who see's their
older sibling get into trouble for having dessert before completing dinner, will first finish their
dinner and then eat their dessert. Constructivism can be defined as the belief that the mind actively
participates in gathering knowledge of the world while interacting with the environment, rather than
passively gaining such knowledge through direct perception. Constructivism states that children act
as active participants in their own development and help establish their own fate by virtue of the
meanings they impose on the world. An example of constructivism would be a person attending
zumba classes at the gym. While attending zumba classes at the gym, the person is actively
participating in and learning how to do zumba, while also interacting with other people in the
environment. The person would By watching

Mtl's Involvement In Implicit Memory
These findings were replicated in an extension of the complementary learning systems framework,
which simulated how separate portions of the MTL (additionally characterized by connections to
separate cortical regions) may support both episodic memory processes (explicit) and rapid
extraction of statistical regularities (in contrast to the slow process of learning distributional
information in the neocortex as instantiated by previous models (Schapiro et al, in press).
Several theoretical frameworks may explain MTL involvement in implicit memory. For example,
Schohamy & Turk–Browne (2013) provide a framework by which the MTL may be active in both
explicit and implicit memory processes. First, the hippocampus in the adult brain is highly
connected ... Show more content on Helpwriting.net ...
In a recent study, Bertels et al., (2012) found that performance in their proxy for statistical learning
could not be accounted for simply by implicit learning. They used an adapted version of the visual
statistical learning task (Fischer & Aslin, 2001), which included 12 stimulus items formed into 4
triplets. The transitional probability within triplets was always 1 and between .33. However, the test
phase used a so–called direct measure (put forth as a measure of an explicit memory trace in a
previous study by Kim et al., 2009) in which participants were presented with a 4AFC completion
task. Participants were presented with a triplet that was missing and item and asked to complete the
triplet. They were then asked a binary confidence measures were also collected during this phase.
Above chance performance on trials in which the participant said they were guessing suggests
implicit processing and a correlation between performance and confidence suggests that the
participant may be using explicit processing. The test phase also included an indirect measure (also
put forth as a measure of implicit learning in a previous study, Kim et al., 2009) the rapid serial
visual presentation (RSVP) test. In this task participants had to detect a shape in a rapid series of
visual shapes. If participants were sensitive to the statistical regularities present in the exposure
phase and were able to store these regularities,

Medical Case Study Of H. M.: Anaerograde Amnesia
H.M. was a patient who suffered from epileptic seizures. Doctors at the time found that removal of
the medial temporal lobe from the hemisphere where the seizures originated could eliminate the
epilepsy. Doctors could not identify the origin of the seizures, so they removed his medial temporal
lobe bilaterally. As a consequence, H.M. developed amnesia; he could not form new memories for
facts or events. This is known as anterograde amnesia. His prior memories were intact but any new
information was immediately forgotten. He was also aware of his memory problems. Incidentally,
his personality was unchanged and his IQ score actually increased, probably due to the ability to
concentrate without the seizures interrupting. He could perform well

Suffering From Severe Anterograde Amnesia
Recollecting some of life's experiences can be done very accurately at times where we can depict
details even after a long period of time. For patient H.M. this is the exact case. Patient H.M. suffered
from severe anterograde amnesia. Anterograde amnesia patients quite often show normal memory
for events that have occurred prior to the incident. Therefore, making it extremely difficult to recall
or store information after the incident has occurred. H.M. had been knocked down by a bicycle at
the age of 7, began to have minor seizures at the age of 10, and had major seizures after the age of
16. Patient H.M. had brain surgery in the early 1950's around the time he had been 27 years old. The
surgery had been done to alleviate severe symptoms ... Show more content on Helpwriting.net ...
Two months later, he had no awareness of his father's death just yet. Eventually, H.M. had a chance
to work under protected employment in a state rehab center. After six–months of daily exposure to
his job, H.M. is still incapable of describing a job he's done. Although not being able to describe his
job, H.M. had the capability to accurately draw a bungalow he's been living in for the past eight
years.
Testing H.M.'s Memory
It is apparent that patient H.M.'s memory has not been affected by any general intellectual loss. H.M
has severe anterograde amnesia, but surprisingly has spared implicit memory. Implicit memory is a
type of memory in which past experiences aid the presentation of a task without mindful awareness
of the experiences. There have been many tests conducted on the patient to test this spared memory.
Mirror Tracing Task
One of the experiments performed on patient H.M. is the star tracing test. Brenda Milner, a
neuropsychologist, had H.M. trace a star between two parallel lines, where he could only see his
drawing hand in a mirror. With every practice his performance improved (Figure 1), though he
always denied having ever done the task before. This experiment led Dr. Milner to believe that there
is a distinction between procedural memory and declarative memory, suggesting that the two are
stored in dissimilar places.
Wisconsin Card Sorting Task
Is used to determine H.M.'s competence in abstract reasoning, and the ability to change problem

Physical, Cognitive, And Health Aspects Of Aging
Just recently I learned about physical, cognitive, and health aspects of aging. Along with that, I
learned that some diseases may be prevented with simple exercise and healthy eating, while others
are unavoidable. Certainly, last week's topics were interesting and optimistic as they raise awareness
to healthy habits can lead to a better quality of life. Since then, I have taken some steps to become
healthier, by being more active. What's fascinating, is that I am learning more about myself and can
therefore, apply this knowledge in my personal life and employment. Upon examining the titles for
this week's topics, it seems that we are going to delve into what psychology is most known for, the
study of the mind and how that plays a role with intelligence, personality, memory, and identity. I
am expecting to learn about the different types of memory and the process behind it, but most
importantly learn about different types of personalities and how that's determined.
Memory is vital in cognition, as the absence of long term memory is like loosing the information
stored on a computer (Ziegler, 2014, para. 2). I couldn't imagine life without long term memory.
There are different parts to memory, such as long term memory and short term memory. Long term
memory is further broken down to explicit and implicit memory. Interestingly, I learned that through
the use of implicit memory, specifically procedural memory, is the reason behind why I was able to
ice skate recently, after not

Learning Styles and the Brain
How Did You Know That?!Learning Styles and the Brain
Although most commonly framed in academic contexts, learning style lies at the foundation of
individual identity and development. Learning, "the process of acquiring knowledge about the
world" (1) and learning style, "...the sum of the patterns of how individuals develop habitual ways of
responding to experience" (2) reflect an array of attitudes, emotional responses, preferences and
habits. It is the basis of how we interact with, process and are subsequently affected by inputs from
our environment. In addition to providing a general overview of learning styles, this paper makes
the claim that distinctions resulting from these models support the existence of the I–function.
A ... Show more content on Helpwriting.net ...
Interestingly, it is also proposed that when presented with a dual learning goal, the individuals'
memory capacity is overloaded, thereby preventing rule learning.
Another distinction that arises from the dissociated implicit vs. explicit model is the notion that
learning occurs both with and without awareness. "One system is explicit and conscious, involving
the limbic and neocortex parts of the brain ... (whereas) implicit memory can be received, stored,
and recovered without the participation of the limbic system and outside the conscious awareness of
the individual...(and) provide an array of non–conscious ways to respond to the world." (3) Implicit
learning encompasses procedural knowledge (skills and habits), category–level knowledge (the
ability to classify information based on natural categories and the implicit acquisition of rules often
found in grammar), conditioning (learning a simple conditioned response, best understood in
relation to emotions such as fear) and priming (the facilitated ability to identify or make judgments
about target stimuli as a consequence of recent exposure to them. (3) It encompasses activities and
attitudes that an individual can do or feel, but cannot explain. Alternatively, explicit learning is
characterized as an active process in which people seek out the

Mnemonics: The Journey Technique
How is it possible for human beings to remember things as complex as we do? We can memorize
grocery lists, an order at a drive–thru, vocabulary for a difficult test, and many other things. This is
possible due to mnemonics. Mnemonics are memory tools we use to learn complicated information
(Memory Improvement Techniques). There are many ways to use this tool, such as associating the
alphabet with the first letter of words or by creating a rhyme, but one has to know how to use and
practice it for it to work. The first mnemonic technique I learned was the journey technique. To use
this, one connects the information they need to memorize with a familiar route (The Journey
Technique: Remembering Long Lists). For example, one may need to memorize the eight planets of
our solar system for a test, and he or she could do this by associating the planets with landmarks on
the route to school. The "M" in Mercury could be associated with the "M" in mailbox, the "V" in
Venus can also represent the "V" in the very tall tree beside the stop sign, and so forth. Secondly, I
learned about the mnemonic approach of mind mapping. In this method, one draws the main topic in
the center of a page and each subheading is ... Show more content on Helpwriting.net ...
In long–term memory, there are two types of memories: explicit and implicit. One's explicit
memories can be recalled with awareness, such as what you ate yesterday. On the other hand, one's
implicit memories are recalled without any awareness, an example is tying a shoe or riding a bike
(Hockenbury, D. H., & Hockenbury, S. E. (2014) Discovering Psychology). If the types of long–
term memories need to be memorized, the best way is to use mind mapping. To do this, one could
label the map "LTM" with the two types of long–term memories stemming from the center. Then,
there could be smaller branches coming off the two types, therefore giving more information about
each

Glucose And Memory
Glucose has been found to have diverse effects on different strains of memory. Glucose, a simple
sugar, is often found in carbohydrates and should be moderately ingested in one's diet. It provides
energy to not only the body, but allows the brain to function properly. Glucose travels across the
blood–brain barrier through facilitated transport in order to do so. A lack of glucose can result in
weakness and fatigue due to the brain attaining energy from one's fat and muscles instead of sugar.
This is often seen in individuals with eating disorders. A great deal of diets suggest that glucose
should be reduced or even eliminated, but a multitude of studies and research show that attaining the
right amount of glucose can have positive effects on ... Show more content on Helpwriting.net ...
Age plays a key role in this, considering it is often associated with a decline in cognitive
functioning. Another reason for this is due to the fact that age is also linked to a decrease in glucose
metabolism and tolerance (Gagnon, Greenwood & Bherer, 2011). In older adults, one focus seems to
be episodic memory. Riby and colleagues (2007) chose to study glucose effects in older adults with
mild cognitive impairment (MCI) to see if the administration of glucose would show any signs of
improvements. Multiple tasks were given to twenty–four patients with MCI and twenty–four older
adults (mean age = 71). Each participant was given a drink that either included glucose or saccharin.
The picture recognition task consisted of the presentation of 20 drawings. During the recognition
phase, they were shown 40 drawings (20 target, 20 non–target) and asked to choose which ones had
been seen prior. The story task involved a passage read by the experimenter. Each participant had to
attempt to recall as much as they could immediately after, and then again later on. In the final task,
participants were instructed to respond to a frequent target, and withhold their response to an
infrequent non–target via a computerized attention task. It was found that blood glucose levels were
higher in the participants with MCI. Another key finding was that episodic memory was responsive
to glucose consumption. This was seen in older adults during the immediate and delayed story recall
(Rigby et al., 2007). It was also seen in MCI participants in the delayed story recall. By looking at
the effects in older adults and MCI patients, it allows for further knowledge regarding if glucose
only aids in memory for those who have no impairments in cognitive functioning, or if it can also
show improvements in those who

Implicit Memory
Deterioration of memory is another symptom that is frequently reported in patients with
Huntington's disease. "Individuals with the disease will have difficulty learning new information and
retrieving previously learned information"(Paulsen, 2011). Paulsen stated that implicit memory may
be affected more than anything. He states that implicit memory is, "collections of coordinated
movements and skills that allow an individual to ride a bike, play a musical instrument, and perform
tasks such as driving a car." Righi, Galli, and Paganini also stated that due to the deficit in memory,
these individuals present with time perception impairments. They found this information by
performing a test that included time perception performance and temporal

Using A Similar Deign And Mcdermott 's False Memory...
The current experiment used a similar deign as Roediger and McDermott's (1995) false memory
experiment. In this 2x2 mixed factorial designed experiment, memory was tested using a word list
that was either blocked by five critical words on a particular subject or randomized. Participants
were university college students who participated for course credit. There was a significant
difference in false memory when the blocked vs. random lists were compared to examine which had
more words remembered. The participants who were randomly assigned to the blocked list recalled
more words to include actual words and the critical words when compared to those randomly placed
in the random word condition. The results revealed that using the blocked lists better facilitated the
actual memory and recalled more critical words/false memories.
Memory has been a subject of study to see if what we remember is a true memory or a false
memory. Some of the studies conducted on this have used sentences, prose, films and slides to test
the memory and find out if the individual can recall the actual story or have false memories about
what they experienced (Roediger III & McDermott, 1995, p. 803). The problem arises when
eyewitnesses recall information about an event but proves to be false. Roediger, Jacoby and
McDermott state that when you test the memory you are not just testing the retention of that event,
you are also changing how the individual retains that particular event in the future.

The Controversy Of Memory Repression
Black mirror episode on photographic memory–– obsession
Memory repression–– survival technique
But memory creates our self identity/how our society advances.
Can we control our memory?
Memory repression is more likely to occur in the adolescent mind due to underdevelopment of the
brain.
Many children experience a sense of shame when faced with sexual abuse. They may feel as if their
innocence had been taken away or that it is their fault–– or they may have even been threatened to
stay silent by the perpetrator. Therefore, rarely does it happen that children confide in authority
figures when they have been assaulted.
Pros and cons of memory: should we strive to have photographic memory?
Our self identity manifests from past experiences and memories.
Memory repression is considered to be a survival technique by psychologists. When a traumatic
event happens to a child, it is often the case that they dissociate from their own body. In other words,
memories of trauma as a kid are repressed through the very defense ... Show more content on
Helpwriting.net ...
Author Steven Jay Lynn holds the belief that memory repression is a myth in the psychology
community. He states that false accusations are well–documented in legal history. Individuals are
vulnerable to what psychologists refer to as the "power of suggestion" and can innocently develop
"pseudomemories" of events that never happened, if they are encouraged a therapist or someone
similar. Lynn references one 2007 study which found that when individuals recalled sexual abuse in
adolescence during therapy their account was less likely to be corroborated by other evidence than
when the memories came without help. So, evidence demonstrates that memory can be affected by
other individuals and circumstances; that individuals can make up stories to fill in memory holes,
and that individuals can be influenced to trust they heard, saw or experienced events that did not

Investigating Potential Differences That May Be Caused By...
disregarding examining potential differences that may be caused by the structure of language.
For example, several studies have examined the behavioral effects of morphological frequency
across Dutch (Schrueder & Baayen 1997; de Jong, et al., 2000; Bertram, et al., 2000), English
(Feldman and Pastizzo, 2003; Baayen et al., 2007), Hebrew (Moscoso del Prado Mart´ın et al.
2005), and Finnish (Moscoso del Prado Mart´ın et al. 2004). Similar types of analyses exist
regarding morphological decomposition (e.g., early vs. late morphological processing, form–then–
meaning vs. semantically driven morphological processing) in English (e.g., Rastle & Davis 2003;
2000; Feldman & Soltano, 1999; Feldman et al., 2009; Gold & Rastle 2007), Dutch (e.g.,
Dienpendaele et al., 2005), Russian (Kazanina, 2011), Serbian (Feldman et al., 2012), French
(Logntin et al., 2003), and Spanish (Dunabetia et al., 2011; Dunabetia et al., 2007). Turning to the
neurocognitive and neurobiological impacts of language structure on morphological processing,
there are also examinations of processing across languages such as English (Gold and Rastle, 2007;
Vannest and York, 2005; Vannest et al., 2010), Hebrew (Bick et al., 2008; Bick, Goelman, and Frost,
2011), and Chinese (Zou et al, 2015).
However, relatively fewer studies focus on direct comparisons of effects between languages, looking
specifically at differences in effects that may arise due to differential morphological structure, such
as in English and

The Negative Effects Of Media Multitasking And Its Effects...
1. The key issue which pertains to child development in this article is the negative effects which
multitasking has on kids brains and their ability to store long term memories. Many children and
teens have the overly inflated idea that they can attend to multiple things at once and still pay
attention to homework or a teacher talking in class. Multitasking in general is not harmful but when
it comes to children multitasking while they are learning, it has the potential for the biggest negative
effect (Paul, 2013). In Paul's (2013) article, there is research presented by the Kaiser Family
Foundation which indicated that a third of the individuals who were surveyed stated that they used
other media outlets at the same time as they were studying or doing homework. Media multitasking
while learning has the most potential to have negative downsides because it is impairing the storing
of the long–term memories necessary to recall said information later. In other studies, researchers
have recorded the large increase of negative effects which took place when children multitask while
studying. The most important thing for parents to do is remember that their children will media
multitask and it's okay. Just make sure that when it comes to homework that they put everything
aside and focus on what's in front of them (Roberts, 2013).
2. In the research presented in Berk (2018), it is seen that multitasking considerably reduces learning
capabilities. Children who are multitasking

The Brain Is An Ever Elusive Thing
The brain is an ever–elusive thing. There are so many mysteries still waiting to be discovered or
unlocked. Memory seemed an appropriate topic for this class as it is a necessity to completing it
successfully. This research paper will explain how the brain uses synapses to store certain memories
while others may be lost and how proteins play a major role in this process and could be the answer
to solving memory problems in the future.
To start, it is important to understand how memory storage occurs. After a series of experiments
conducted from 1958–2000, by Dr. Eric R Kandel and numerous colleagues, using a radical
reductionist approach, he found evidence for several theories.
First, our research suggests that the cellular and molecular ... Show more content on Helpwriting.net
...
Based on his first conclusion, when it comes to short term memories, synaptic connections in the
brain are modified by small changes in proteins. Long term memories require that new proteins be
formed, gene expression be stimulated and new connections be synthesized. Implicit memory is a
type of memory in which previous experiences aid the performance of a task without conscious
awareness of these previous experiences. Explicit memory is the conscious, intentional recollection
of previous experiences and information. Storing of implicit and explicit memories can follow
different processes. Different signaling is necessary when storing implicit memories vs. explicit
memories in the short–term. However, the storage of implicit and explicit memories in the long–
term, follows the same specific signaling pathway.
Based on his second conclusion, different modularity transmitters are used depending on which type
of learning you are engaged in. These transmitters act in several different ways. They can either
activate, regulate, or mediate. If they activate, they trigger the enzyme kinase, which then reports to
the nucleus to aid in the growth of neurons and long–term memory. If they regulate, they monitor
protein synthesis that is required in order to stabilize the synapses for long–term storage. Finally,
mediation is the least understood process. What is known, is that it is necessary in recollecting
specific memories and memory production.

Two Forms Of Learning In Malcolm Gladwell'sThe Art Of...
Society today expects individuals to be good at what they do all the time, and frequently that is not
always the case. No matter how good someone is at something they can still choke or panic, which
are two very different forms of failure (Gladwell, 2000). Choking is when an individual starts
overthinking in the moment and becomes so nervous they cannot do anything except fail; panicking
is when an individual stops thinking in the moment and cannot control themselves (Gladwell, 2000).
During both, it is like the individuals mind goes blank and their memory of what to do leaves,
almost like they are back at a beginner's level.
From a psychological point of view, "memory is the ability to store and retrieve information over
time" (Schacter, Gilbert, Wegner, & Nock, 2015). Usually, you hear adults speaking of their
childhood, and something funny they remember their grandparents doing. This is what memory is,
remembering a funny childhood moment or even what they done yesterday and recall it to someone
else.
In Malcolm Gladwell's (2000) article "The Art of Failure" he discussed two forms of learning that
are very different from each other. Both are tested using a computer video game. The individual is
sat at a computer screen that has four boxes lined up next to each other, and when the game starts x's
gradually appear; the person then must hit the key that matches the box. Explicit learning is when
the proctor tells the individual ahead of time how to play the game and the

Sleep : Memory And Memory
Sleep Enhances Memory
When the brain first encounters an idea, thought, image, experience, or action it works to form or
encode a memory. There are many different kinds of memories that can be formed. Each must be
consolidated in order to remain a stable memory. All five stages of sleep support some phase of
learning and memory (Poe, Walsh, & Bjorness, 2010). This article discusses the different types of
memory, stages of sleep, and what occurs that potentially strengthens memory while sleeping.
Memory
Sensory, short–term, and long–term are the three types of memory. Together they work to encode,
consolidate, store, and recall information. Short–term memory is the temporary place that
information is stored before forgetting or further encoding occurs. Long–term memory consists of
subcategories that relate to different types of information with different activation sections of the
brain. These include Explicit/Declarative memory and Implicit/Non–Declarative memory. The
Declarative memory is responsible for holding episodic and semantic memories. Episodic pertains
to experiences and autobiographical events. Semantic memories involve facts, concepts, and verbal
symbols. While the implicit (unconscious) memory is involved in procedural memories such as
skills, tasks, use of objects, and movements of the body. It is also involved in emotionally
conditioned memories as well. Each type of memory demands activity in particularly different areas
of the brain. (CITE)
Short–Term

Memorie Episodic Memory Paper
Have you ever wondered how you can remember things so easily sometimes without hesitation?
Your brain is made up of millions of different chemicals and processes to create these memories.
Psychologist Margaret W. Matlin describes memory as the "process of retaining information over
time" (Zimmermann). This process includes encoding, storing, retaining and then recalling thoughts.
Without our memory we would be lost not knowing where you are in time, endlessly moving
forward. Memory is essential for almost everything you do day by day, consider for a moment how
much you rely on your memory to help you function just in one day such as using your phone, test
answers or as simple as eating (Cherry). Encoding is the crucial first step to creating a new memory
(Mastin). This is meant to cement the memory in your head using various parts of the brain. There
are three types of encoding such as Acoustic, Visual and Semantic (Mastin). Encoding ... Show more
content on Helpwriting.net ...
Episodic memory critically depends on the medial temporal lobe and several neocortical regions
during memory encoding (Papassotiropoulos). Memory strategies to help with long–term memory
has not been shown to affect memory rehabilitation (Ylvisaker). One reason is people with common
forgetfulness often do not use the strategies that have been taught to help with memorization. Also
most have limited "space" in their working memory, therefore it is hard to remember these
strategies. Most of the studies have been conducted with adults who rarely have to learn or
memorize large amounts of new information. However, in an academic atmosphere, it is worth
encouraging students to do at least some of the following at the time of encoding to enhance their
memory (Hibbard). These being summarizing, taking notes, speaking information aloud and taking
in reasonably small amounts of information in short amounts of

I 'll Start From The Middle
I'll start from the middle. It's how it must be in art. Each creation is a new start, always from the
point where we are at the moment: the midway. From the middle of the stage I observe how
experiences determine my choices, create patterns and unique ways of relationship with the creative
process. My body is the starting point for investigations. Izquierdo (2011) tells us that we can only
create from what we know, and what we know is in our memories.
I observe the stories that my movement tells me. These are the body memories. This observation is
grounded by the recognition of the relationship that occurs between mind and body. Recent studies
(CALDEWELL, 2012; DAMASIO, 2011) show that only through our body can we have a mind.
The ... Show more content on Helpwriting.net ...
However, memory is not something set in the past. It is rather an event of the present. The body
memory can only be studied and observed in the present. "What we have acquired as skills, habits
and experience, has become what we are today; implicit knowing is our lived past". (FUCHS, 2003,
p. 02). Our body is our living memory, constantly modified by new experiences. It's not like a
museum or an old trunk where we put away our memories. The body is, actually, something that's
always renewed by the present.
In this essay I've chosen to discuss movement patterns or habits that are part of the procedural
memory. Movement patterns can be considered the neurological and muscular organization that
underlies the motor responses of our body. Sometimes, these motor responses are conditioned and
it's hard to obtain different answers, even for different stimulus. This can be a trap during the
process of creating choreography.
Kandel (2009) identifies three main forms in the process of learning: habituation, sensitization and
conditioning. From the studies of physiologist Ivan Pavlov (1849–1936), Kandel (2009) argues that
these forms of learning occur from the association of a stimulus with another stimulus or a stimulus
with a response. Habituation occurs when the repetition of a stimulus leads to suppression of a
response. Sensitization is the reverse. In this case, we learn to give attention to a stimulus

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