7
Memory
Revised by Pauline Davey Zeece, University of Nebraska-Lincoln
Chapter Overview
Studying memory
Building memories: Encoding
Memory storage
Retrieval: Getting information out
Forgetting
Memory construction errors
Improving memory
Memory
Persistence of learning over time through the encoding, storage, and retrieval of information
Information-processing model
Compares human memory to a computer’s operation
4
Stages in Information-Processing Model
Encoding
Getting information into the memory system
Storage
Retaining encoded information over time
Retrieval
Getting information out of memory storage
Information-Processing Model: Stages in Forming Memories
Recording to-be-remembered information as a fleeting sensory memory
Processing information into short-term memory, where it is encoded through rehearsal
Moving information into long-term memory for later retrieval
Sensory memory: Immediate and very brief recording of sensory information in the memory system
Short-term memory: Activated memory that holds a few items briefly before the information is stored or forgotten
Long-term memory: Relatively permanent and limitless storehouse of the memory system
Includes knowledge, skills, and experiences
6
Modified Three-Stage Processing Model of Memory
Atkinson and Shiffrin’s classic three-step model helps us to think about how memories are processed, but today’s researchers recognize other ways long-term memories form.
For example, some information slips into long-term memory via a “back door,” without our consciously attending to it (automatic processing).
And so much active processing occurs in the short-term memory stage that many now prefer to call that stage working memory.
7
Working Memory
Newer understanding of short-term memory
Includes the conscious and active processing of:
Incoming information
Information retrieved from long-term memory
Working memory is more efficient when individuals focus on one task at a time, without distractions.
8
Want to try to see how good your working memory is?
In Class Demonstration
Two-Track Memory System
Implicit (nondeclarative) memory
Retention of learned skills, or classically conditioned associations, without conscious awareness
Formed via automatic processing
Explicit (declarative) memory
Retention of facts and personal events that can be consciously retrieved
Formed via effortful processing
Building Memories
Automatic processing and implicit memories
Implicit memories include automatic skills and classically conditioned associations.
Effortful processing and explicit memories
Explicit memories become automatic with experience and practice.
This Photo by Unknown author is licensed under CC BY.
Your two-track mind processes information efficiently via parallel processing, which involves processing of many aspects of a problem at the same time.
This method is the brain’s natural mode of information processing for many functions.
13
Sensory ...
Memory, Forgetting,Psychology, 3 Phases of Memory, Division and sub categories of memory, four general stages of memory, sequential category levels of memory, two types of memory recollection, physical structure of memory, basic factors affecting memory, forgetting, the ebbinghaus forgetting curve, reasons for forgetting information, memorization technique
There are three main types of memory: sensory memory, short-term memory, and long-term memory. Memory theories propose that information is encoded, stored, and retrieved in different stages. The most widely accepted theory is the information processing theory proposed by Atkinson and Shiffrin, which describes a multi-stage model of memory involving input, sensory memory, short-term memory, and long-term memory. Better processing and elaboration of information leads to stronger long-term memories according to levels of processing theories.
Memory involves encoding, storing, and retrieving information. Encoding transforms information into codes that create a memory trace stored in memory. There are two main types of memory stores - short term memory which can hold 7 +/- 2 items for up to 30 seconds, and long term memory which can hold memories for minutes to years without limit. Baddeley's model of working memory involves an attentional control system and two subsystems to support visual and verbal information. Levels of processing theory suggests that deeper processing of information results in stronger, more durable memories than shallow processing.
Memory involves encoding, storing, and retrieving information. Encoding transforms information into codes that create a memory trace stored in memory. There are two main types of memory stores - short term memory which can hold 7 items for up to 30 seconds, and long term memory which has unlimited duration and capacity. Baddeley's model of working memory includes a central executive supported by visual and verbal subsystems. Levels of processing theory holds that memories are stronger when information is more deeply processed. Memory is stored through synaptic changes in the brain, and retrieval involves processes like recall, recognition, and context dependence.
Memory involves encoding, storing, and retrieving information over time. Encoding occurs through rehearsal, deep processing, elaboration, imagery, and organization. Memory is stored in sensory memory briefly, working memory for 30 seconds unless rehearsed, and long-term memory for lifetimes. Memory storage involves different types like declarative and non-declarative memory as well as contents like episodic and semantic memory. Retrieving memories can be difficult due to interference, decay, or lack of cues. Effective study strategies include taking good notes, using mnemonics, asking questions, spacing out learning, monitoring progress, and managing time well.
Memory involves encoding, storing, and retrieving information over time. The Atkinson-Shiffrin model views memory as involving sensory memory, short-term memory, and long-term memory. Encoding involves attention and processing to get information into memory storage. Levels of processing theory states deeper processing through associations produces better memory. Memory storage encompasses representation and retention over time, while retrieval involves taking information out of storage.
Memory involves the retention and recall of information and experiences. The hippocampus, amygdala, and cerebral cortex play key roles in memory processing and storage. There are different types of memory including short-term memory, long-term memory, sensory memory, declarative memory, and procedural memory. Methods for improving memory include recall, recognition, relearning, brain exercises, managing stress, good sleep, and not smoking. Aging can impact memory through changes in the hippocampus and loss of neurons and brain function over time. Forgetting and amnesia can result from brain damage or injury.
Memory, Forgetting,Psychology, 3 Phases of Memory, Division and sub categories of memory, four general stages of memory, sequential category levels of memory, two types of memory recollection, physical structure of memory, basic factors affecting memory, forgetting, the ebbinghaus forgetting curve, reasons for forgetting information, memorization technique
There are three main types of memory: sensory memory, short-term memory, and long-term memory. Memory theories propose that information is encoded, stored, and retrieved in different stages. The most widely accepted theory is the information processing theory proposed by Atkinson and Shiffrin, which describes a multi-stage model of memory involving input, sensory memory, short-term memory, and long-term memory. Better processing and elaboration of information leads to stronger long-term memories according to levels of processing theories.
Memory involves encoding, storing, and retrieving information. Encoding transforms information into codes that create a memory trace stored in memory. There are two main types of memory stores - short term memory which can hold 7 +/- 2 items for up to 30 seconds, and long term memory which can hold memories for minutes to years without limit. Baddeley's model of working memory involves an attentional control system and two subsystems to support visual and verbal information. Levels of processing theory suggests that deeper processing of information results in stronger, more durable memories than shallow processing.
Memory involves encoding, storing, and retrieving information. Encoding transforms information into codes that create a memory trace stored in memory. There are two main types of memory stores - short term memory which can hold 7 items for up to 30 seconds, and long term memory which has unlimited duration and capacity. Baddeley's model of working memory includes a central executive supported by visual and verbal subsystems. Levels of processing theory holds that memories are stronger when information is more deeply processed. Memory is stored through synaptic changes in the brain, and retrieval involves processes like recall, recognition, and context dependence.
Memory involves encoding, storing, and retrieving information over time. Encoding occurs through rehearsal, deep processing, elaboration, imagery, and organization. Memory is stored in sensory memory briefly, working memory for 30 seconds unless rehearsed, and long-term memory for lifetimes. Memory storage involves different types like declarative and non-declarative memory as well as contents like episodic and semantic memory. Retrieving memories can be difficult due to interference, decay, or lack of cues. Effective study strategies include taking good notes, using mnemonics, asking questions, spacing out learning, monitoring progress, and managing time well.
Memory involves encoding, storing, and retrieving information over time. The Atkinson-Shiffrin model views memory as involving sensory memory, short-term memory, and long-term memory. Encoding involves attention and processing to get information into memory storage. Levels of processing theory states deeper processing through associations produces better memory. Memory storage encompasses representation and retention over time, while retrieval involves taking information out of storage.
Memory involves the retention and recall of information and experiences. The hippocampus, amygdala, and cerebral cortex play key roles in memory processing and storage. There are different types of memory including short-term memory, long-term memory, sensory memory, declarative memory, and procedural memory. Methods for improving memory include recall, recognition, relearning, brain exercises, managing stress, good sleep, and not smoking. Aging can impact memory through changes in the hippocampus and loss of neurons and brain function over time. Forgetting and amnesia can result from brain damage or injury.
Memory involves encoding, storing, and retrieving information through three systems: sensory memory, short-term memory, and long-term memory. There are various ways to improve memory, such as chunking information, rehearsal, mnemonics, and semantic networks. Memory can be declarative or nondeclarative, explicit or implicit, and is supported by different brain regions like the hippocampus and amygdala. Factors like interference, failure of encoding, and context dependent cues can lead to forgetting over time.
Memory involves three basic processes - encoding, storage, and retrieval. There are three types of memory - sensory memory, short-term memory, and long-term memory. Sensory memory only lasts a short time, short-term memory can hold information for 15-25 seconds using rehearsal and chunking, and long-term memory stores information more permanently. The hippocampus aids in encoding, the cerebral cortex stores memories, and the amygdala is involved with emotional memories.
Memory involves three basic processes - encoding, storage, and retrieval. There are three types of memory - sensory memory, short-term memory, and long-term memory. Sensory memory only lasts a short time, short-term memory can hold information for 15-25 seconds through rehearsal, and long-term memory stores information more permanently. The hippocampus aids in encoding, the cerebral cortex stores memories, and the amygdala is involved with emotional memories.
Memory involves three basic processes - encoding, storage, and retrieval. There are three types of memory - sensory memory, short-term memory, and long-term memory. Sensory memory only lasts a short time, short-term memory can hold information for 15-25 seconds using rehearsal and chunking, and long-term memory stores information more permanently. The hippocampus aids in encoding, the cerebral cortex stores memories, and the amygdala is involved with emotional memories.
Memory refers to the processes of encoding, storing, and retrieving information over time. There are three main stages of memory: sensory memory, short-term memory, and long-term memory. Information is encoded through automatic and effortful processing and can be stored through different memory systems like procedural, episodic, and semantic memory in long-term storage. Memories are retrieved through recognition and recall. Forgetting can occur due to encoding failure, memory decay, interference, or retrieval failure. Spaced practice over time leads to better long-term recall compared to massed practice or cramming.
This document discusses human memory and its stages. It describes memory as having three stages - encoding, storage, and retrieval. Encoding involves processing incoming information. Storage refers to retaining information over time. Retrieval involves recovering stored information. It also discusses models of memory like the Atkinson-Shiffrin model which describes sensory memory, short-term memory and long-term memory. Mechanisms of forgetting like trace decay and interference are also summarized.
Memory works through encoding, storage, and retrieval according to an information processing model. The Atkinson-Shiffrin model proposes that information moves from sensory memory to short-term memory and then long-term memory, though more recent models recognize additional processing in working memory and some automatic processing into long-term memory. Memories can be formed through effortful, explicit processing or implicit, automatic processing. Encoding involves strategies like chunking, mnemonics, rehearsal, deep processing, and relating information to oneself. Memories are stored throughout the brain in overlapping neural networks rather than isolated locations. Explicit and implicit memories are processed in different brain areas, and emotions can strengthen memory formation through the amygdala. Retrieval is affected
This document summarizes key aspects of memory in 4 parts:
1) It describes the three stages of memory - sensory, short-term, and long-term memory.
2) It explains how information is encoded into memory through levels of processing and factors like mood.
3) It discusses how information is retrieved from memory using measures like recall and recognition. Forgetting can occur due to encoding failure, storage decay, interference, or loss of cues.
4) It provides strategies for improving memory such as rehearsal, organization, spaced practice, and getting enough sleep.
disorders of memory .pptx disorder of memoryASHISH KUMAR
Disorders of MEMORY was presented by Dr. Anisha Joshi at BRD Medical College Gorakhpur under the chairmanship of Dr. Tapas Kumar Aich. The presentation discussed the mechanisms of memory including sensory memory, short term memory, and long term memory. It described models of working memory and different types of long term memory. The presentation also discussed various memory impairments including amnesia, paramnesias, and hyperamnesia as well as organic causes and psychogenic causes of amnesia.
a mass of tissue formed as a result of abnormal, excessive, uncoordinated, autonomous and purposeless proliferation of cells even after cessation of stimulus for growth which caused it
This document provides an overview of human memory, including its structure and processes. It discusses the different types of memory like sensory memory, short-term memory, and long-term memory. Long-term memory is divided into explicit and implicit memory. Explicit memory includes episodic memory for personal experiences and semantic memory for facts. The three main processes involved in memory are encoding, storage, and retrieval. The hippocampus, amygdala and cerebral cortex play important roles in memory and processing information in the brain. Forgetting can occur due to failure of retrieval or interference. Various techniques like rehearsal, organization, and mnemonics can help improve memory.
This document discusses how memories are formed and stored in the brain. It explains that memories are formed through synaptic plasticity, which refers to changes in the strength of connections between neurons. These connections are made stronger or weaker based on past activation patterns. Three key areas involved in memory are the hippocampus, which forms episodic memories; the amygdala, which attaches emotional significance; and the neocortex, where memories may be consolidated over time. Different memory systems rely on different brain regions, such as the basal ganglia and cerebellum for implicit memories, and the prefrontal cortex for working memory. The document also outlines how occupational therapists assess memory through standardized tests and occupation-based evaluations.
This document provides an overview of memory, including short-term versus long-term memory, the three steps of memory formation (acquisition, consolidation, and retrieval), areas of the brain involved in memory, and techniques to improve memory. It discusses how memories are formed through neural pathways and strengthened by repetition and review. Consolidating memories during sleep is important for long-term retention. Engaging multiple senses and emotions enhances memory acquisition. Releasing neurotransmitters like dopamine and acetylcholine also aids the memory process.
The document discusses memory processes and models of memory. It describes the three main stages of memory as sensory memory, short-term memory, and long-term memory. Sensory memory only lasts a fraction of a second, short-term memory can hold 7 +/- 2 items for less than 30 seconds, and long-term memory has unlimited capacity for permanent storage. Factors like encoding, storage, retrieval, rehearsal, and consolidation influence how and what we remember.
These slides contain a presentation about Memory chapter of book Understanding Psychology. It contains slides on memory as well as types of memory such as short term and long term memory and also working memory. This presentation was given in NUML Islamabad.
1. Memory works through encoding, storing, and retrieving information. Encoding gets information into the brain, storage holds it, and retrieval recalls it.
2. The Atkinson-Shiffrin model describes memory formation moving from sensory memory to short-term memory to long-term memory. Working memory processes information in short-term memory.
3. Memories are formed through either effortful processing requiring rehearsal and encoding or automatic processing without awareness into implicit memory.
A comprehensive presentation explaining facts about various type of memory models, causes of amnesia, forgetting. Subject has been clarified with examples and illustrations.
Memory involves three main processes: encoding, storage, and retrieval. There are three main memory stores: sensory memory, short-term/working memory, and long-term memory. Sensory memory briefly stores sensory inputs and information transfers to working memory with attention. Working memory actively processes information for around 30 seconds unless rehearsed. Information can then be encoded into long-term memory for indefinite storage. Memories can be forgotten due to encoding failures, interference, or decay over time if not accessed.
1. Report contentThe report should demonstrate your understa.docxblondellchancy
1. Report content
The report should demonstrate your understanding of good project management and health and safety management as appropriate within the context of your chosen project and event.
The report will present the context/background of the chosen project, describe the project, and present student’s critical reflection and thoughts on the management of one particular event/issue of project. The impacts of the event/issue on (1) people, (2) cost, (3) time, (4) health and safety, (5) sustainability, and (6) Ethics will be explored. Using the theory and tools presented in the lectures across the module as well as their own independent research, students should suggest and discuss solutions to (1) overcome the challenges and manage the risks associated with the event/issue, and (2) improve the efficiency, sustainability and ethics of the management of the event/issue.
Appendices and references must be used to demonstrate study that has been undertaken and to provide sources for points made in the body of the report. This will include copies of any individual or group student work undertaken during the module.
The student should refer to the learning materials and readings provided across the module, but are also recommended to give appropriate regard to any additional useful material available online in terms of theory and practice.
.
1. Research the assessment process for ELL students in your state. W.docxblondellchancy
1. Research the assessment process for ELL students in your state. What is the process your district goes through to properly identify students for ESL program placement?
2. Planning for effective instruction is the key to academic success for students. Using data to inform instruction is a regular process. Discuss how teachers can use longitudinal data along with other formative classroom assessments to design effective instruction.
200-300
.
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Similar to 7MemoryRevised by Pauline Davey Zeece, University of N.docx
Memory involves encoding, storing, and retrieving information through three systems: sensory memory, short-term memory, and long-term memory. There are various ways to improve memory, such as chunking information, rehearsal, mnemonics, and semantic networks. Memory can be declarative or nondeclarative, explicit or implicit, and is supported by different brain regions like the hippocampus and amygdala. Factors like interference, failure of encoding, and context dependent cues can lead to forgetting over time.
Memory involves three basic processes - encoding, storage, and retrieval. There are three types of memory - sensory memory, short-term memory, and long-term memory. Sensory memory only lasts a short time, short-term memory can hold information for 15-25 seconds using rehearsal and chunking, and long-term memory stores information more permanently. The hippocampus aids in encoding, the cerebral cortex stores memories, and the amygdala is involved with emotional memories.
Memory involves three basic processes - encoding, storage, and retrieval. There are three types of memory - sensory memory, short-term memory, and long-term memory. Sensory memory only lasts a short time, short-term memory can hold information for 15-25 seconds through rehearsal, and long-term memory stores information more permanently. The hippocampus aids in encoding, the cerebral cortex stores memories, and the amygdala is involved with emotional memories.
Memory involves three basic processes - encoding, storage, and retrieval. There are three types of memory - sensory memory, short-term memory, and long-term memory. Sensory memory only lasts a short time, short-term memory can hold information for 15-25 seconds using rehearsal and chunking, and long-term memory stores information more permanently. The hippocampus aids in encoding, the cerebral cortex stores memories, and the amygdala is involved with emotional memories.
Memory refers to the processes of encoding, storing, and retrieving information over time. There are three main stages of memory: sensory memory, short-term memory, and long-term memory. Information is encoded through automatic and effortful processing and can be stored through different memory systems like procedural, episodic, and semantic memory in long-term storage. Memories are retrieved through recognition and recall. Forgetting can occur due to encoding failure, memory decay, interference, or retrieval failure. Spaced practice over time leads to better long-term recall compared to massed practice or cramming.
This document discusses human memory and its stages. It describes memory as having three stages - encoding, storage, and retrieval. Encoding involves processing incoming information. Storage refers to retaining information over time. Retrieval involves recovering stored information. It also discusses models of memory like the Atkinson-Shiffrin model which describes sensory memory, short-term memory and long-term memory. Mechanisms of forgetting like trace decay and interference are also summarized.
Memory works through encoding, storage, and retrieval according to an information processing model. The Atkinson-Shiffrin model proposes that information moves from sensory memory to short-term memory and then long-term memory, though more recent models recognize additional processing in working memory and some automatic processing into long-term memory. Memories can be formed through effortful, explicit processing or implicit, automatic processing. Encoding involves strategies like chunking, mnemonics, rehearsal, deep processing, and relating information to oneself. Memories are stored throughout the brain in overlapping neural networks rather than isolated locations. Explicit and implicit memories are processed in different brain areas, and emotions can strengthen memory formation through the amygdala. Retrieval is affected
This document summarizes key aspects of memory in 4 parts:
1) It describes the three stages of memory - sensory, short-term, and long-term memory.
2) It explains how information is encoded into memory through levels of processing and factors like mood.
3) It discusses how information is retrieved from memory using measures like recall and recognition. Forgetting can occur due to encoding failure, storage decay, interference, or loss of cues.
4) It provides strategies for improving memory such as rehearsal, organization, spaced practice, and getting enough sleep.
disorders of memory .pptx disorder of memoryASHISH KUMAR
Disorders of MEMORY was presented by Dr. Anisha Joshi at BRD Medical College Gorakhpur under the chairmanship of Dr. Tapas Kumar Aich. The presentation discussed the mechanisms of memory including sensory memory, short term memory, and long term memory. It described models of working memory and different types of long term memory. The presentation also discussed various memory impairments including amnesia, paramnesias, and hyperamnesia as well as organic causes and psychogenic causes of amnesia.
a mass of tissue formed as a result of abnormal, excessive, uncoordinated, autonomous and purposeless proliferation of cells even after cessation of stimulus for growth which caused it
This document provides an overview of human memory, including its structure and processes. It discusses the different types of memory like sensory memory, short-term memory, and long-term memory. Long-term memory is divided into explicit and implicit memory. Explicit memory includes episodic memory for personal experiences and semantic memory for facts. The three main processes involved in memory are encoding, storage, and retrieval. The hippocampus, amygdala and cerebral cortex play important roles in memory and processing information in the brain. Forgetting can occur due to failure of retrieval or interference. Various techniques like rehearsal, organization, and mnemonics can help improve memory.
This document discusses how memories are formed and stored in the brain. It explains that memories are formed through synaptic plasticity, which refers to changes in the strength of connections between neurons. These connections are made stronger or weaker based on past activation patterns. Three key areas involved in memory are the hippocampus, which forms episodic memories; the amygdala, which attaches emotional significance; and the neocortex, where memories may be consolidated over time. Different memory systems rely on different brain regions, such as the basal ganglia and cerebellum for implicit memories, and the prefrontal cortex for working memory. The document also outlines how occupational therapists assess memory through standardized tests and occupation-based evaluations.
This document provides an overview of memory, including short-term versus long-term memory, the three steps of memory formation (acquisition, consolidation, and retrieval), areas of the brain involved in memory, and techniques to improve memory. It discusses how memories are formed through neural pathways and strengthened by repetition and review. Consolidating memories during sleep is important for long-term retention. Engaging multiple senses and emotions enhances memory acquisition. Releasing neurotransmitters like dopamine and acetylcholine also aids the memory process.
The document discusses memory processes and models of memory. It describes the three main stages of memory as sensory memory, short-term memory, and long-term memory. Sensory memory only lasts a fraction of a second, short-term memory can hold 7 +/- 2 items for less than 30 seconds, and long-term memory has unlimited capacity for permanent storage. Factors like encoding, storage, retrieval, rehearsal, and consolidation influence how and what we remember.
These slides contain a presentation about Memory chapter of book Understanding Psychology. It contains slides on memory as well as types of memory such as short term and long term memory and also working memory. This presentation was given in NUML Islamabad.
1. Memory works through encoding, storing, and retrieving information. Encoding gets information into the brain, storage holds it, and retrieval recalls it.
2. The Atkinson-Shiffrin model describes memory formation moving from sensory memory to short-term memory to long-term memory. Working memory processes information in short-term memory.
3. Memories are formed through either effortful processing requiring rehearsal and encoding or automatic processing without awareness into implicit memory.
A comprehensive presentation explaining facts about various type of memory models, causes of amnesia, forgetting. Subject has been clarified with examples and illustrations.
Memory involves three main processes: encoding, storage, and retrieval. There are three main memory stores: sensory memory, short-term/working memory, and long-term memory. Sensory memory briefly stores sensory inputs and information transfers to working memory with attention. Working memory actively processes information for around 30 seconds unless rehearsed. Information can then be encoded into long-term memory for indefinite storage. Memories can be forgotten due to encoding failures, interference, or decay over time if not accessed.
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1. Report contentThe report should demonstrate your understa.docxblondellchancy
1. Report content
The report should demonstrate your understanding of good project management and health and safety management as appropriate within the context of your chosen project and event.
The report will present the context/background of the chosen project, describe the project, and present student’s critical reflection and thoughts on the management of one particular event/issue of project. The impacts of the event/issue on (1) people, (2) cost, (3) time, (4) health and safety, (5) sustainability, and (6) Ethics will be explored. Using the theory and tools presented in the lectures across the module as well as their own independent research, students should suggest and discuss solutions to (1) overcome the challenges and manage the risks associated with the event/issue, and (2) improve the efficiency, sustainability and ethics of the management of the event/issue.
Appendices and references must be used to demonstrate study that has been undertaken and to provide sources for points made in the body of the report. This will include copies of any individual or group student work undertaken during the module.
The student should refer to the learning materials and readings provided across the module, but are also recommended to give appropriate regard to any additional useful material available online in terms of theory and practice.
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1. Research the assessment process for ELL students in your state. W.docxblondellchancy
1. Research the assessment process for ELL students in your state. What is the process your district goes through to properly identify students for ESL program placement?
2. Planning for effective instruction is the key to academic success for students. Using data to inform instruction is a regular process. Discuss how teachers can use longitudinal data along with other formative classroom assessments to design effective instruction.
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1. Review the three articles about Inflation that are of any choice.
2. Locate two JOURNAL articles which discuss this topic further. You need to focus on the Abstract, Introduction, Results, and Conclusion. For our purposes, you are not expected to fully understand the Data and Methodology.
3. Summarize these journal articles. Please use your own words. No copy-and-paste. Cite your sources. in 1200 words
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1. Read the RiskReport to see what requirements are.
2. Read the Interim Risk Assessment to see the current state of paper that needs to be revised.
3. Use the RiskReport and the details below on what is missing to revise paper.
Feedback on changes needed to the Risk Assessment Plan
Risk Assessment Plan: Purpose does not make reference to BRI at all. Provide context. Scope, assumptions and constraints appear reasonable, but you can add an assumption or constraint regarding budget.
Need to elaborate on how risk is determine using the qualitative approach.
1. Title
IT Security Risk Assessment
2. Introduction
You are employed with Government Security Consultants, a subsidiary of Largo Corporation. As a member of IT security consultant team, one of your responsibilities is to ensure the security of assets as well as provide a secure environment for customers, partners and employees. You and the team play a key role in defining, implementing and maintaining the IT security strategy in organizations.
A government agency called the Bureau of Research and Intelligence (BRI) is tasked with gathering and analyzing information to support U.S. diplomats.
In a series of New York Times articles, BRI was exposed as being the victim of several security breaches. As a follow up, the United States Government Accountability Office (GAO) conducted a comprehensive review of the agency’s information security controls and identified numerous issues.
The head of the agency has contracted your company to conduct an IT security risk assessment on its operations. This risk assessment was determined to be necessary to address security gaps in the agency’s critical operational areas and to determine actions to close those gaps. It is also meant to ensure that the agency invests time and money in the right areas and does not waste resources. After conducting the assessment, you are to develop a final report that summarizes the findings and provides a set of recommendations. You are to convince the agency to implement your recommendations.
This learning activity focuses on IT security which is an overarching concern that involves practically all facets of an organization’s activities. You will learn about the key steps of preparing for and conducting a security risk assessment and how to present the findings to leaders and convince them into taking appropriate action.
Understanding security capabilities is basic to the core knowledge, skills, and abilities that IT personnel are expected to possess. Information security is a significant concern among every organization and it may spell success or failure of its mission. Effective IT professionals are expected to be up-to-date on trends in IT security, current threats and vulnerabilities, state-of-the-art security safeguards, and security policies and procedures. IT professionals must be able to communicate effectively (oral and written) to executive level management in a non-jargon, executive .
1. Quantitative According to the scoring criteria for the BAI, .docxblondellchancy
1. Quantitative: According to the scoring criteria for the BAI, a score of 21 or below indicates very low anxiety. What percentage of each group’s scores falls below that clinical cutoff?
Qualitative: Based on the qualitative responses, what percentage of the participants articulated a feeling of improvement?
.
1. Prof. Lennart Van der Zeil’s theorem says that any programmin.docxblondellchancy
1. Prof. Lennart Van der Zeil’s theorem says that any programming language is
complete
if it can be used to write a program to compute any computable number.
a. What is a computable number?
b. What is a non-computable number?
c. If all existing programming languages are complete why do we need more than one?
2. Two methodologies are used to transform programs written in a
source language
(also known as a
programmer-oriented language
, or a horizontal language, or a high-level language) into a
target language
(also known as a machine language, or a vertical language, or a low-level language). There is a static method called
translation
and a dynamic method called
interpretation
. Yet FORTRAN while 98% static ., uses interpretation for the Formatted I/O statement, similarly COBOL uses interpretation for the MOVE and MOVE CORRESPONDING statements; on the other hand, Java is fully interpretative except that in some programs and certain data sets it may invoke a JIT (Just In Time) compiler to execute a bit of static code
. Why do language designers mix these modalities if either is complete?
Hint: This is a long question with a short answer.
3. C and C++ store numerical arrays (matrices) in
row major
order and each index range must begin with 0; whereas FORTRAN stores arrays in
column major
order and the (default) index range starts (almost always) with 1. Engineers and scientists are often faced with the problem of converting a working program, or much more often a subroutine, from one language to another. Unfortunately, due to the index range difference (0 to n-1) in C/C++ and (1 to N) in FORTRAN, viewing one array as simply the transpose of the other will not suffice. What steps would you take to convert such a subroutine to compute the product of two matrices A(N,M) and B(M,N) to produce C(N,N) from FORTRAN to C++?
4. What was the major reason Jim Gosling invented Java? Did he succeed?
5. What are the four major features of C++ that were eliminated in Java? Why were they taken out? Why do we not miss them?
6. What was Kim Polese’ role at SUN Microsystems and why did she think Java should be positioned as a general purpose computer programming language? How did she accomplish this truly incredible feat, not done since Captain (later Admiral) Grace Murray Hopper, USN standardized COBOL in the early 1960s.
7. Describe briefly the role of women in the development of computer programming and computer programming languages. (Ada Lovelace, Betty Holberton, Grace Hopper, Mandaly Grems, Kim Polese, Laura Lemay)
8. What are the pros and cons of overloaded operators in C++? Java has only one, what is it?
9. State your own arguments for allowing mixed mode arithmetic statements. (See Ch 7)
10. What is BNF and why are meta-languages like BNF and EBNF used?
.
1. Review the results of your assessment using the explanation.docxblondellchancy
1. Review the results of your assessment using the explanation below.
2. Write at least 200 words describing the results, how you learn best, and how you will modify your study techniques to fit your learning style.
What do the results mean? Barbara Soloman, Coordinator of Advising, First Year College, North Carolina State University explains:
· Active Learners: tend to retain and understand information best by doing something active with it like discussing or explaining it to others. They enjoy group work.
· Reflective Learners: prefer to think about it quietly first. They prefer to work alone.
· Sensing Learners: tend to like learning facts. They are patient with details and good at memorizing things. They are practical and careful.
· Intuitive Learners: prefer discovering possibilities and relationships. They are good at grasping new concepts and are comfortable with abstractions and mathematical formulations. They are innovative and creative.
· Visual Learners: remember best what they see--pictures, diagrams, flowcharts, timelines, films, and demonstrations.
· Verbal Learners: get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.
· Sequential Learners: tend to gain understanding in linear steps, with each step following logically from the previous one. They follow logical steps when finding solutions.
· Global Learners: Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it." They may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.
.
1. Search the internet and learn about the cases of nurses Julie.docxblondellchancy
1. Search the internet and learn about the cases of nurses Julie Thao and Kimberly Hiatt.
2. List and discuss lessons that you and all healthcare professionals can learn from these two cases.
3. Describe how the principle of beneficence and the virtue of benevolence could be applied to these cases. Do you think the hospital administrators handled the situations legally and ethically?
4. In addition to benevolence, which other virtues exhibited by their colleagues might have helped Thao and Hiatt?
5. Discuss personal virtues that might be helpful to second victims themselves to navigate the grieving process.
All discussion boards should be submitted in APA style (7th edition
.
1. Qualitative or quantitative paperresearch required(Use stati.docxblondellchancy
1. Qualitative or quantitative paper/research required(Use statistics and numbers or facts.
2. Apply Statistics, numbers, research
3. Primary Sources explained
4. APA Formatting(Do not use the word “I”, do not use opinions in papers do not use “we”or pronouns)
5. Write a 5 page paper (8 in total-cover page and reference page), you can go over
APA FORMAT
5 scholarly sources
.
1. Prepare a one page paper on associative analysis. You may researc.docxblondellchancy
This document instructs the reader to prepare two one-page papers, with the first focusing on associative analysis and the second focusing on either decision trees or discriminant analysis with a comparison of the two. Both papers should be double spaced, cite sources using APA format, and allow for internet research to supplement the information provided.
1. Prepare a comparative table in which you contrast the charact.docxblondellchancy
1. Prepare a comparative table in which you contrast the characteristics and details of the origins and development of social work in the United States, Europe, Latin America and the Caribbean. Bring your comparison chart to the workshop to participate in a collaborative activity. The student will identify the most significant historical events in the United States that influenced the development and evolution of the Social Work profession.
2. Look for information on the following agencies:
1. National Association of Social Workers (NASW)
2. International Federation of Social Work (IFSW)
3. Association of Social Work Boards (ASWB)
4. Council on Social Work Education (CSWE)
Be prepared to participate in a collaborative activity during the workshop.
3. Write a reflective essay of at least two pages, and elaborate on the following aspects:
1. What is the current state of Social Work in the United States?
2. What do you focus on and what are the functions of current (modern) social work in the United States?
3. Explain the historical events that impacted the different ways of practicing social work.
Remember that an essay is made up of three basic parts: introduction, body or middle, and conclusion. In a reflective essay, the student must effectively combine the concepts and foundations of the discipline of study (definitions, history, prominent figures) with their experiences applicable to the topic of discussion or the guiding questions.
.
1. Portfolio part II a) APRN protocol also known as collab.docxblondellchancy
1.
Portfolio part II
a) APRN protocol also known as collaborative agreement with supervising physician(s).
b.) business proposal (refer to portfolio explanation/examples found on your BB lecture section.
There is an example of a business proposal. Use the example to create a brief business proposal with no more than two pages word or power point as your choice;
c.) Create a LinkedIn page and send me a proof of you creating the link.
.
1. Post the link to one news article, preferably a piece of rece.docxblondellchancy
1. Post the link to
one
news article, preferably a piece of recent news (2 points)
2. Explain
A) Which concepts (in which chapters) we learn in class is this news related to (4 points).
B) Specifically, how this concept is demonstrated in the news in your perspective (11 points).
.
1. Please explain fixed and flexible budgeting. Provide an examp.docxblondellchancy
1. Please explain fixed and flexible budgeting. Provide an example of budgeting for three
consecutive periods in which safety margin is included for flexibility
2. Explain statement of cash flows proforma and its significance in budgeting. Provide a
hypothetical example of a statement of cash flows in a manufacturing enterprise.
.
1. Open and print the Week 6 Assignment.2. The assignment .docxblondellchancy
1. Open and print the "Week 6 Assignment".
2. The assignment has four parts: A, B, C, and D.
(Part A has been created for use of the Access program where the data source recipients are to be created. However, if you do not have the Access program then you will need to create the data source recipients with the Excel program before you begin keying the letters for the mail merge. Also, If you are using Excel then be certain to create the label headers in each column with the data source recipient information beneath the headers. Whether you use Access or Excel you MUST save the data source in the Week 6 folder in which you will upload.
If you do not save the data source recipients in the folder then I am not able to grade your assignment
.)
3. Create a folder: [your last name]-Week6 (be sure to save to a disk device/hard drive NOT the desktop area.)
5. Complete the assignment as instructed and Save all work in [your last name]-Week6 folder.
6. Zip the folder and upload in the Week 6 Assignment Upload. DO NOT ATTACH THE FOLDER TO EMAIL, IT WILL NOT BE ACCEPTED. I will review the assignment and send you comments about the graded work.
.
1. Plato’s Republic takes as its point of departure the question of .docxblondellchancy
1. Plato’s Republic takes as its point of departure the question of the nature of:
A. JusticeB. ImmortalityC. TimeD. Equality
2. The most accurate way to describe Thrasymachus’ intervention onto the scene in Book I is:
A. He maintains that happiness is unattainable.B. He maintains that only the gods are just. C. He maintains that justice is the advantage of the strong.D. He maintains that justice and injustice are figments of the imagination.
3. In Book I, Thrasymachus’ ironic argument ad hominem is :
A. Socrates needs a wet-nurse.B. Socrates is ugly.C. Socrates should put himself to bed.D. Socrates should not have gone to last night’s banquet.
4. In Book II, Glaucon tells the myth of a ring, the point of which is to illustrate:
A. That we prize material goods above all else.B. That the rich decide what is just and unjust.C. That anyone will commit injustice when they can get away without punishment.D. That myth-telling is essential to philosophy.
5. In Book III, Socrates suggests the city adopt a noble lie, according to which:
A. There are three sorts of beings: humans, angels, and demons.B. Into our natures were mixed one of three metals: gold, silver, or bronze. C. Everyone will live virtuously in a just city.D. The just city lasts forever.
.
1. Objective Learn why and how to develop a plan that encompasses a.docxblondellchancy
1. Objective: Learn why and how to develop a plan that encompasses all components of a security system.
Use the information found at http://nces.ed.gov/pubs98/safetech/chapter5.asp
to research how determining possible physical threats may affect the choice of physical security countermeasures while planning new or updated security systems.
2. Objective: Determine the placement of physical barriers in integration with other components of the security system.
Research the different types of physical barriers and how they fit the needs of different types of facilities. Use the information found at
http://www.fs.fed.us/t-d/phys_sec/deter/index.htm.
APA Format , references & citations.
.
1. Open the attached Excel Assignment.xlsx” file and name it LastN.docxblondellchancy
1. Open the attached “Excel Assignment.xlsx” file and name it “LastName_FirstInitial - Excel Assignment.xlsx”. 2. Set the page orientation to landscape. Change the student name(s) to your name(s). 3. Wrap the text in the column headings A4:J4 and A14:H14 in Sheet 1 and set the column width to (approximately) 10 for columns B to J. 4. Calculate the Gross Pay (F5:F9) using the following formula: Pay Rate times Regular Hours plus 1.5 times Pay Rate times O/T Hours. 5. Display the Taxable Benefits (G5:I9) in the following way: apply a formula/function to allocate and return the appropriate weekly amount of Dental, Insurance, and Medical based on his/her Benefits Level and the corresponding taxable benefit to this code in Sheet 2. The assumptions, the taxable benefit rates, and the tax rates (all in Sheet 2) may be subject to changes, so all formulas should be created in a way so that they would reflect any changes in Sheet 2 automatically. 6. Calculate the Taxable Income (Gross Pay plus Taxable Benefits). 7. Use the Taxable Income (J5:J9) to automatically locate the Federal and Provincial Tax withholdings from the Tax Table on Sheet 2. For example: Federal Tax = Taxable Income * Federal Tax %. 8. Calculate the Employ. Insurance and Govt. Pension contributions based on the Gross Pay (Note: Gross Pay not Taxable Income). The contribution percentages are located in the Assumption area in Sheet 2. Calculate the Total Deductions as a sum of all deductions (Federal Tax, Provincial Tax, Employ. Insurance, and Govt. Pension). 9. Calculate the Net Amount by subtracting the Total Deductions from the Gross Pay. 10. Calculate the totals in B20:G20 11. Insert cheque number 121 in H15 and create a formula that will automatically number all the rest of cheques in sequence. 12. Format the title as Arial 16 pt., bold, italic and merge and centre it across columns A:J. 13. Format all dollar values as: number, 2 decimal places, 1,000 separators and no dollar sign. 14. Centre the contents of the Benefits Level (B5:B9) and the Cheque No. (H15:H19) columns. 15. Format the borders and headings as shown in the example below.
.
1. must be a research article from either pubmed or google scholar..docxblondellchancy
1. must be a research article from either pubmed or google scholar.
2. the article you select must have an abstract, introduction/ background, materials &methods, results, conclusion
3. summarize the article you selected
4. no plagiarism
5. must include reference
.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
7MemoryRevised by Pauline Davey Zeece, University of N.docx
1. 7
Memory
Revised by Pauline Davey Zeece, University of Nebraska-
Lincoln
Chapter Overview
Studying memory
Building memories: Encoding
Memory storage
Retrieval: Getting information out
Forgetting
Memory construction errors
Improving memory
Memory
Persistence of learning over time through the encoding, storage,
and retrieval of information
Information-processing model
Compares human memory to a computer’s operation
4
2. Stages in Information-Processing Model
Encoding
Getting information into the memory system
Storage
Retaining encoded information over time
Retrieval
Getting information out of memory storage
Information-Processing Model: Stages in Forming Memories
Recording to-be-remembered information as a fleeting sensory
memory
Processing information into short-term memory, where it is
encoded through rehearsal
Moving information into long-term memory for later retrieval
Sensory memory: Immediate and very brief recording of sensory
information in the memory system
Short-term memory: Activated memory that holds a few items
briefly before the information is stored or forgotten
Long-term memory: Relatively permanent and limitless
storehouse of the memory system
Includes knowledge, skills, and experiences
6
Modified Three-Stage Processing Model of Memory
Atkinson and Shiffrin’s classic three-step model helps us to
3. think about how memories are processed, but today’s
researchers recognize other ways long-term memories form.
For example, some information slips into long-term memory via
a “back door,” without our consciously attending to it
(automatic processing).
And so much active processing occurs in the short-term memory
stage that many now prefer to call that stage working memory.
7
Working Memory
Newer understanding of short-term memory
Includes the conscious and active processing of:
Incoming information
Information retrieved from long-term memory
Working memory is more efficient when individuals focus on
one task at a time, without distractions.
8
Want to try to see how good your working memory is?
In Class Demonstration
4. Two-Track Memory System
Implicit (nondeclarative) memory
Retention of learned skills, or classically conditioned
associations, without conscious awareness
Formed via automatic processing
Explicit (declarative) memory
Retention of facts and personal events that can be consciously
retrieved
Formed via effortful processing
Building Memories
Automatic processing and implicit memories
Implicit memories include automatic skills and classically
conditioned associations.
Effortful processing and explicit memories
Explicit memories become automatic with experience and
practice.
This Photo by Unknown author is licensed under CC BY.
Your two-track mind processes information efficiently via
parallel processing, which involves processing of many aspects
of a problem at the same time.
This method is the brain’s natural mode of information
processing for many functions.
13
5. Sensory Memory
First stage in forming explicit memories
Records immediate and very brief information and is fleeting in
nature
Iconic memory - Picture-image memory of a scene
Echoic memory - Sensory memory of sounds
Capacity of Short-Term and Working Memory
Short-term memory
Miller proposed that individuals can store about seven bits of
information during the short-term stage.
Other researchers confirmed that individuals can recall about
seven digits or about six letters or five words without
distraction.
16
Short-Term Memory Decay
Unless rehearsed, verbal information may be quickly forgotten.
Data from Peterson & Peterson, 1959; see also Brown, 1958.
17
6. Effortful Processing Strategies
Chunking: Organizing items into familiar and manageable units
Occurs naturally
Mnemonics: Memory aids
Includes techniques that use vivid imagery and organizational
devices
Effortful processing requires closer attention and effort, and
chunking and mnemonics help us form meaningful and
accessible memories.
Memory researchers have also discovered other important
influences on how we capture information and hold it in
memory.
18
Memory Storage
Retaining information in the brain
Synaptic changes
Retaining Information in the Brain
Capacity for storing long-term memories has no real limit.
Research findings
Information is not stored in a single and specific spot.
Memories as neural networks
7. 26
The Hippocampus
Explicit memories for facts and episodes are processed in the
hippocampus (orange structure) and fed to other brain regions
for storage.
28
Explicit and conscious memories are either semantic or
episodic.
Semantic memory: Explicit memory of facts and general
knowledge
Episodic memory: Explicit memory of personally experienced
events
Explicit Memory System
Hippocampus: Neural center located in the limbic system
Helps process explicit memories for storage
27
Explicit Memory System: The Frontal Lobes
Memories migrate for storage via the memory consolidation
process.
8. Right and left frontal lobes store different information.
A good night’s sleep supports memory consolidation.
Slow-wave sleep
Memory consolidation: Neural storage of a long-term memory
Separate brain regions process explicit and implicit memories.
From the rhythmic patterns of activity displayed by the
hippocampus and the brain cortex, researchers have posited that
the brain is replaying the day’s experiences as it transfers them
to the cortex for long-term storage.
29
Hippocampus Hero
Among animals, one contender for champion memorist would be
a mere birdbrain—the Clark’s Nutcracker—which, during winter
and spring, can locate up to 600 caches of pine seed it had
previously buried.
30
Implicit Memory System: The Cerebellum and Basal Ganglia
Cerebellum
Plays an important role in forming and storing memories created
by classical conditioning
Basal ganglia
Help form memories for physical skills, which are also implicit
memories
9. As adults, our conscious memory of our first four years is
largely blank, an experience called infantile amnesia. To form
and store explicit memories, we need a command of language
and a well-developed hippocampus. Before age four, we don’t
have those learning tools.
31
Retrieve and Remember
Your friend has experienced brain damage in an accident.
He can remember how to tie his shoes but has a hard time
remembering anything you tell him during a conversation.
How can implicit versus explicit information processing explain
what’s going on here?
ANSWER: Our explicit conscious memories of facts and
episodes differ from our implicit memories of skills (such as
tying shoelaces) and classically conditioned responses. The
parts of the brain involved in explicit memory processing may
have sustained damage in the accident, while the parts involved
in implicit memory processing appear to have escaped harm.
33
Effect of Emotions on Memory Processing
Excitement or stress triggers hormone production.
It provokes the amygdala to boost activity in the brain’s
memory-forming areas.
10. Flashbulb memories: Clear memories of emotionally significant
events
Occur via emotion-triggered hormonal changes
Retained due to rehearsal
Flashbulb memory: Clear memory of an emotionally significant
moment or event.
34
Review Key Memory Structures in the Brain
Frontal lobes and hippocampus - Explicit memory formation
Cerebellum and basal ganglia - Implicit memory formation
Amygdala - Emotion-related memory formation
Synaptic Changes: Kandel and Schwartz
More serotonin is released during learning.
The cell’s synapses become more efficient, which increases the
efficiency of neural networks.
The number of synapses increases with experience and learning.
36
Synaptic Changes
11. Long-term potentiation (LTP): Increase in a synapse’s firing
potential
Believed to be a neural basis for learning and memory
After LTP, a current passing through the brain would not erase
old memories.
Before LTP, an electric current that passes through the brain
can wipe out very recent memories.
37
Figure 7.7 - Our Two Memory Systems
38
Retrieval: Getting Information Out
Measuring retention
Retrieval cues
Measuring Retention
Recall: Memory demonstrated by retrieving information learned
earlier
Fill-in-the-blank test
Recognition: Memory demonstrated by identifying items
previously learned
Multiple-choice test
Relearning: Memory demonstrated by time saved when learning
12. material for a second time
Our recognition memory is quick and vast.
Indicators of memory strength include:
Response speed when recalling or recognizing information
Speed at relearning
Tests of recognition and of time spent relearning demonstrate
that we remember more than we can recall.
41
Ebbinghaus’ Retention Curve
The more times Ebbinghaus practiced a list of nonsense
syllables on day one, the less practice he needed to relearn it on
day two.
Speed of relearning is one way to measure whether something
was learned and retained.
42
Retrieving a Memory
Memories are held in storage by a web of associations.
Retrieval cues serve as anchor points for pathways that can be
followed to access a memory.
The best cues come from associations formed at the time of
encoding.
Priming: Activation, often unconsciously, of particular
associations in memory
13. Retrieval cues: Any stimulus (event, feeling, place, and so on)
linked to a specific memory
45
Retrieval Cues
Memories are context dependent.
Affected by the cues that are associated with a specific context
State-dependent memory
What is learned in one state can be easily recalled if the
individual is in the same state.
Mood-congruent memory: The tendency to recall experiences
that are consistent with an individual's current good or bad
mood
Mood effects on retrieval help explain why our moods persist.
When happy, we recall happy events and see the world as a
happy place, which prolongs our good mood.
When depressed, we recall sad events, which darkens our view
of current events.
47
Forgetting
Forgetting and the two-track mind
Encoding failure
Storage decay
14. Retrieval failure
When Do We Forget?
Forgetting can occur at any memory stage.
When we process information, we filter it, alter it, or lose much
of it.
53
Forgetting and the Two-Track Mind
Humans have two distinct memory systems controlled by
different parts of the brain.
Reasons for forgetting include:
Encoding failure
Storage decay
Retrieval failure
Amnesia: Loss of memory, often due to brain trauma, injury, or
disease
54
Which on is th face of the penny?
15. Forgetting as Encoding Failure
We cannot remember what we have not encoded.
56
Storage Decay
The course of forgetting is initially rapid and then levels off
with time. It is explained by the gradual fading of the physical
memory trace.
Memory trace: Lasting physical change in the brain as a
memory forms
55
Retrieval Failure
Sometimes even stored information cannot be accessed, which
leads to forgetting.
It stems from interference and motivated forgetting.
Events and memories are not available because they were never
acquired. Other memories are discarded due to stored memory
decay.
Sometimes, the memory is out of reach because individuals do
not have enough information to access it.
58
16. Motivated Forgetting
According to Freud, people repress painful or unacceptable
memories to protect their self-concept and minimize anxiety.
Memory researchers think that people:
Succeed in forgetting unwanted neutral information
Struggle to forget emotional events
Repression: In psychoanalytic theory, the basic defense
mechanism that banishes from consciousness the thoughts,
feelings, and memories that arouse anxiety
61
Errors in Memory Construction
Memory is not exact.
One doesn’t just retrace memories, one reweaves them.
Reconsolidation: The process in which previously stored
memories, when retrieved, are potentially altered before being
stored again
All memories are false to some degree.
64
Memory Construction
In this experiment, people viewed a film clip of a car accident
(left).
Those who later were asked a leading question recalled a more
17. serious accident than they had witnessed.
66
Source Amnesia
Faulty memory for how, when, or where information was
learned or imagined
Helps explain déjà vu
An eerie sense that “I’ve experienced this before”
Cues from the current situation may unconsciously trigger
retrieval of an earlier experience.
Recognizing False Memories
False memories are hard to separate from real ones because they
seem real.
Can be persistent
Repeated retellings of an event may make individuals feel like
they had actually observed them.
People easily remember the general idea, rather than the exact
words.
Memory construction errors seem to be at work in many
recovered memories of childhood abuse.
69
18. Methods to Improve Memory
Rehearse repeatedly.
Make the material meaningful.
Activate retrieval cues.
Use mnemonic devices.
Minimize proactive and retroactive interference.
Sleep more.
Test your own knowledge.
Test your own knowledge, both to rehearse it and to find out
what you do not yet know.
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