...separation of declarative and non-declarative memory Long term memory is a place where we store all of the memories that for long period of time. Once the memory has been stored in the long term memory, it can last up from a few minutes to the rest of your life. The amount of how much a person can save in the long-term memory is infinite. There are two different kinds of memories, one of them is called declarative memory. Declarative memory is the ability to for example remember what you ate for dinner yesterday, or recall a typical event; in other words, it is a memory of general knowledge, data, factual information and events. Declarative memory (also known as implicit memory) has two types: sematic and episodic...
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...The effects of pictures and words on short-term memory recall. Abstract The aim of this research is to observe if there is a difference between the numbers of pictures and words recalled by the participants. Considering the findings of the results the participants are able to remember more objects accompanied with the pictures rather than if the objects accompanied as words. This research used 20 participants aged 16 years and above and the participants were divided into group A and group B. A list of 30 objects consists of fifteen words and fifteen pictures were given to the participants to review for two minutes and another two minutes were given to write down as many as they could remember. The mean, median and model numbers recalled pointed that the subjects were extremely good at remembering the pictures if objects accompanied with the pictures compare to if objects accompanied as words. The result used in analysing the difference between two sets of data has proved that there is a difference between subjects’ ability to remember more pictures compare to the amount words. For this reason, the hypothesis was accepted which can be concluded that there is a difference between pictures and numbers of words recalled by the participants. Introduction The major study of memory within psychology is known as cognitive psychology. Generally, the cognitive approach believes that information received from the senses (touch, taste, smell, sight) is developed by the brain...
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...Semantic Memory Cognitive Psychology Annotated Bibliography Farah, M. J., McClelland, J. L. (1991). A computational model of semantic memory impairment: Modality specificity and emergent category specificity. Journal of Experimental Psychology, 120 (4), 339-357. The authors relate semantic memory, brain damage, and the knowledge of living and non living things. Overall, the author’s trace the relationship between the retention and loss of specific semantic memory capacities in cases involving brain damage. According to the authors, semantic memory is a part of the brain that is mandated with representation of knowledge in two major forms. These forms the authors call visual knowledge and functional knowledge. According to the authors, these two categorizations of semantic memory also present how the brain’s knowledge of living and non living things is achieved. Here, the authors state that knowledge of living things is usually achieved through the visual dimension of semantic memory while visual knowledge of non-living things is usually achieved through the functional dimension of semantic memory. According to the authors’ findings from the first experiment, whenever there is brain damage to the section of visual semantics, then there is damage to one’s knowledge relating to living things. The authors, in another experiment, also identified that whenever there is brain damage involving the functional semantics...
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...Head: THE EFFECTS OF MUSIC ON READING COMPREHENSION The Effects of Classical and Contemporary Music on Reading Comprehension of College Students Louis Sandro Y. Aboga Bakhita Mae Alexie N. Llames Aquinas University of Legazpi The Effects of Classical and Contemporary Music on Reading Comprehension of College Students Music is more pervasive now than at any other point in history, functioning not only as a pleasurable art form, but also serving many important psychological functions (MacDonald, Hargreaves and Miell, 2002) and influencing cognitive functioning (Rauscher, Shaw, and Ky 1993) Music and Reading Comprehension Etaugh and Ptasnik (1982) found that individuals who rarely studied with background music showed better comprehension when they learned in silence, while those who frequently studied with music performed better in the presence of music. Hall (1952), exploring the possible uses of music in schools, found that performance on reading comprehension tests was significantly improved when background music was playing; 58% of the 245 8th and 9th graders taking part in the study, showed an increase in scores a reading test. Physiological Aspect on Music and Memory Numerous previous studies have tested to determine if the above conditions do in fact play an integral role in being a catalyst or antagonist to understanding complex literature. First the topic will be addressed from a biological perspective: processing in one hemisphere...
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...University of South Florida Scholar Commons Graduate School Theses and Dissertations Graduate School 6-1-2010 Effects of reading comprehension and fluency abilities on the N400 event-related potential Annie Hirt Nelson University of South Florida Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons Scholar Commons Citation Nelson, Annie Hirt, "Effects of reading comprehension and fluency abilities on the N400 event-related potential" (2010). Graduate School Theses and Dissertations. http://scholarcommons.usf.edu/etd/1721 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate School Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact scholarcommons@usf.edu. Effects of Reading Comprehension and Fluency Abilities on the N400 Event-Related Potential by Annie Hirt Nelson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Childhood Education and Literacy Studies College of Education University of South Florida Major Professor: Mary Lou Morton, Ph.D. Jacqueline Hinckley, Ph.D. Jim King, Ed.D. Richard Marshall, Ph.D. Date of Approval: July 1, 2010 Keywords: syntax, semantics, ERP, N400, sentence structure, children, indexical hypothesis Copyright © 2010, Annie Hirt Nelson ...
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...pertaining to effective learning and retention by pupils. Memory and recall can be influenced in various ways by abilities of sensory, working and long term memory; existing knowledge; and metacognitive processes. It is the aim of teachers to assist students in utilising these processes to the best of their ability. Among some ways this can be achieved are by providing opportunity to make mnemonic associations for themselves with knowledge which is familiar and by ensuring understanding exists surrounding the importance and usefulness of techniques such as elaboration. This essay will outline the above factors and suggest ways that teachers can assist students in effective learning and recall. Memory can be defined as “an essential part of the information-processing system that governs learning and is of utmost importance for the maintenance of learning over time” (Langan-Fox, 2002, p110). The information processing system senses all external events, pays attention to what is relevant, encodes this information in line with prior knowledge and stores it in long-term memory until retrieval is required (Woolfolk & Margetts, 2010). The structures of memory can be classified into three groups: sensory memory, working memory and long-term memory. Sensory memory is the site of initial processing and is where sensory information is processed very briefly, normally only for about one to three seconds. The capacity of sensory memory is very large enabling us to receive all sensory information...
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...of the brain play a significant role in behavior and decision processing. The temporal lobe is located in the bottom middle part of the cortex, or more commonly recognized, right behind the temples on each side of the brain. It is primarily responsible for processing auditory information for hearing and comprehension. (Brainmadesimple.com, 2014) The frontal lobe is located in the upper are of the cortex. The primary function of the frontal lobe is processing higher mental functioning such as thinking and decision making. (Brainmadesimple.com, 2014) It is also one of the four major divisions of the cerebral cortex. The temporal lobe regulates memory, hearing, emotions, language, and learning abilities. Sensory receptors work together to regulate overstimulation of the various criterions. The temporal lobe also works to turn short term memory into long term memory. When damage happens to the temporal lobe Wernickes aphasia may occur. Wernickes aphasia affects the left temporal lobe; however five percent of individual the right temporal lobe is affected. This damaged condition results in receptor problems. The individual may have the ability to hear speech, but they will have a great difficulty understanding the meaning of the words. Other disorders that affect the temporal lobe are epilepsy as well as dementia. Other damage symptoms of the temporal lobe are problems with visual perceptions, impaired long-term memory, and changes in affective behavior and personality. Sexual behavior...
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...Does Bilingualism improve brain functioning? Although it is believed by many that it is impossible for children to master two different languages simultaneously, children who are bilingual are more effective learners because the children can benefit from bilingualism in their cognitive development and help to progress their mental health. This paper will examine Jean Paget’s and Lev Vygotsky’s Theories of Cognitive Development, and B.F. Skinner’s and Noam Chomsky’s Language Development Theories, describing relevant terminology, and addressing how the theory assists in the understanding of issues involved in the selected topic. Identify and describe at least two domains of human development (physical, biological emotional, cognitive, and/or social) and how they are impacted by the topic does bilingualism improve brain functioning. Identify and describe the stages of development that are affected by the topic does bilingualism improve brain functioning. Describe the cultural and historical perspectives of the chosen topic, demonstrating an understanding of how the topic has been perceived over time and by other cultures. Cognitive development is a comprehensive theory about the nature and development of human intelligence (wikipedia.com, 2014). When bilingualism is defined in the first way, as the characteristic of an individual who possesses two linguistic systems - we call it cognitive bilingualism (Hukuta and others, 1978). Bilingualism defined in the second...
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...real-time listening difficulties faced by a group of English as a second language (ESL) learners and examining these difficulties within the three-phase model of language comprehension proposed by Anderson (1995, Cognitive Psychology and its Implications, 4th Edition. Freeman, New York). Data were elicited from learners' self-reports through the procedures of learner diaries, small group interviews and immediate retrospective verbalisations. My analysis showed 10 problems which occurred during the cognitive processing phases of perception, parsing and utilisation. Five problems were linked to word recognition and attention failure during perceptual processing. There were also problems related to inefficient parsing and failure to utilise the mental representations of parsed input. A comparison of two groups of learners with different listening abilities showed some similarities in the difficulties experienced, but low ability listeners had more problems with low-level processing. In the last part of the article, I highlight the benefits of researching real-time cognitive constraints during listening and obtaining data through learners' introspection, and offer some practical suggestions for helping learners become better listeners. Keywords * Listening comprehension problems; * Language learning; * Cognitive framework 1. Introduction All language learners face difficulties when listening to the target language. Nevertheless, the types and the extent of difficulty...
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...What is memory? Memory is involved in all aspects of our lives, is it a cognitive thinking process or a way of retaining information or is it a number of connected stores or even actual information retained. According to Reber (1985), it is possibly all of these. Memory has not been defined as a single process or fact and several theories exist about its nature, character and structure. We have vast amounts of information stored in our memory systems which we are able to access quickly and effortlessly, this implies that knowledge stored must be highly organised to allow us to retrieve the appropriate information for a given situation. This organising will be determined by the way that information is encoded into memory. The way the knowledge is organised will determine the type of process required to access that information in the future. Atkinson and Shiffrin (1969) suggested that memory comprised of three separate stores. The sensory memory store, the short-term memory and the long term-memory each store has a specific and relatively inflexible function. This was called the multi-store model. There are two main memory stores short term memory (stm) and long term memory (ltm),they are studies in terms of there ability to encode, which means make sense of information, also by there capacity, how much information is stored and by duration ,how long the information can be stored. How does the short-term memory store work? Conrad (1964) suggested that short-term...
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...MEMORY Memory is one of the most important concepts in learning; if things are not remembered, no learning can take place. Futhermore, memory has served as a battleground for opposing theories and paradigms of learning (e.g., Adams, 1967; Ashcraft, 1989; Bartlett, 1932; Klatzky, 1980; Loftus & Loftus, 1976; Tulving & Donaldson, 1972). Some of the major issues include recall versus recognition, the nature of forgetting (i.e., interference versus decay), the structure of memory, and intentional versus incidental learning. According to the early behaviorist theories (e.g., Thorndike, Guthrie, Hull), remembering was a function of S-R pairings which acquired strength due to contiguity or reinforcement. Stimulus sampling theory explained many memory phenomenon on the basis of statistical outcomes. On the other hand, cognitive theories (e.g., Tolman) insisted that meaning (i.e., semantic factors) played an important role in remembering. In particular, Miller suggested that information was organized into "chunks" according to some commonality. The idea that memory is always an active reconstruction of existing knowledge was championed by Bruner and is found in the theories of Ausubel and Schank. Some theories of memory have concerned themselves with the nature of the processing. Paivio suggests a dual coding scheme for verbal and visual information. Craik & Lockhart proposed that information can be processed to different levels of understanding. Rumelhart & Norman describe three...
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...of implicit learning and memory: A review of neuropsychological and neuroimaging research Paul J. Reber n Department of Psychology, Northwestern University, 2029 Sheridan Road, Evanston, IL 60208, United States art ic l e i nf o a b s t r a c t Article history: Received 6 November 2012 Received in revised form 14 June 2013 Accepted 15 June 2013 Available online 24 June 2013 Memory systems research has typically described the different types of long-term memory in the brain as either declarative versus non-declarative or implicit versus explicit. These descriptions reflect the difference between declarative, conscious, and explicit memory that is dependent on the medial temporal lobe (MTL) memory system, and all other expressions of learning and memory. The other type of memory is generally defined by an absence: either the lack of dependence on the MTL memory system (nondeclarative) or the lack of conscious awareness of the information acquired (implicit). However, definition by absence is inherently underspecified and leaves open questions of how this type of memory operates, its neural basis, and how it differs from explicit, declarative memory. Drawing on a variety of studies of implicit learning that have attempted to identify the neural correlates of implicit learning using functional neuroimaging and neuropsychology, a theory of implicit memory is presented that describes it as a form of general plasticity within processing networks that adaptively...
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...knowledge of users. In this game it is all about four pictures related to a certain anime which the user will guess. The user’s need to recall everything to answer the question and to go to the next level of the game. This is also one way to remember things through this application. It is about using pictures in order to retrieve memories connected to it and one process that makes use of pictures is called picture superiority effect. Most studies of the picture superiority effect have involved tests of memory for the occurrence of individual events, such as recall in which is the main objective of this study. If pictures however, receive complete semantic processing than words, this difference in processing could be an advantage for both memory of the individual pictures and for associations formed between pairs of random pictures. This research also intends to use the Anime and mobile game learning app in order to prevent forgetting what was present at young age. A mobile game applications that helps to exercise their brain to retrieved the information about anime that they are familiar with. Keywords: mobile technology, mobile learning and gaming, anime, memory enhancement INTRODUCTION In the 21st century, technology have become rapidly advancing in every field, including communication, entertainment, and among others. Japan had played the vital role in the advance of technology even before 21st century especially in the gaming industry...
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...Integration of Working Memory Training Working memory has been a growing topic of interest in the field of Speech Language Pathology. It affects all aspects of children’s development, including speech, language, reading, and classroom success. Working memory deficits are prevalent in people with schizophrenia, attention deficit hyperactivity disorder (ADHD), traumatic brain injuries, learning disabilities, specific language impairment (SLI), and intellectual disabilities (Van der Molen, Van Luit, Van der Molen, Klugkist, & Jongmans, 2010). With the rising awareness of how working memory deficits can effect children’s development, the question of whether speech language pathologists should assess and treat these deficits has been asked more and more. Assessing and treating working memory deficits are key and can help many different populations improve in their speech and language development. Assessment for working memory deficits and working memory training should be standard and included into the normal regime. The following paper will touch on what working memory is. As well as how a deficit in working memory can effect children’s development, whether they are typically developing children, or children with other disorders. Some assessment options and then training techniques of working memory will be introduced as well. What is Working Memory? Working memory requires the ability to attend to new information, retain incoming information, and manipulate the...
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...Neurociencias, La Habana, Cuba d ´ ´ Neurociencias ENEP Iztacala, Universidad Nacional Autonoma de Mexico, Mexico City, Mexico Received 8 October 2002; received in revised form 6 May 2003; accepted 13 May 2003 Abstract This study explores visual event-related potentials components in a group of poor readers (PRs) and control children who carried out figure and word categorization tasks. In both tasks, every child had to categorize between animal and non-animal stimuli in an odd-ball GO–GO paradigm. During the word categorization task, PRs presented longer reaction times, a poorer performance, longer and larger P2 amplitudes, and smaller amplitudes and longer P300 latencies than controls. There were no differences in the N400 component between groups. These results suggest that semantic processing underachievement in PRs may not be a semantic deficit per se, but the late reflection of an early word codification problem, deficient use of attentional resources and lack of target identification during reading. 2003 Elsevier Science B.V. All rights reserved. Keywords: Poor readers, semantic processing, N400, P300, P2; Categorization tasks; Event-related potentials, reading disabled children 1. Introduction Children who score between 1 and 2 years below...
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