A Proposed System and Its Control Processes!
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Effect of Emotional Arousal 1 Running Head
Effect of Emotional Arousal 1 Running Head: THE EFFECT OF EMOTIONAL AROUSAL ON RECALL The Effect of Emotional Arousal and Valence on Memory Recall 500181765 Bangor University Group 14, Thursday Afternoon Effect of Emotional Arousal 2 Abstract This study examined the effect of emotion on memory when recalling positive, negative and neutral events. Four hundred and fourteen participants aged over 18 years were asked to read stories that differed in emotional arousal and valence, and then performed a spatial distraction task before they were asked to recall the details of the stories. Afterwards, participants rated the stories on how emotional they found them, from ‘Very Negative’ to ‘Very Positive’. It was found that the emotional stories were remembered significantly better than the neutral story; however there was no significant difference in recall when a negative mood was induced versus a positive mood. Therefore this research suggests that emotional valence does not affect recall but emotional arousal affects recall to a large extent. Effect of Emotional Arousal 3 Emotional arousal has often been found to influence an individual’s recall of past events. It has been documented that highly emotional autobiographical memories tend to be remembered in better detail than neutral events in a person’s life. Structures involved in memory and emotions, the hippocampus and amygdala respectively, are joined in the limbic system within the brain. Therefore, it would seem true that emotions and memory are linked. Many studies have investigated this topic, finding that emotional arousal increases recall. For instance, Kensinger and Corkin (2003) found that individuals remember emotionally arousing words (such as swear words) more than they remember neutral words. -
Compare and Contrast Two Models Or Theories of One Cognitive Process with Reference to Research Studies
! The following sample is for the learning objective: Compare and contrast two models or theories of one cognitive process with reference to research studies. What is the question asking for? * A clear outline of two models of one cognitive process. The cognitive process may be memory, perception, decision-making, language or thinking. * Research is used to support the models as described. The research does not need to be outlined in a lot of detail, but underatanding of the role of research in supporting the models should be apparent.. * Both similarities and differences of the two models should be clearly outlined. Sample response The theory of memory is studied scientifically and several models have been developed to help The cognitive process describe and potentially explain how memory works. Two models that attempt to describe how (memory) and two models are memory works are the Multi-Store Model of Memory, developed by Atkinson & Shiffrin (1968), clearly identified. and the Working Memory Model of Memory, developed by Baddeley & Hitch (1974). The Multi-store model model explains that all memory is taken in through our senses; this is called sensory input. This information is enters our sensory memory, where if it is attended to, it will pass to short-term memory. If not attention is paid to it, it is displaced. Short-term memory Research. is limited in duration and capacity. According to Miller, STM can hold only 7 plus or minus 2 pieces of information. Short-term memory memory lasts for six to twelve seconds. When information in the short-term memory is rehearsed, it enters the long-term memory store in a process called “encoding.” When we recall information, it is retrieved from LTM and moved A satisfactory description of back into STM. -
Brain Disorders and Therapy the Composition of Visual Memory and the Impact of Emotions: the Color of Memory
Brain Disorders and Therapy Extended Abstract The composition of visual memory and the impact of emotions: the color of memory Nydia J Gutierrez ABSTRACT between DE and VR are disparate. It is important to remember that in many visual memory tasks the guess factor in DE is Art therapy creates an implicit memory that helps to reduce smaller than that observed (e.g., 50 percent guess rate for Faces stress and anticipates emotional cognitive changes and in WMS – III). behavior. It creates a regular function between peripheral nervous system, autonomic nervous system, and the somatic nervous system. This model is represented as a neural Long-term memory is a central component of human learning algorithm that defines brain functions and models. The that allows for a range of abilities and behaviors that are also model represents a brain relation, behavior, and correlation to essential to survival. While this core competency for human thought and the human mind. In the peripheral procedural and declarative memory has been widely nervous system we find dividend between the autonomic established, it remains uncertain if specific mechanisms nervous system and the somatic nervous system. subserve basic sensory or perceptual processes. Here we use a visual learning model to demonstrate how people are prepared The model design and created in this research presents daily to look for Different visual features in the environment functioning cognitive variables that serve as a unity to reduce contribute to consistent performance changes over consecutive stress and negative emotional experiences. There is an days but, oddly, the subsequent ability to learn similar visual increase of variation and stimulation that carries effects and features is removed. -
Episodic Memory in Transient Global Amnesia: Encoding, Storage, Or Retrieval Deficit?
J Neurol Neurosurg Psychiatry: first published as 10.1136/jnnp.66.2.148 on 1 February 1999. Downloaded from 148 J Neurol Neurosurg Psychiatry 1999;66:148–154 Episodic memory in transient global amnesia: encoding, storage, or retrieval deficit? Francis Eustache, Béatrice Desgranges, Peggy Laville, Bérengère Guillery, Catherine Lalevée, Stéphane SchaeVer, Vincent de la Sayette, Serge Iglesias, Jean-Claude Baron, Fausto Viader Abstract evertheless this division into processing stages Objectives—To assess episodic memory continues to be useful in helping understand (especially anterograde amnesia) during the working of memory systems”. These three the acute phase of transient global amne- stages may be defined in the following way: (1) sia to diVerentiate an encoding, a storage, encoding, during which perceptive information or a retrieval deficit. is transformed into more or less stable mental Methods—In three patients, whose am- representations; (2) storage (or consolidation), nestic episode fulfilled all current criteria during which mnemonic information is associ- for transient global amnesia, a neuro- ated with other representations and maintained psychological protocol was administered in long term memory; (3) retrieval, during which included a word learning task which the subject can momentarily reactivate derived from the Grober and Buschke’s mnemonic representations. These definitions procedure. will be used in the present study. Results—In one patient, the results sug- Regarding the retrograde amnesia of TGA, it gested an encoding deficit, -
The Integrated Nature of Metamemory and Memory
The Integrated Nature of Metamemory and Memory John Dunlosky and Robert A. Bjork Introduction Memory has been of interest to scholars and laypeople alike for over 2,000 years. In a rather gruesome example from antiquity, Cicero tells the story of Simonides (557– 468 BC), who discovered the method of loci, which is a powerful mental mnemonic for enhancing one’s memory. Simonides was at a banquet of a nobleman, Scopas. To honor him, Simonides sang a poem, but to Scopas’s chagrin, the poem also honored two young men, Castor and Pollux. Being upset, Scopas told Simonides that he was to receive only half his wage. Simonides was later called from the banquet, and legend has it that the banquet room collapsed, and all those inside were crushed. To help bereaved families identify the victims, Simonides reportedly was able to name every- one according to the place where they sat at the table, which gave him the idea that order brings strength to our memories and that to employ this ability people “should choose localities, then form mental images of things they wanted to store in their memory, and place these in the localities” (Cicero, 2001). Tis example highlights an early discovery that has had important applied impli- cations for improving the functioning of memory (see, e.g., Yates, 1997). Memory theory was soon to follow. Aristotle (385–322 BC) claimed that memory arises from three processes: Events are associated (1) through their relative similarity or (2) rela- tive dissimilarity and (3) when they co-occur together in space and time. -
Mnemonics in a Mnutshell: 32 Aids to Psychiatric Diagnosis
Mnemonics in a mnutshell: 32 aids to psychiatric diagnosis Clever, irreverent, or amusing, a mnemonic you remember is a lifelong learning tool ® Dowden Health Media rom SIG: E CAPS to CAGE and WWHHHHIMPS, mnemonics help practitioners and trainees recall Fimportant lists (suchCopyright as criteriaFor for depression,personal use only screening questions for alcoholism, or life-threatening causes of delirium, respectively). Mnemonics’ effi cacy rests on the principle that grouped information is easi- er to remember than individual points of data. Not everyone loves mnemonics, but recollecting diagnostic criteria is useful in clinical practice and research, on board examinations, and for insurance reimbursement. Thus, tools that assist in recalling di- agnostic criteria have a role in psychiatric practice and IMAGES teaching. JUPITER In this article, we present 32 mnemonics to help cli- © nicians diagnose: • affective disorders (Box 1, page 28)1,2 Jason P. Caplan, MD Assistant clinical professor of psychiatry • anxiety disorders (Box 2, page 29)3-6 Creighton University School of Medicine 7,8 • medication adverse effects (Box 3, page 29) Omaha, NE • personality disorders (Box 4, page 30)9-11 Chief of psychiatry • addiction disorders (Box 5, page 32)12,13 St. Joseph’s Hospital and Medical Center Phoenix, AZ • causes of delirium (Box 6, page 32).14 We also discuss how mnemonics improve one’s Theodore A. Stern, MD Professor of psychiatry memory, based on the principles of learning theory. Harvard Medical School Chief, psychiatric consultation service Massachusetts General Hospital How mnemonics work Boston, MA A mnemonic—from the Greek word “mnemonikos” (“of memory”)—links new data with previously learned information. -
Working Memory and Cued Recall Max V
Georgia Southern University Digital Commons@Georgia Southern University Honors Program Theses 2016 Working memory and cued recall Max V. Fey 8602950 Karen Naufel Georgia Southern University Lawrence Locker Georgia Southern University Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/honors-theses Part of the Cognitive Psychology Commons Recommended Citation Fey, Max V. 8602950; Naufel, Karen; and Locker, Lawrence, "Working memory and cued recall" (2016). University Honors Program Theses. 220. https://digitalcommons.georgiasouthern.edu/honors-theses/220 This thesis (open access) is brought to you for free and open access by Digital Commons@Georgia Southern. It has been accepted for inclusion in University Honors Program Theses by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. 1 Working Memory and Cued Recall Working Memory and Cued Recall An Honors Thesis submitted in partial fulfillment of the requirements for Honors in the Department of Psychology. By Maximilian Fey Under the mentorship of Dr. Karen Naufel ABSTRACT Previous research has found that individuals with high working memory have greater recall capabilities than those with low working memory (Unsworth, Spiller, & Brewers, 2012). Research did not test the extent to which cues affect one’s recall ability in relation to working memory. The present study will examine this issue. Participants completed a working memory measure. Then, they were provided with cued recall tasks whereby they recalled Facebook friends. The cues varied to be no cues, ambiguous cues high in imageability, and cues directly related to Facebook. The results showed that there was no difference between individual’s ability to recall their Facebook friends and their working memory scores. -
Post-Encoding Stress Does Not Enhance Memory Consolidation: the Role of Cortisol and Testosterone Reactivity
brain sciences Article Post-Encoding Stress Does Not Enhance Memory Consolidation: The Role of Cortisol and Testosterone Reactivity Vanesa Hidalgo 1,* , Carolina Villada 2 and Alicia Salvador 3 1 Department of Psychology and Sociology, Area of Psychobiology, University of Zaragoza, 44003 Teruel, Spain 2 Department of Psychology, Division of Health Sciences, University of Guanajuato, Leon 37670, Mexico; [email protected] 3 Department of Psychobiology and IDOCAL, University of Valencia, 46010 Valencia, Spain; [email protected] * Correspondence: [email protected]; Tel.: +34-978-645-346 Received: 11 October 2020; Accepted: 15 December 2020; Published: 16 December 2020 Abstract: In contrast to the large body of research on the effects of stress-induced cortisol on memory consolidation in young people, far less attention has been devoted to understanding the effects of stress-induced testosterone on this memory phase. This study examined the psychobiological (i.e., anxiety, cortisol, and testosterone) response to the Maastricht Acute Stress Test and its impact on free recall and recognition for emotional and neutral material. Thirty-seven healthy young men and women were exposed to a stress (MAST) or control task post-encoding, and 24 h later, they had to recall the material previously learned. Results indicated that the MAST increased anxiety and cortisol levels, but it did not significantly change the testosterone levels. Post-encoding MAST did not affect memory consolidation for emotional and neutral pictures. Interestingly, however, cortisol reactivity was negatively related to free recall for negative low-arousal pictures, whereas testosterone reactivity was positively related to free recall for negative-high arousal and total pictures. -
Types of Memory and Models of Memory
Inf1: Intro to Cognive Science Types of memory and models of memory Alyssa Alcorn, Helen Pain and Henry Thompson March 21, 2012 Intro to Cognitive Science 1 1. In the lecture today A review of short-term memory, and how much stuff fits in there anyway 1. Whether or not the number 7 is magic 2. Working memory 3. The Baddeley-Hitch model of memory hEp://www.cartoonstock.com/directory/s/ short_term_memory.asp March 21, 2012 Intro to Cognitive Science 2 2. Review of Short-Term Memory (STM) Short-term memory (STM) is responsible for storing small amounts of material over short periods of Nme A short Nme really means a SHORT Nme-- up to several seconds. Anything remembered for longer than this Nme is classified as long-term memory and involves different systems and processes. !!! Note that this is different that what we mean mean by short- term memory in everyday speech. If someone cannot remember what you told them five minutes ago, this is actually a problem with long-term memory. While much STM research discusses verbal or visuo-spaal informaon, the disNncNon of short vs. long-term applies to other types of sNmuli as well. 3/21/12 Intro to Cognitive Science 3 3. Memory span and magic numbers Amount of informaon varies with individual’s memory span = longest number of items (e.g. digits) that can be immediately repeated back in correct order. Classic research by George Miller (1956) described the apparent limits of short-term memory span in one of the most-cited papers in all of psychology. -
Implications of Short-Term Memory for a General Theory of Memory 1
3"OURNAL OF VERBAL LEARNING AND VERBAL BEHAVIOR 2, 1-21 (1963) ADDRESS OF CHAIRMAN OF SECTION I (Psychology) Implications of Short-Term Memory for a General Theory of Memory 1 ARTHUR W. MELTON University o/Michigan, Ann Arbor, Michigan Memory has never enjoyed even a small The confluence of forces responsible for fraction of the interdisciplinary interest that this sanguine prediction about future progress has been expressed in symposia, discoveries, is reflected in this AAAS program on memory and methodological innovations during the (see other articles in this issue of this last five years. Therefore, it seems probable JOURNAL). Advances in biochemistry and that the next ten years will see major, perhaps neurophysiology are permitting the formula- even definitive, advances in our understanding tion and testing of meaningful theories about of the biochemistry, neurophysiology, and the palpable stuff that is the correlate of the psychology of memory, especially if these memory trace as an hypothetical construct disciplines communicate with one another (Deutsch, 1962; Gerard, 1963; Thomas, and seek a unified theory. My thesis is, of 1962). In this work there is heavy emphasis course, that psychological studies of human on the storage mechanism and its properties, short-term memory, and particularly the especially the consolidation process, and it further exploitation of new techniques for may be expected that findings here will investigating human short-term memory, will offer important guide lines for the refine- play an important role in these advances ment of the psychologist's construct once we toward a general theory of memory. Even are clear as to what our human performance now, some critical issues are being sharpened data say it should be. -
Memory Reconsolidation
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Current Biology Vol 23 No 17 R746 emerged from the pattern of amnesia consequence of this dynamic process Memory collectively caused by all these is that established memories, which reconsolidation different types of interventions. have reached a level of stability, can be Memory consolidation appeared to bidirectionally modulated and modified: be a complex and quite prolonged they can be weakened, disrupted Cristina M. Alberini1 process, during which different types or enhanced, and be associated and Joseph E. LeDoux1,2 of amnestic manipulation were shown to parallel memory traces. These to disrupt different mechanisms in the possibilities for trace strengthening The formation, storage and use of series of changes occurring throughout or weakening, and also for qualitative memories is critical for normal adaptive the consolidation process. The initial modifications via retrieval and functioning, including the execution phase of consolidation is known to reconsolidation, have important of goal-directed behavior, thinking, require a number of regulated steps behavioral and clinical implications. problem solving and decision-making, of post-translational, translational and They offer opportunities for finding and is at the center of a variety of gene expression mechanisms, and strategies that could change learning cognitive, addictive, mood, anxiety, blockade of any of these can impede and memory to make it more efficient and developmental disorders. Memory the entire consolidation process. and adaptive, to prevent or rescue also significantly contributes to the A century of studies on memory memory impairments, and to help shaping of human personality and consolidation proposed that, despite treat diseases linked to abnormally character, and to social interactions. -
Auditory and Visual Memory Skills in Normal Children
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1977 Auditory and visual memory skills in normal children Joanne Mae Moulton The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Moulton, Joanne Mae, "Auditory and visual memory skills in normal children" (1977). Graduate Student Theses, Dissertations, & Professional Papers. 4956. https://scholarworks.umt.edu/etd/4956 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. AUDITORY AND VISUAL MEMORY SKILLS IN NORMAL CHILDREN By Joanne M. Moulton B.A., University of Montana, 1973 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1977 Approved by: an, Graduate Schoo. UMI Number: EP40420 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the uniikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Oisssrtatteft PsiMisMng UMI EP40420 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC.