Remember in memory refers to the mental process of retrieving information from the past. Along with encoding and storage, this is one of three core processes of memory. There are three main types of recalls: free withdrawal, cuit withdrawal, and serial recall. Psychologists examine these recall forms as a way to study human and animal memory processes. The two main theories of the recall process are the two-stage theory and coding theory of specificity.
Video Recall (memory)
Theory
The two-stage theory
The two-stage theory states that the withdrawal process begins with the search and retrieval process, and then a decision or recognition process in which the correct information is selected from what has been taken. In this theory, recognition involves only the last of these two stages, or processes, and is considered responsible for the excellence of the process of recognition for recall. Recognition involves only one process in which errors or failures can occur, while withdrawal involves two. However, memory has been found to be superior to recognition in some cases, such as failure to recognize memorable words.
Another two-stage theory states that a free recall of item lists starts with content in working memory and then moves to associative search
Encoding Specificity
The coding specificity theory finds an equation between the recognition process and the recall. The coding specificity principle states that memory uses information from the memory footprint, or the situation in which it is learned, and from the environment in which it was taken. In other words, memory is enhanced when the information available in the coding is also available in the fetch. For example, if someone wants to learn about a topic and study it in a particular location, but take their exams in different places, they will not have a successful memory as if they were in a location they studied and studied the topic at. Encoding specificity helps to consider context cues because of its focus on the retrieval environment, and it also explains fact recognition may not always be superior to remember.
Maps Recall (memory)
History
Philosophical questions about how people gain knowledge about their world encourage learning memory and learning. Remember is a major part of memory study and often plays a role in all research. For this reason, the main study on memory in general will also provide a history for learning memory.
In 1885, Hermann Ebbinghaus invented an unreasonable syllable, a combination of letters that did not follow grammatical rules and had no meaning, to test his own memories. He would memorize an unreasonable list of syllables and then test his memory of the list over different time periods. He found that memory loss occurred quickly for the first few hours or the first day, but showed a more stable and gradual decline over the next few days, weeks, and months. Furthermore, Ebbinghaus found that repetitive learning time, over-learning, and distance learning increased retention of information. Ebbinghaus's research affects a lot of research done on memory and memory throughout the twentieth century.
Frederic Bartlett was a leading researcher in the field of memory during the mid-twentieth century. He is a British experimental psychologist who focuses on the mistakes people make when remembering new information. One of his most famous works is Given: A Study in Experimental and Social Psychology, which he published in 1932. He is famous for his use of North American Native folklore, including The War of the Ghosts . He will give participants in his studies with quotes from a story and then ask them to remember him as accurately as possible. The retention interval will vary from directly after reading the story until a few days later. Bartlett finds that people try to find meaning, trying to understand the whole meaning of the story. Because folklore is a supernatural element, people will rationalize them to make them better suited to their own culture. Finally, Bartlett argues that the mistakes participants make can be attributed to schematic intrusions. Their current set of knowledge disturbs them in terms of accurate folklore.
In the 1950s there was a change in the whole study of memory which came to be known as the cognitive revolution. These include new theories about how to view memory, often equating it with computer processing models. Two important books influenced the revolution: The Plan and Structure of Behavior by George Miller, Eugene Galanter, and Karl H. Pribram in 1960 and Cognitive Psychology by Ulric Neisser in 1967. Both provide arguments for display processing of human mind information. Allen Newell and Herbert A. Simon devised computer programs that simulated the thinking process through which people solved different types of problems.
In the 1960s, interest in short-term memory (STM) increased. Prior to the 1960s, there was little research studying the workings of short-term memory and rapid memory loss. Lloyd and Margaret Peterson observed that when people are given a short list of words or letters and then are distracted and preoccupied with other tasks for a few seconds, their memory for the list is greatly reduced. Atkinson and Shiffrin (1973) created a short-term memory model, which became a popular model for studying short-term memory.
The next major development in the study of memory memories is Endel Tulving's proposition of two types of memory: episodic and semantic. Tulving describes the episodic memory as memory of a particular event occurring at a particular time and place, such as what you get for your 10th birthday. Semantic memories are abstract words, concepts, and rules that are stored in long-term memory. Next, Endel Tulving constructed the coding specificity principle in 1983, which explains the importance of the relationship between encoding information and then recalling that information. To elucidate further, the principle of coding specificity means that one is more likely to recall information if the memory cue is appropriate or similar to the encoding signal.
The 1960s also saw developments in visual imaging studies and how it was remembered. The study was led by Allan Paivio, who found that the more the word-evoking picture is the more likely it will be remembered either in the free recall or the pair being paired.
There has been a lot of research on how memory works, and is especially remembered since the 1980s. The previously mentioned research is developed and improved, and new research is being and is still being done.
Type
Free remember
Free memories describe the process in which a person is given a list of items to remember and then tested by being asked to remember them in any order. Free recall often shows evidence of excellence and current effect. The effect of virtue is displayed when the person remembers the items presented at the beginning of the previous list and more often. The present effect is when people remember the items presented at the end of the previous list and more often. Free alerts often start with the end of the list and then move to the beginning and middle of the list.
Cued recall
Memory signals are when a person is given a list of items to remember and then tested with a gesture to remember the material. Researchers have used this procedure to test memory. Participants are given pairs, usually words, A1-B1, A2-B2... An-Bn (n is the number of pairs in the list) to be studied. Then the experiment gives the participant a word to signal to the participants to remember the word originally paired. Word presentations can be either visual or auditory.
There are two basic experimental methods used to make memory retrieval, study-test methods and methods of anticipation. In the test-study method the participants studied the list of pairs of words presented individually. Immediately after or after the delay, the participants were tested in the experimental stage of the newly-learned word pair. One word of each pair is presented in random order and participants are asked to remember the items originally paired. Participants can be tested for forward withdrawal, Ai is presented as a gesture for Bi, or backward memory, Bi is presented as a gesture for Ai. In anticipation method, participants are shown Ai and asked to anticipate the word paired with it, Bi. If the participant can not remember the word, the answer is revealed. During the experiment using anticipatory methods, the word list is repeated until a certain percentage of Bi's words are remembered.
The learning curve for recall increases systematically with the number of experiments completed. This result has led to a debate about whether or not learning is all-or-nothing. One theory is that learning is incremental and that the recall of each pair of words is reinforced with repetition. Another theory suggests that learning is all-or-none, ie one studying word pairs in one experiment and memory performance is due to the average learning spouse, some of which were studied in previous trials and some in later trials. To test the validity of these theories researchers have conducted memory experiments. In one experiment published in 1959, experimental psychologist Irvin Rock and colleague Walter Heimer of the University of Illinois had a control group and an experimental group that studied pairs of words. The control group learns repeated word pairs until participants learn all the pairs of words. In the experimental group, the studied pair remains in the list while the unlearned pair is replaced by recombination of the previous words. Rock believes that the relationship between two items will be strengthened if learning increases even when the couple is not remembered correctly. The hypothesis is that the control group will have a correct recall probability higher than the experimental group. He thinks that repetition increases the power of the word pairs until the strength reaches the threshold needed to produce an overt response. If learning is all or none, then the control group and the experimental group must learn the word pair at the same level. Stone was found experimentally there was little difference in the level of learning between the two groups. However, Rock's work did not solve the controversy because in his experiments he reconstituted the replaced word pairs that could be easier or harder to learn than the original words in the digit-word pairs. In further experiments that answer the question, there are mixed results. The additional learning hypothesis is supported by the idea that some time after the Ai-Bi pair is studied, the recall time to remember Bi decreases with continuous learning.
Another theory that can be tested using cued memory is the symmetry of forward and backward memories. Restoring memory is generally considered easier than backward memories, ie, forward memories are stronger than backward memories. This generally applies to long sequences of words or letters like the alphabet. In one view, the hypothesis of independent associations, the forces of forward and backward withdrawal are hypothesized to be independent of each other. To confirm this hypothesis, Dr. George Wolford tested forward and backward memories of the participants and found that forward and backward memories are interdependent. The correct recall forward probability is 0.47 for the word pair association and the correct inverse recall probability of the word pairs association is 0.25. However, in another view, the hypothesis of associative symmetry, strength of forward and backward memory are almost identical and highly correlated. In S.E Asch from Swathmore College and S. Ebenholtz's experiments, the participants learned unreasonable syllable pairs by remembering anticipation. After reaching a certain learning threshold, the participants were tested with a free withdrawal to determine all the pairs and one item they could remember. The researchers found that backward associations are much weaker than associates in the future. However, when the availability of forward and backward memories are essentially the same, there is little difference between forward and backward memories. Some scientists including Asch and Ebenholtz believe in the independent association hypothesis thinking that the same forces of forward and backward pulling are compatible with their hypothesis because forward and backward pulling can be independent but with equal force. But associative symmetry theorists interpret data that means that results fit their hypothesis.
Another study conducted using cued recall found that learning occurred during the trial. Mark Carrier and Pashler (1992) found that the group with the study phase-only made 10% more errors than the group with the test-study phase. In a study-only phase, participants are given Ai-Bi, where Ai is the English word and Bi is the Siberian Eskimo Yupik. At the test study stage, participants first try to remember Bi given Ai as a later sign they are shown the couple Ai-Bi together. These results suggest that once participants learn something, testing their memories with mental surgery will help to remember later. Remembering action instead of recreating creates new and long lasting connections between Ai and Bi. This phenomenon is often referred to as a test effect.
Another study showed that when the list was tested immediately after the study, the last couple pairs were remembered best. After a five-second delay, the recall of recently learned words is reduced. However, the word pairs at the beginning of the list still show a better memory. In addition, in longer lists, the absolute number of pairs of words to be remembered is greater but in the shorter pair of words, the percentage of pairs of words being called is greater.
Sometimes, while remembering the word pairs, there is interference. Intrusion is a mistake made by participants when they try to remember a word based on the cue of the word pair. Intrusion tends to have the same semantic attribute with the correct word that is not remembered or previously learned in another word pair on the current list or list that has been previously learned or approached time to the item of the mark. When two items are similar, intrusion can occur. Professor Kahana and Marieke Vugt at the University of Pennsylvania examined the effects of facial similarity to name-face associations. In the first experiment, they wanted to determine whether the recall's performance would vary with the number of faces in the research set similar to the gesture faces. His face is similar if the face radius is within range. The number of faces within a radius is called the environmental density. They found that a name recall for the face showed lower accuracy and slower reaction times for faces with greater environmental density. The more similarity the two faces have, the more likely it is the interference between the two faces. When marked with face A, name B can be recalled if faces A and B are similar, which would indicate that an intrusion has occurred. The true recall probability comes from the number of faces that have similar faces.
Cues act as a guide to what one should remember. Cues can be anything that can serve as a reminder, e.g. smell, song, color, place etc. In contrast to free recalls, subjects are asked to remember certain items on a list or to remember lists in a particular order. Cued recalls are also played into free withdrawals because when gestures are given to the subject, they will remember the items on the list they initially did not remember without gestures. Tulving explains this phenomenon in his research. When he gives participants associative cues to items they do not initially remember and who are considered missing memory, participants can remember the item.
serial reminder
Serial recall is the ability to remember items or events in the order in which they occur. The human ability to store things in memory and remember them is important for language use. Imagine remembering the different parts of a sentence, but in the wrong order. The ability to remember in serial sequences has been found not only in humans, but in some non-human primate species and some non-primates. Imagine mixing the phonemic arrangement, or meaningful sound unit, in a word so that "bit" becomes "style." Serial-order also helps us remember the sequence of events in our lives, our autobiographical memories. Our memories of our past seem to exist on a continuum in which newer events are easier to remember in sequence.
Serial recall in long-term memory (LTM) is different from serial memories in short-term memory (STM). To store the order in LTM, the order is repeated over time until it is represented in memory as a whole, not as a series of items. In this way, there is no need to remember the relationship between the item and its original position. In STM, direct serial recall (ISR) has been considered to be the result of one of two mechanisms. The first refers to the ISR as a result of the association between the items and their positions in sequence, while the second refers to the relationship between items. The relationship between these items is called chaining, and is an impossible mechanism, according to the study. The position-item relationship does not take into account the present and the effect of virtue, or the effects of phonological similarities. The Priority Model moves away from these two assumptions, indicating that the ISR results from the activation level gradient in which each item has a certain activation level corresponding to its position. Research has supported the fact that serial direct recall performance is much better when the list is homogeneous (from the same semantic category) than when they are heterogeneous (different semantic categories). This shows that semantic representation is useful for direct serial recall performance. Short-run serial recall is also influenced by similar-sounding items, because the recall is lower (remembered worse) than items that do not sound the same. This is true when the list is tested independently (when comparing two different lists of items that sound the same and does not sound the same) and when tested using mixed lists. Alan Baddeley first reports such experiments in which items on the list are either very different or very similar.
There is evidence to suggest that rhythm is very sensitive to competing motor production. Actions such as finger-tapping intercepts may have an impact on memory due to the disruptive impact of moving finger tapping, but the lack of consistent effects of irrelevant sounds is an indication of motor feedback from knocking tasks that interfere with exercise and storage.
Seven different effects are generally seen in the serial recall studies with humans:
- 1. Create a list of long effects
- The ability to remember serial decreases as the list length or sequence increases.
- 2. Effects of excellence and upgrades
- The effect of virtue refers to a better recall of the previous item in the order, while the effect of occurrence refers to a better recall of the last few items. Today's effects are seen more with auditory stimuli than verbal stimuli because auditory presentation seems to protect the final list from output disruptions.
- 3. Transposition gradient
- Transposition gradation refers to the fact that memory tends to be better at recognizing what items mean than the order of items in a sequence.
- 4. Confusion item
- When a thing is wrong to remember, there is a tendency to respond with items that resemble the original in that position.
- 5. Repeat error
- This happens during the withdrawal sequence when an item from a previous position in the sequence is given again in another position. This effect is quite rare in humans.
- 6. Filling effect
- If one of the items is withdrawn incorrectly at the initial position of its original place, there is a tendency for the next item to be called an item moved by this error. For example, if the order is '1234' and memory starts '124', then the next item is probably '3'.
- 7. Protrusi effect
- This happens when items from a list or previous tests are accidentally remembered on a new list or test. This item is likely to be withdrawn in its position from the original experiment.
- 8. Long word effect
- Short words are remembered more accurately than longer words.
Neuroanatomy
The anterior cingulate cortex, globus pallidus, thalamus, and cerebellum show higher activation during the recall than during recognition indicating that the components of the cerebello-frontal path play a role in the process given that they are not in recognition. Although memory and recognition are perceived as separate processes, it should be noted that they are likely to be components of a distributed network of brain regions.
According to neuroimaging data, PET research on memory and recognition consistently finds an increase in regional cerebral blood flow (RCBF) in the following six brain regions: (1) prefrontal cortex, especially in the right hemisphere; (2) the hippocampus and parahippokampus regions of the medial temporal lobes; (3) anterior cingulate cortex; (4) posterior midline area covering posterior cingulate, retrosplenial (see retrosplenial area), precuneus, and cuneus; (5) inferior parietal cortex, especially in the right hemisphere; and (6) cerebellum, especially on the left.
The specific role of each of the six main areas in episodic retrieval remains unclear, but some ideas have been suggested. The right prefrontal cortex has been associated with withdrawal; medial temporal lobes for conscious recall; cingulate anterior for response selection; posterior midline to image; inferior parietal for space consciousness; and cerebellum for automatic retrieval.
In a recent study, a group of subjects was confronted with a given list of goods and then measured when trying to remember these items. The potential generated and the hemodynamic activity measured during encoding is found to indicate a reliable difference between the withdrawn and non-withdrawn items. This effect has been referred to as the next memory effect (SME). The difference in this specific region of the brain determines whether an item is withdrawn or not. A study by Fernandez et al. has shown that differences predicting memory appear either as a negative deflection in the rhinal cortex of a 400 ms event-related potency (ERP) after stimulus exposure, and as a positive ERP hippocampal begins 800 ms after stimulus onset. This means that recall only occurs when these two brain regions (rhinal cortex and hippocampus) are activated synchronously.
Factors that affect memory
Caution
The effect of attention on memory memories has surprising results. It seems that the only time concern that greatly affects memory is during the coding phase. During this phase, performing parallel tasks can greatly reduce the success of retrieval. It is believed that this phase requires a lot of attention to encode the information correctly, and thus the distraction task does not allow proper input and reduce the amount of information being learned.
Human attention to words is influenced by emotions grasping vocabulary. Negative and positive words are more remembered than the neutral words spoken. Many different ways that attention is focused on hearing what the speaker says is the sound of the presenter's voice in sad voice, content, frustration or in the use of words close to the sound. A study was conducted to observe whether the use of emotional vocabulary is a key receptor of memory memory. The groups were put in the same lecture hall and given the same speaker, but the results returned to determine that the inflections and word choice that the audience recalled concluded that emotional words, phrases, and sounds were more impressive than neutral speakers.
Recall memory associated with instincts and mechanisms to remember how an event occurred to learn from it or avoid agitators, connections made with emotion. For example, if a speaker is very quiet and neutral, the effectiveness of memory coding is very low and the listener gets the heart of what the speaker is talking about. On the other hand, if a speaker shouts and/or uses emotionally encouraged words, the listener tends to remember the key phrases and the meaning of the speech. It is the full access of the fighting or flight mechanism everyone has functioned in the brain, but based on what triggers this mechanism will lead to better withdrawal from it. People tend to focus their attention on hard, very soft, or unusual cues. This makes the hearing system take a distinction in ordinary conversation and meaningful speech, when something significant is said in the discussion that people place on the message in the speech section but tends to lose another part of the discussion. Our brains feel the difference in speech and when that difference occurs, the brain encodes the speech segment into memory and information can be remembered for future reference.
Motivation
Motivation is the factor that drives a person to do and succeed on the task at hand. In an experiment conducted by Roebers, Moga and Schneider (2001), participants were placed in forced reports, free reports or free reports plus incentive groups. In each group, they found that the amount of true information was no different, but in the group in which participants were given incentives they had higher accuracy results. This means that presenting participants with encouragement to provide correct information motivates them to be more precise. However, this is only true if the perception is that success is giving the right information. When it is believed that success is a task completion rather than the accuracy of the settlement, the number of responses is higher, but the accuracy is lower. This shows that the outcome depends on how successfully defined for participants. In the intended experiment, participants placed in groups who were forced to react had the lowest overall accuracy; they lack the motivation to respond accurately and are compelled to respond even when they are unsure of the answer. Another study conducted by Hill RD, Storandt M, and Simeone C tested the impact of memory skills training and external awards on the free drawing of the serialized word list. Effects similar to those reported in previous studies are seen in children - in contrast to older learners.
Interference
Without disruption, there are two factors that play a role in remembering the list of items: the current and the effects of virtue. The current effect occurs when short-term memory is used to remember recent items, and the effect of primacy occurs when long-term memory has encoded the previous item. The effect of updating can be eliminated if there is an interference period between input and output information that extends longer than short-term memory retention time (15-30 seconds). This happens when someone is given the next information to remember in advance given the initial information. However, the effect of virtue is not affected by recall interference. Deleting the last few items from memory is due to the movement of these items from short-term memory, by distracting tasks. Since they have not been read and trained, they are not transferred into long-term memory and thus disappear. Simple task count down can change memory memory; But the empty interval interval has no effect. This is because the person can continue to train the items in their working memory to be remembered without interruption. Cohen (1989) found that there is a better recall for an action in the presence of an interruption if the action is physically performed during the encoding phase. It has also been found that remembering some items may disrupt and hinder the withdrawal of other items. The flow of thought and other evidence suggests that the interference effects on relapse and relative primacy are determined by the ratio rule (retention interval for the distractor level of presentation between items) and they show the invariance time scale.
Context
Memory effect interfaces are usually interpreted as evidence that environmental characteristics are encoded as part of a memory trace and can be used to improve the retrieval of other information in the trace. In other words, you can remember more when a similar environment is in the learning and recall phase. Context cues seem to be important in meaningful retrieval of newly learned information. In the classical study by Godden and Baddelley (1975), they showed that deep sea divers thought their training was more effective when trained underwater, rather than being trained on land. The academic application is that students can do better on the exam by learning in silence, because the exam is usually done in silence.
Country-dependent memory
Country dependent retrieval is shown when the material learned under one State is best remembered under the same circumstances. A study by Carter and Cassady (1998) demonstrated this effect with antihistamines. In other words, if you learn while taking a fever tablet, you will remember more of what you learned if you tested yourself while taking antihistamines compared to testing yourself while not taking antihistamines after studying antihistamines.
A study by Block and Ghoneim (2000) found that, relative to a healthy control group, not using drugs, the use of heavy marijuana was associated with a small but significant impairment in memory retrieval. Cannabis induces loss of internal control and cognitive impairment. , especially attention and memory disorders, during the period of intoxication.
Stimulants, such as cocaine, amphetamines or caffeine are known to improve memory in humans. However, the effect of long-term stimulant use on cognitive function is very different from the impact on a one-time user. Some researchers have found the use of stimulants to lower recall levels in humans after long-term use. Axons, dendrites, and neurons wear out in many cases. The current study illustrates the paradoxical effect. Some exceptions undergo mental hypertrophy. Users of Methylenedioxymethamphetamine (MDMA) were found to demonstrate the difficulty of encoding information into long-term memory, displaying impaired, more easily distracted, and inefficient verbal learning in focusing attention on complex tasks. The degree of executive annoyance increases with the severity of use, and relatively long-lasting disturbance. Chronic cocaine users exhibit disorders of attention, learning, memory, reaction time and cognitive flexibility. Whether the stimulant has a positive or negative effect on memory depends on how much is used and for how long.
Gender
Consistently, women perform better than men on episodic memory tasks including delayed memory and recognition. However, men and women are no different on the task of working memory, direct and semantic. Neuro-psychological observations show that, in general, previous injuries cause a greater deficit in women than in men. It has been suggested that gender differences in memory performance reflect fundamental differences in strategies used to process information, rather than anatomical differences. However, sex differences in cerebral asymmetry receive support from morphometric studies that show greater left asymmetry in men than in women, which means that men and women use each side of their brain to different levels. There is also evidence for a negative memory bias in women, which means women are generally more likely than men to remember their mistakes. In an eyewitness study by Dan Yarmey in 1991, he found that women were significantly more accurate than men in accuracy given the weight of the suspect.
Studies have examined the difference between what men and women can remember after presentation. Three speakers were involved, one woman and two men. Men and women are placed in the same lecture hall and talking to the same speaker. The results show that the information presented by female speakers is more easily remembered by all research members. The researchers believe this to be a significant difference between the sexes because the female voice has better acoustics, ranging from low tones to high notes. Because their sound has this range, semantic coding increases for pitches that stimulate the brain's hearing component; this resonates better in ear function. Because the tone ranges from low to high tone, it draws people's attention to the words associated with the tone. When the tone changes, prominent words and from these differences memories can be stored. Withdrawal becomes easier because the association the brain can make is between spoken words and sounds.
The distinguishing feature is how men and women process information and then remember what is presented to them. Women tend to remember nonverbal cues and link the meaning of discussion with movement. Since men follow the verbal instructions they react more to facts and actual words in the discussion to remember what is said, but the speaker's speech fluctuations help them retain memories. Another difference that differentiates men and women is to recall a person's voice. They tend to remember the information they have read, for example, the list of objects is better remembered for men than women. The only similarity they have is that when emotional words are used or emotional tones are produced, men and women tend to remember those changes.
Food consumption
There is much research on whether eating before a cognitive recall test can affect cognitive function. One example is the study of the effect of breakfast time on the cognitive function selected by primary school students. Their results found that children who ate breakfast at school scored higher on most cognitive tests than students who ate breakfast at home as well as children who did not eat breakfast at all.
In the study of women who had Premenstrual Syndrome, they were given placebo drinks or those rich in carbohydrates. Patients were tested at home; their mood, cognitive performance, and food intake were measured before drink consumption and 30, 90, and 180 minutes after consumption. The results showed that carbohydrate-rich drinks significantly decreased self-reported depression, anger, confusion, and carbohydrate desire 90-180 minutes after consumption. Memory recognition also improved significantly.
Physical activity
Studies show that inactive children have poor health, but they also have poor cognitive health. With low fitness there is a connection with decreased cognitive function; for example there are various types of cognitive problems such as perception, memory, cognitive control, and there is lower academic achievement. Many tests have been conducted to identify what exactly reduction is when children have no physical activity. One test selects children to be in two different groups, one group is physically active no other group. After a while monitoring the children, the researchers tested children in learning and memory recall to see what they maintain and to observe differences when there is low physical activity compared with high physical activity. The results again show that children without physical activity have a recalling process compared with children with physical activity. The learning portion of the experiment is distributed equally on both spectra for each group, but considering the memory is the only variable that does not match the two groups. Physical activity has a significant influence on the hippocampus, as it is the part of the brain responsible for putting information into memory. With physical activity that has an impact on the hippocampus can regulate other body parts as well as weight, memory, daily functions, and many more processes needed for the body to work. Because physical activity affects all important parts of the brain, this form of exercise makes the neural network work. Neural networks allow information to be processed and forwarded to the hippocampus to retain memory. This allows the brain to be more efficient in processing and more memory is stored in this way.
Trauma and brain exposure
Almost no memory is recalled in cases of fear and traumatic exposure, brain injury, post-traumatic stress disorder, pain, or anxiety. Remember the memory is very limited, because the only memory of the person suffering from this problem is the flashback of what happens when the event occurs. One can only remember the memories that occurred that day when they heard or saw something that brought memories into existence. They can not remember how they feel or what they see, but through pictures or audio one can remember the tragic event. For example, on September 11, 2001, respondents first remembered the day and what it felt like; but a feeling they could not remember. The only way to remember their feelings was that when police sirens, fire engines, and ambulances rode near their homes, they felt the real feelings that had affected that day. Recall active memory when familiar sounds trigger pain from past events, but most of the recalls are closed from traumatic events. This is similar to classical conditioning, when a dog hears a bell, it begins to react to sound rather than an exterior variable such as food or electric shock. The use of therapy is built for someone with this problem to help avoid fear related to the sound or object, and can then recall other pieces of information that occurred during the event.
Phenomenon
The phenomenological account of withdrawal is called metacognition, or "knowing knowing." It includes many states of conscious awareness known as know-how countries, such as the tongue-edge state. It has been argued that metacognition serves a self-regulatory purpose in which the brain can observe errors in processing and actively devote resources to solving problems. This is considered an important aspect of cognition that can assist in the development of successful learning strategies that can also be generalizable to other situations.
Mnemonic and cognitive strategies
The key technique in improving and assisting memory recall is utilizing Mnemonic devices and other cognitive strategies. The mnemonic device is a type of cognitive strategy that allows individuals to memorize and recall new information in an easier way, rather than just having to remember lists of information unrelated to each other. An example of a mnemonic device is a PEMDAS or Apologies My Dear Aunt Sally; this is a device for arithmetic when solving equations that have parentheses, exponents, multiplication, division, addition, or subtraction and what order should each calculation perform. Words or acronyms can stand for a process that the individual needs to remember. The benefit of using this type of strategy to do the job is that the coding becomes more organized and easier to remember and process information. Also this device reduces the need for deliberate resources at the time of retrieval, which means remembering no need for outside sources helps someone remember what happened yesterday. Cognitive strategies can utilize semantic connections that will allow the brain to process and work more efficiently than just having to process the information as a whole. By using strategy, information becomes related to each other and stick information. Another type of tool people use to help remember their memory becomes efficient chunking. Chunking is the process of breaking numbers into smaller units to remember information or data, it helps remember numbers and mathematical facts. Examples of this chunking process are phone numbers; it sounds with three digits, three digits, then four digits. People read it that way when reading phone numbers to other people. There have been studies conducted on this technique and the institute testing two groups of people to see if this type of device works well for real people, the results again determine the significant performance differences between groups that do not use cognitive strategies and who does the group. Groups using the technique soon performed better than the other groups and when taking pre-test and post-test results showed that the group using the technique increased while the other group did not.
Tip-of-the-tongue
Main page: Tip of the tongue
The state of the tip of the tongue (TOT) refers to the perception of a large gap between the identification or knowledge of a particular subject and is capable of remembering the descriptor or name involving the subject. This phenomenon is also referred to as 'presque vu', the French term meaning "almost visible". There are two general perspectives from TOT countries: psycholinguistic perspectives and metacognitive perspectives.
Psycholinguistics views TOT as a failure of retrieval from the lexical memory (see Cohort Model) characterized by semantic (fact) memory. Because there is an observed increase in the frequency of TOT countries with age, there are two mechanisms in psycholinguistics that can explain the TOT phenomenon. The first is the degradation of lexical tissue with age, where a degrading relationship between gifted knowledge and vocabulary increases the difficulty of successfully retrieving words from memory. The second shows that the peak of knowledge, experience, and vocabulary with age results in similar situations where many relationships between diverse vocabularies and diverse knowledge also increase the difficulty in making successful words from memory.
The metacognitive perspective considers that the TOT states only as a perceived awareness when such an event occurs and the perceptions of the experience involved. Particularly aware of the TOT circumstances can lead to rapid devotion of cognitive resources to resolve states and successfully retrieve words from memory. Such explanations leave much to be desired; However, the psycholinguistic perspectives and metacognitive perspectives on TOT countries are not mutually exclusive and both are used to observe TOT countries in laboratory settings.
Incubation effects can be observed in TOT countries, where time travel alone may affect state resolution and result in a successful withdrawal. Also, the existence of a TOT state is a good predictor that problems can be solved correctly, although this has been shown to occur more frequently with older adults-adults than young adults or elderly. This is evidence for both metacognitive perspectives as well as psycholinguistic perspectives. It shows the devotion of resources to search for memory, the cumulative source of information, for the right information desired, and it also shows that we know what information we know or do not know. This is why the current debate between the psycholinguistic views of the TOT as the failure of the taking and the metacognitive views of the TOT as a tool for learning continues.
Similar phenomena include DÃÆ' Â © jÃÆ' vu (already seen), Jamais vu (Never Seen), and DÃÆ' Â © jÃÆ' entendu (Already Heard). It is rare and more common in patients with traumatic head injury, and brain disorders including epilepsy.
Accidental intake of memory
Often, even after many years, mental states once present in consciousness back to with obvious spontaneity and without the act of will; that is, they are reproduced unknowingly. Here, too, in most cases we instantly recognize the mental state which has returned as already experienced; that is, we remember it. Under certain conditions, however, this accompanying consciousness is lacking, and we know only indirectly that "now" must be identical to "then"; but we accept in this way no less valid proof for its existence during the intervening time. The more precise observations teach us, the occurrence of this forced reproduction is not a completely random and accidental one. Instead, they were brought through the mediation of other mental images coming soon. Moreover they occur in certain ordinary ways that are generally described under the so-called 'law of association'.
To date, research on this phenomenon has been relatively rare, with only two types of unconscious memory retrieval identified: unintentional autobiographical memory retrieval, and unintentional semantic memory retrieval. These two phenomena can be regarded as an emerging aspect of normal and efficient cognitive processes.
Involuntary autobiographical memory recovery (IAM) occurs spontaneously as a result of sensory cues and internal cues, such as thought or intent. These cues affect us in our daily life by constantly and automatically activating unconscious memories through priming. It has been proven in many studies that our special intentions and intentions will most often result in the taking of related IAM, while the second most generated IAM results from physical cues in the surrounding context. An autobiographical memory unrelated to any specific gesture, both internal and external, is the most rare. It has been argued that in this case, errors in self-regulation of memory have occurred which result in an unrelated autobiographical memory that reaches the conscious mind. This finding is consistent with metacognition because the third type of experience is often identified as the most prominent.
Semantic memory retrieval (ISM), or "semantic-popping", occurs in the same way as IAM retrieval. However, the generated memory has no personal basis and is often considered trivial, such as words, images, or random phrases. ISM retrieval may occur as a result of dissemination of activation, where words, thoughts and concepts enable continuous semantic related memories. When enough of the related memories are thought to be that interconnected concepts, words, thoughts, or images "arise" into consciousness and you do not realize the extent of the connection in your memory. Spread activation is thought to build for hours, days, or even weeks before random semantic memory "pops up".
Incorrect memory
Halaman Utama: Sindrom Memori False
False memories result from persistent beliefs, suggestions through authority figures, or false information statements. Repeated exposure to these stimuli affects the reorganization of a person's memory, affecting the details, or embed a clear false account of an event. This is usually noted by source monitoring errors, where one can remember certain facts, but can not properly identify the source of knowledge because of the apparent loss of the relationship between episodic (special experience, or source) and semantics (concept-based, or core) account of the stored knowledge. An example of this is cryptomnesia, or unintentional plagiarism, in which a duplicate of a work they had previously met believed to be their original idea. False memories can also be accounted for by the effects of generations, which are observable phenomena in which repeated exposure to false beliefs, suggestions, or information is better remembered with each successive generation. This can be seen with the effects of misinformation, in which the eyewitness account of an event may be affected by the account by the audience of the same event, or through suggestions through authority figures. It is also believed to affect the recovery of shocking or abusive memories in hypnotic patients, whereby recovered memories, though may be obvious, may be completely false, or have specific details affected as a result of ongoing advice of the therapist.
Focal retrograde amnesia
Retrograde amnesia is usually the result of physical or psychological trauma that manifests itself as an inability to recall information before a traumatic event. Usually accompanied by some type of anterograde amnesia, or inability to acquire new knowledge. Focal retrograde amnesia (FRA), sometimes known as functional amnesia, refers to the presence of retrograde amnesia while the acquisition of knowledge remains intact (no anterograde amnesia). Memory for how to use objects and perform skills (implicit memory) can remain intact while special knowledge of personal events or previously learned facts (explicit memory) becomes inaccessible or lost. Amnesia can be produced from a number of different causes, including encephalitis, severe traumatic brain injury, vitamin B 1 deficiency as seen in Korsakoff Syndrome, and psychotic episodes, or by witnessing an emotional traumatic event (Dissociative amnesia). Temporal and frontal lobe dysfunction has been observed in many cases of focal retrograde amnesia, either metabolism or lesion outcome. However, this evidence only appears to correlate with symptoms of retrograde amnesia as cases have been observed in which patients who suffered mild concussions, did not show visible brain damage, developed FRA. It has been suggested that TRD may represent a variety of different disorders, cognitive deficits, or conditions that result in a disproportionate loss of explicit memory, then the disproportionate Retrograde Amnesia.
Face Advantages
Face Advantage allows information and memories to be remembered more easily through the presentation of a person's face than a person's voice. Faces and sounds are very similar stimuli that reveal similar information and produce similar memory memory processes. During facial perception, there are three stages of memory memory including recognition, followed by memory recall semantics and episodic memories, and finally remember names. The Face Advantage is displayed through an experiment in which participants are presented with faces and unidentified face sounds and recognizable faces of celebrities. Stimulation is presented with inter-group design. Participants are asked to say whether the face or voice is familiar. If the answer is yes, they are asked to remember the semantic and episodic memories and finally the name of the face or sound. It's much easier for those who are presented with a celebrity face to remember information than it is presented with sound. The results show that in the second stage of facial perception when memories are remembered, information is drawn faster and more accurately after the face is felt, and slower, less accurate and with little detail after a voice is felt. A possible explanation is that the relationship between face representation and semantic and episodic memory is stronger than sound.
In popular culture
The phenomenon of memory is a rich source of storylines and new situations in popular media. Two phenomena that appear regularly are total recall and amnesia.
Number of recall
The Argentine writer Jorge Luis Borges wrote the Memorious Funes short story in 1944. It describes the life of Ireneo Funes, a fictional character who fell from her horse and suffered a head injury. After this accident, Funes has total recall ability. He is said to remember a full day without error, but this remembering achievement took him a whole day to be accomplished. It is said that Borges preceded his time in his description of the process of memory in this story, since it was not until the 1950s and research on HM patients that some of what the author describes begins to understand. A more recent example of total recall in the literature is found in the book Stieg Larsson The Girl with Dragon Tattoo , where the main character, Lisbeth Salander remembers anything he reads, indicating he has Total recall ability. Another example is in Dan Brown's The Da Vinci Code and Angels & amp; Demons , where the main character, Dr. Robert Langdon, a religious iconography and professor of symbology at Harvard University, almost has total recall ability. In Mark Haddon's The Curious Incident of the Dog by Day, the main character, Christopher Boone, is a 15-year-old autistic child with a number of memorizing abilities.
Total withdrawals are also popular on television. This can be seen in Season 4 of the television show "Criminal Thoughts", in which Dr. Spencer Reid's character claims to have total recall ability. Fox Mulder's agent of the television show "The X-Files" has a photographic memory, a popular term for total withdrawal. Also, Lexie Gray's resident hospital character on the television show "Gray Anatomy" has total recall ability.
Amnesia
Amnesia damage or memory process interruption is a very popular subject in movies since 1915. Although the description is usually inaccurate, there are some exceptions. Memento (2000) is said to be inspired by the condition of a famous amnesia patient known as HM. Leonard's main character suffers from anterograde amnesia after a traumatic attack in which his wife died. He retains his identity and shows a bit of retrograde amnesia. It also displays some of the daily memory problems experienced by most amnesics, such as forgetting the name or where he or she goes. Another fairly accurate description of other memory impairments is the Dory non-human character in Finding Nemo (2003). This fish, like Leonard, shows the memory problem faced by most amnesia in which he forgot his name, difficulty storing and remembering information, and often forgot what he did, or why he did something.
Movies tend to show amnesia as a result of head injuries due to accidents or attacks. The loss of identity and autobiographic memories shown in
Movies often restore victims' memories through a second trauma, or through some sort of retention leave when they revisit known places or see familiar objects. The second trauma phenomenon can be seen in Singing in the Dark (1956) in which the victim is experiencing the onset of amnesia due to the Holocaust trauma, but the memory is restored with a blow to the head.. Although neurosurgery is often a cause of amnesia, it is seen as a solution in several films, including Deluxe Annie and 1918 and Rascals.
Memory deletions are depicted in Endless Sunlight from Spotless Mind (2004) and in the movie Men in Black . Men in Black shows the device to remove potentially harmful memories from space interactions in members of the general public. The Eternal Rays of Immaculate Thoughts describes a process that targets and deletes the memories of interpersonal relationships that patients would rather forget so they can no longer remember the experience. In Paycheck (2003) and Total Recall (1990) memory suppression is used to control and characters are able to overcome attempts and remember their memory chunks.
Consequences
Upgrade next memory
By repeating (or recalling [?]) Items repeatedly, memory can be increased. This process is also known as exercise.
Destructive next memory
Retrieval-induced forgetting is a process that retrieves items from long-term memory damaging the next withdrawal of related items.
See also
- Anagnorisis
- List of language interruptions
References
Source of the article : Wikipedia
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