0-14 you may want to consider getting a professional evaluation" (Mohs, n.d.).

In regards to this memory test the first two questions in which you were given three words and then a name and address to remember, the concept of encoding was being used. In order to retrieve these pieces of information from my memory, I first had to encode them. Once they were encoded they were stored first in my sensory memory, and then in my short-term memory. Since things are usually only stored in ones short-term memory for up to 20 to 30 seconds and it took me longer than that to get to the question on the test that asked me to recall these, they obviously passed into my long-term memory as well.

etrieving these pieces of information was rather easy since it had not been very long since I had first been exposed to them. There were other…...

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References

Mohs, Richard C. (n.d.). How to Test Your Memory. Retrieved April 25, 2009, from How Stuff

Works Web site:  http://health.howstuffworks.com/human-memory.htm

More generalized assessments include the Wechsler Memory Scale, created by the founder of the IQ test of that name, which offers a generalized assessment of different memory types (sensory, short, and long-term) and is most appropriate for adults.
In general, two basic types of neuropsychological memory tests exist. "In almost all objective tests, quantitative results are compared with some normative standard, including data from groups of non-brain injured persons and groups of persons with various kinds of brain injury. If the norms are based on age and educational achievement, valid comparison can be made between an individual's performance and that of persons in known diagnostic categories as well as persons who do not have a diagnosis of brain injury. Qualitative assessment of neuropsychological tests provides a look at the processes an individual may use in producing the quantitative scores. Analysis of the pattern of performance among a large number of…...

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References

Human memory: Atkinson-Shiffrin Model. (2010). IPFW. Retrieved February 9, 2010 at http://users.ipfw.edu/abbott/120/AtkinsonShifrin.html

SCATBI. (2010). Academic Therapy. Retrieved February 9. 2010 at  http://www.academictherapy.com 

Swiercinsky, Dennis. (2001). Neuropsychological testing. Brain Source. Retrieved February 9,

2010 at http://www.brainsource.com/nptests.htm

267266 correct context of schema, 2.016461 correct no context of schema, 2.12909 correct context to List . And 2.353001 correct no context.
Free recall refers to remembering unrelated items in any order immediately following presentation. Delayed recall occurs between hearing the words and writing them down. Recognition is the identification of items previously learned. Primacy effect occurs after the enhanced recall of items presented at the beginning of the list, while the recency effect is greater for those at the end of the list. On the other hand, the serial position is highest at 90% for the first word recalled and lowest for the 6th, 9th and 10th words recalled. Symbols are viewed along with cues and altered by schema-activating labels.

Findings of the experiment showed that the majority of the subjects tested had correct call of the words list, correct delayed recall, correct recognition, correct recall of the scheme with context,…...

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Bibliography

Bode, N. (2001). Blocking Out a Painful Past. Psychology Today: Sussex Publishers, Inc.  http://www.findarticles.com/p/articles/mi_m1175/is_4_34/ai_76577443 

Bower, B. (2003). Restoring Recall: Memories May Form and Reform with Sleep. Science News Online, vol 164 (15) p 228.  http://www.sciencenews.org/articles/20031011/fob4.asp 

Cromie, W. (2002). Long-Term Memory Not fixed Until Age One. Harvard University Gazette: the President and Fellows of Harvard College. http://www.news.harvard.edu/gazette/2002/11.07/01-memory.html

Walker, M. (2003). Stages of Memory. Nature Journal: Beth Israel Deaconess Medical Center and Harvard Medical School.  http://www.eurekalert.org/pub_release/2003-10/bidm-som100703.php

The total study sample consisted of 89 Black and 83 hite adults with a mean age of 76.52 years. All had previously scored in the Mini-Mental State Examination scores in a non-impaired range. But although in hites, the current study determined, the memory self-efficacy scores of the entire sample were also low (M = 31.95 +/- 18.20), African-Americans scored even lower on perceived memory self-efficacy and memory performance. Memory self-efficacy predicted memory performance in the hite group (r [83] =. 41; p < or =. 05). hile the correlation for the Black group between perceived and actual memory performance was statistically not significant (r [89] =. 16), when the entire sample was combined for the regression analyses, the relation was significant (r [173] =. 30; p < or =. 05). hile age and education were also factors in memory retention, self-efficacy was well accounted for 13% of the variance. Low…...

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Works Cited

McDougall, Graham J. (2004) "Memory Self-Efficacy and Memory Performance Among Black and White Elders." Nursing Research. Sept./Oct. 2004. 53(5), 323-331. Retrieved from Medline 26 Jan 2005 at  http://intapp.medscape.com/px/medlineapp/getdoc?ord=1&searchid=2&have_local_holdings_file=1&local_journals_only=0&searchstring=McDougall+white+and+black+elders+memory

Not all forms of contextual memory enhancement operate in the same fashion. A literature review by Smith & Vela (2001) found "that environmental context-dependent memory effects are less likely to occur under conditions in which the immediate environment is likely to be suppressed… Likewise, memories of experiences may vary in how much they are affected by environmental surroundings, both when events are originally experienced and when events are remembered" (Smith & Vela, p. 203). When researchers gave high priority to enhancing the effects of the test environment, subject's memories were more likely to be altered.

The stakes in understanding context-dependent memory are high: learning environments may enhance memory in school or inhibit memory, and can be redesigned to improve student's education. Context may also affect recall of eyewitnesses in a trial. egarding the later, studies have suggested that learning under highly emotional condition is not conductive to recall. "Experienced skydivers learned…...

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References

Baker. J.R., J.B. Bezance, E. Zellaby, J.P. Aggleton. (2004). Chewing gum can produce context-

dependent effects upon memory. Appetite, 43(2):207-210.

Crawford, H.J. & Chehalis M. Strapp. (1994, February). Effects of vocal and instrumental music on visuospatial and verbal performance as moderated by studying preference and Personality. Personality and Individual Differences, 16 (2): 237-245

Haney, James & Ken Lukowiaki. (2001). Context learning and the effect of context on memory

Memory and Forgetting: A Comprehensive Analysis
Memory loss is a huge problem in an aging population.

No substantive cure for memory loss.

Forgetfulness does not always accompany aging.

Different types of memory loss:

Forgetfulness

Dementia

Alzheimer's

Confusion

The memory impairment that comes with aging may be due to confusion as well as memory loss.

Memory loss and forgetfulness may be preventable.

There are a number of different approaches to reducing forgetfulness

Background music

Categorization

Control

Daily behavioral changes

The goal of the paper began as a meta-analysis of efforts aimed to reduce forgetfulness

Too many promising approaches to aiding memory impairment to engage in a traditional meta-analysis

Look at the theoretical overlap of different known approaches that may enhance or impair memory

F. Not engaging in a meta-analysis of a single therapy because single therapies do not have therapeutic efficacy.

G. Examine the hypothetical overlap between various treatment modalities

II. Literature eview

A. Three types of memory as defined by Cowan, 2008.

1. Long-term memory

2. Short-term memory

3. Working memory

B. epetition

1. Does repetition move…...

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References

Bottiroli, S., Rosi, A., Russo, R., Vecchi, T. & Cavallini, E. 2014. 'The cognitive effects of listening to background music on older adults: processing speed improves with upbeat music, while memory seems to benefit from both upbeat and downbeat music.' Front Aging Neurosci, vol.6. pp. 284-. Available from: [November 11, 2014].

Cairney, S.A., Durrant, S.J., Jackson, R., & Lewis, P.A. 2014. 'Sleep spindles provide indirect support to the consolidation of emotional encoding contexts.' Neuropsychologia, vol. 63, pp. 285-92.

Cowan, N. (2008). What are the differences between long-term, short-term, and working memory? Prog Brain Res, 169, pp.323-338. doi: 10.1016/S0079-6123(07)00020-9

Lo, J.C., Dijk, D.J., & Groeger, J.A. 2014. 'Comparing the effects of nocturnal sleep and daytime napping on declarative memory consolidation. PLoS One, vol. 9, no. 9, e108100. Available from: . [4 November 2014].

A psychologist named Ulric Nessier believes that flashbulb memories are formed because they represent an intersection of historical and personal trajectories, and this makes them events that people want to retell and rehearse again and again. t is through these rehearsals and retellings that inaccuracies manage to creep in, and as they are reinforced through repeated retellings they become just as much a part of the memories as the actual events. That is, retelling the flashbulb memory to others is the same as rehearsing the memory, or reliving it to a certain degree, and when there are inaccurate elements in this reliving they eventually become as firmly entrenched in the memory of the true-life event as the factual memories. This explains why so many people remember seeing both planes hit on 9/11 when this was actually impossible.
ntelligence Test

For this assignment, completed the test found at http://www.intelligencetest.com/, after searching…...

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Intelligence Test

For this assignment, I completed the test found at   after searching the term "intelligence test" at askjeeves.com. While many of the questions did seem to be fairly accurate ways of gauging intelligence in certain areas, such as pattern recognition or mathematical abilities, many of the questions seemed to depend on knowledge that would have to be acquired prior to taking the test. While this information was fairly basic for the most part, it was easy to see that someone who simply hadn't been exposed to the facts would be gauged as having a lower intelligence than they might actually possess based on this feature of the test. While I feel that I possessed the knowledge that was required in these certain items on the test, this reflects the cultural bias that exists in many intelligence tests, and arguably in all intelligence tests. It also calls into question the definition of intelligence as it is defined in various intelligence tests, including this one.http://www.intelligencetest.com/ ,

As far as how it felt to take this test, I actually found it kind of exciting -- especially when I was pretty sure (or positive) that I had the right answer. Many of the items appeared incredibly easy, while others were less so, and the fact that I didn't get a perfect score means that the test obviously had some items that were more difficult than I thought. I was very eager to see my results, and throughout the test I found it difficult to concentrate only on the questions/items as they were presented because I kept wondering what each specific item was supposed to measure and what my answer would say about my intelligence. Ultimately, I don't think any internet-administered test that takes a maximum of fifteen minutes to complete can accurately assess anyone's intelligence, so I do not have a great deal of faith in my score, but the experience was definitely fun and made taking the test worthwhile.

The other group of participants was asked to identify the same words with missing letters, but without having first been primed by viewing the list of words spelled out completely. Each individual's response time in recognizing the incomplete words was then measured, to develop a comparison of response time between the primed and unprimed groups. Both groups of participants in the study were given the same incomplete words to identify, and efforts were taken to ensure that all other aspects of the experiment were kept uniform between the two groups, to ensure that unpredicted and uncontrolled variables would not have an unforeseen effect on the results of the study. In this way, any difference in the response times of the two groups of participants could be relied upon to reflect only the differences created by the priming.
The hypothesis of this experiment is that response times in the recognition of…...

Though Kellogg developed a study with significant findings, working memory can effect more than just sentence generation. Because "heavy loads" on working memory do affect sentence generation, it is reasonable to assume that they might also affect simple mathematical processes. Do "heavy loads" placed on working memory affect just sentence generation or writing skills, or do they also affect left-brained skills like simple math calculation? Because of the effect on right-brained skills, the assumed hypothesis for this experiment is that if college students are given a "heavy load" on working memory, they will take longer to complete simple math skills. In fact, one would hypothesize that the "heavy load" on a working memory would impact mathematical skills even more than sentence generation skills because the subjects are being asked to remember a large number and then work with numbers. For this experiment, data using both a "heavy load" consisting…...

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Works Cited

Kellogg, Ronald T. "Working Memory Components in Written Sentence Generation."

The American Journal of Psychology. 117.3 (2004): 341-361.

For instance, you may have a memory of a taking a test in your ninth grade English class and answering that Shakespeare wrote Hamlet. Your memory of the test and the class is an episodic memory, while your memory of the fact that Shakespeare wrote Hamlet is a semantic memory.
Episodic and Semantic memory have other features that make them important to the study of long-term memory. Episodic memories are more prone to being forgotten because one looses one's sense of recollection over time, while semantic memories resist this. Additionally, some argue that semantic and episodic memories come from very different types of memory processes, while others suggest they are quite similar. Thus, understanding the difference between episodic and semantic memory and their implications is quite important to the study of long-term memory.

eferences

obinson-iegler, G. And obinson-ielgler, B. (2008). Cognitive Psychology: Apllying

the Science of the Mind. Second Edition. New…...

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References

Robinson-Riegler, G. And Robinson-Rielgler, B. (2008). Cognitive Psychology: Apllying

the Science of the Mind. Second Edition. New Jersey: Pearson Education.

He stated that people are simply good at a variety of skills, although some individuals may have higher levels of specialized intelligences more in the spheres than others. ("Charles Spearman," Major Theories of Intelligence, 2004) in other words, a gifted musician can also be a gifted poet, but these are still different intelligences -- Spearman, in contrast, would suggest the two are interrelated.
Spearman also came up with another term known as the "s" factor. This he said was the factor devoted to "specific skills and information" needed to perform intellectual tasks. Thus, even Spearman allowed that there were multiple factors that went into an individuals' success in life and on intelligence tests. But he felt that overall scores on IQ tests, however specific were highly saturated with "g" an intelligence that pervades all tasks. Thus, the most important information to have about a person's intellectual ability is an estimate…...

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Works Cited

Charles Spearman." (2004) Major Theories of Intelligence. Retrieved on October 24, 2004 at  http://academic.scranton.edu/student/WEBBM2/theories.htm 

Gardner, Howard. (1984) Multiple Intelligences.

Learning Center. (2004) "Howard Gardner: Seven Intelligence Model" Retrieved on October 24, 2004 at http://www2.wmin.ac.uk/eic/learningskills/cognition/learning_styles/howard_model.html

Plucker, T. (2004) "Charles Spearman." Human Intelligence. Retrieved on October 24, 2004 at  http://www.indiana.edu/~intell/spearman.shtml

He hypothesized that certain parts within the brain could map with certain areas of cognitive functioning, such as social, cognitive, or creative functions. To prove this, Gardner cites cases of brain damage that leads to the loss of some, but not all, cognitive functions. On this basis, one could also say that pearman's test findings, while all located in the brain, relate to different parts of the brain and nervous system rather than a single location, as originally assumed.
Comparisons between the two models include the fact that both theorists believe that intelligence relates to more than one human function. pearman for example used a variety of different tasks to test intelligence, as does the IQ test he uses to base his assumptions on. Gardner agrees with pearman on the fact that intelligence does indeed relate to different tasks, but simply adds more to the already existing ones in order…...

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Sources

Armstrong, Thomas (1998-2002). Multiple Intelligences.  http://www.thomasarmstrong.com/multiple_intelligences.htm 

Paik, Han S. (1998). One Intelligence or Many? Alternative Approaches to Cognitive Abilities. Washington University.  http://www.personalityresearch.org/papers/paik.html 

RiCharde, Stephen. (2007). The Learning Thinking Styles Inventory. VMI. http://admin.vmi.edu/ir/ltsi.htm#Overview

Memories of John F. Kennedy
The Kennedy's

When I got up that day, the most important thing in the world was the test scores we were going to receive. By the end of the day they seemed irrelevant, and in fact I didn't even open my envelope for another four days, even though they would help determine my future."

It was the day John F. Kennedy was assassinated. My aunt was in the auditorium with all the other seniors, with the envelope containing her state test scores for college placement in her hand. This test covered everything taught in high school whether one had taken it or not. Then Principal stopped everything to tell them about Kennedy. My aunt really doesn't remember the rest of the day very well; like many students she just aimlessly wandered the halls -- at a time when you had to have a pass to step outside the…...

Learning
Memory is an important construct of human brain which performs a significant role in each and every activity of life. It is interesting to mention that brain is also a muscle and its energy can be increased by using it. There are many tactics found in literature and everyday practises to sharpen memory skills. However, the most effective technique is to play games which appear interesting to the players and involve memory cells as well. Before planning any exercise to sharpen memory, it is helpful to understand the basic memory process and the types of memory.

This report is about types of memory and their use in the daily life of a human being. The types of memory are elaborated using the example of a game. It is commonly said that memory becomes weak when it is frequently switched from one task to another. In other words, multitasking reduces memory performance.…...

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References

Bernstein, D. (2010). Essentials of Psychology. USA: Wadsworth Publishing.

Dehn, M. (2010). Long-Term Memory Problems in Children and Adolescents. New Jersey: John Wiley & Sons.

Easysurf. (n.d). Retrieved from  http://www.easysurf.cc/memtstn.htm#top 

NCBI. (2009). Retrieved from  http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2657600/

When you clicked to move on it then asked you to fill in the boxes with as many words as you could remember, spelled correctly. You then had to pick your age group, your gender and what country you were from. Upon hitting the check my memory button it told you how you compared with similar people to you who also took this test (How good is your memory- Memory Test, n.d.).
Of the twelve words I could recall 7 of them. The explanation of the test results explained that on average our short-term memory can hold an average of 7 chunks of information (names, numbers, etc.) + or - 2. So if someone scores between 5 and 9 of the words on the list, their short-term memory is working at an average capacity (How good is your memory- Memory Test, n.d.).

The more that one repeats something the more likely…...

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References

How good is your memory- Memory Test. (n.d.). Retrieved June 3, 2009, from Psychologist

World Web site:  http://psychologistworld.com/memory/test1.php 

Human Memory. (n.d.). Retrieved June 3, 2009, from NASA.gob Web site: http://human-

factors.arc.nasa.gov/cognition/tutorials/ModelOf/Knowmore1.html