Talk:Memory development

Wiki Education Foundation-supported course assignment

This article was the subject of a Wiki Education Foundation-supported course assignment, between 8 January 2020 and 25 April 2020. Further details are available on the course page. Student editor(s): Griseilled.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 00:52, 18 January 2022 (UTC)

Wiki Education Foundation-supported course assignment

This article was the subject of a Wiki Education Foundation-supported course assignment, between 20 April 2020 and 20 July 2020. Further details are available on the course page. Student editor(s): AVin626.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 00:52, 18 January 2022 (UTC)

Proposed revision for "Long Term Memory"

Existing Paragraph: Long Term Memory Explicit memory becomes much better over the developmental years. However, there are small effects of age on implicit memory, which could be because implicit memory involves more basic processes than declarative memory which would make it less affected by a child's developing cognitive skills and abilities.

Your Revision:

Long Term Memory

Long term memory is the ability to retrieve sensations, events, thoughts, and other information for extended periods of time without evident effort. It is a system for eternally storing, managing, and retrieving information for uses later on. Explicit memory, which is consciously retrieved, improves over the developmental years. However, there are small effects of age on implicit memory, memory that is unconscious, which could be because implicit memory involves more basic processes than explicit memory. There are three parts to long term memory: procedural, semantic, and episodic. Procedural memory is considered to be nondeclarative meaning they come automatic. Semantic and episodic memories are considered to be declarative which means it takes conscience recall to retrieve those memories.

There are three steps to the memory process. First is encoding. Encoding is the process in which information is transformed so it can enter as memory and can be received by the brain. Next comes the process of storage. Storage is when one maintains the information over time and the information and goes through consolidation. Consolidation refers to the process in which information is stored in different parts of the brain and then put together rapidly to recall a memory. The last part of the memory process is retrieval. Retrieval is the process in which information in your memory can be recalled.

Procedural Memory:

Procedural memory is the part of long term memory that is responsible for knowing how to perform actions and skills such as fine motor skills and is labeled as nondeclarative memory. Procedural memories start to form particularly early in life as a person begins to learn how to perform basic skills such as walking, talking, eating and playing. These memories become so ingrained that they are referred to as automatic and unconscious. Examples of things that are considered procedural memories include riding a bike, tying a shoe, or brushing one’s teeth. Such memories are composed of automatic sensorimotor behaviors and are embedded to the point where one is no longer aware. Procedural memory can be referred to as implicit memory because prior experiences support the performance of a task without conscious awareness. Procedural memories include the “knowing how” types of memories, meaning, the one has the knowledge to do things such as fine motor skills. One creates this type of memory through constant practice and rehearsal of that skill until it becomes unconscious.

Semantic Memory:

Semantic memory is the way one is able to understand the meanings of things such as words as well as understanding facts about the world and is a declarative type of memory. Semantic memory refers to general factual knowledge that is shared with others. This type of memory is independent from personal experience in which the memory took place. These types of memories may once have had a personal context but when the memory becomes semantic, it is just simple knowledge. Semantic memory includes things such as simple math, types of food, capital cities, customs of one's society, and understanding the functions of objects. Semantic memories require consciousness (declarative) thought; for example, the capital of Utah is Salt Lake City, or the definition of outside is the external part of something. These memories are one’s knowledge of language, rules, and concepts.

Episodic memory:

Episodic memory is the part of long term memory that involves recalling of specific events, situations, and experiences that takes place in one’s life and are labeled as declarative memory. Episodic memories are autobiographical memories that can be explicitly stated. This type of memory contains an emotional perspective. The surroundings of the event is usually part of the memory as well; not just the straight facts of what happened in the event itself. Episodic memory includes one’s overall recall of the event itself; it involves one’s memory of the particular location, the event took place, and time in which it happened. These aspects of an episodic memory show that the memory requires conscious effort and is declarative. Semantic memories include things such as college graduation, one’s first day of school, one’s first sleepover summer camp, and one’s “sweet sixteenth” birthday party. All these memories include emotional perspectives as well as the surroundings and environment of the event. Episodic memory entails the aspect of “knowing that” meaning that one has the knowledge in which things have meanings and are specific types of memory that involve conscious awareness.

Apa Reference list Elsevier, . (2009 ). Long-term memory - definition of long-term memory in the Medical dictionary - by the Free Online Medical Dictionary, Thesaurus and Encyclopedia.. Retrieved November 6, 2012, from http://medical-dictionary.thefreedictionary.com/long-term+memory

Mastin, L. (2010, ). Declarative Memory (Explicit Memory) and Procedural Memory (Implicit Memory) - Types of Memory - The Human Memory. Retrieved November 6, 2012, from http://www.human-memory.net/types_declarative.html

Cherry, K. Procedural Memory - Psychology - About.com. Retrieved November 6, 2012, from http://psychology.about.com/od/pindex/g/procedural-memory.htm

Mastin, L. (2010, ). Episodic Memory and Semantic Memory - Types of Memory - The Human Memory. Retrieved November 6, 2012, from http://www.human-memory.net/types_episodic.html

McLeod, S. (2010, ). Long Term Memory. Retrieved November 6, 2012, from http://www.simplypsychology.org/long-term-memory.html

Cherry, K. (2012, ). Episodic Memory - Psychology - About.com. Retrieved November 6, 2012, from http://psychology.about.com/od/eindex/g/episodic-memory.htm

"AlleyDog.com - Psychology Students' Best Friend." AlleyDog.com - Psychology Students' Best Friend. N.p., 2012. Web. 28 Nov. 2012. <http://www.alleydog.com/>.

Review Rating (Quality of improvements, Low 1 - 5 High/ Reviewer’s Comments: Strengths- I thought your article was well written and was very well organized. The introduction described what the article would contain and was formatted in the same order as stated in the introduction. I felt that you expanded on each of the sub topics with specific examples and details. I liked when you ended the topic with another definition providing the reader with something to think about and remember.

Weaknesses- I felt you had some weaknesses in your article where some parts were wordy. I feel that having some short specific sentences would engage the reader more. Maybe try separating longer sentences for faster understanding.

Suggestions- I think your article should include the memory process including sensory memory, working/short term memory, and long term memory after the intro paragraph. Also add more to the definition of long term memory in the introduction including unlimited storage, permanent, etc. Another suggestion would be to add that episodic and semantic are declarative and procedural is nondeclarative with details for both processes.

Other website to look at- http://memory.ucsf.edu/brain/memory/episodic — Preceding unsigned comment added by Jcartwright057 (talk • contribs) 05:30, 28 November 2012 (UTC)

Proposed Revision to Memory Strategies

Existing Paragraph:

Memory strategies are ways in which individuals can organize the information that they are processing in order to enhance recall in the future. Memory strategies that are helpful may include but are not limited to verbal rehearsal or mnemonics. The use of memory strategies varies in both the types of strategies used as well as the effectiveness of the strategies used across different age groups.[15]

Your Revision:

Memory strategies

Memory strategies are mental operations that are used to achieve a cognitive goal. A cognitive goal can range from writing a well written essay to doing well on a test. Along with cognitive goals, there are different memory strategies one can learn to help in achieving their cognitive goal. For example, if Bob is trying to study for a test he would most likely use maintenance rehearsal to help in remembering the information. Other memory strategies could be elaborative rehearsal, chunking, and mnemonics. From these strategies, strategies need a form of metacognition in the process of acquiring strategies.

Maintenance and Elaborative Rehearsal

Memory strategies commonly used are maintenance and elaborative rehearsal. Most people don’t realize they are using these strategies on a daily basis. Maintenance rehearsal means repeating the information again and again to keep it in working specifically short term memory. Some examples of maintenance rehearsal could be repeating a telephone number until you find the phone to dial the number. Elaborative rehearsal means relating new information into already known information. For example, a friend’s address is twelve pine street and my address is twelve maple street. There are two different styles one can be labeled as either passive rehearsal style or active rehearsal style. Passive rehearsal includes one or two unique words per rehearsal set. For example, a child given the word dog, the child would repeat the word dog then given the word bug the child would repeat only the word bug and not dog. In contrast, active rehearsal includes many different words per rehearsal set. For example, given the word dog, bug, and boy the child would repeat all three words at the same time.

Chunking and Mnemonics

Chunking means remembering information from clusters or units formed together. By chunking information, instead of memorizing every detail given, you could remember in groups, which is easier. For example, ADGJ can be easily remembered because each letter is the third letter in the alphabet. This is an example of a pattern; an example of grouping would be remembering a ten digit number by grouping into pairs of numbers. A different strategy used is mnemonics. Mnemonics organize information in order to remember it. For example, red orange yellow green blue indigo and violet (ROYGBIV) means the colors of the rainbow in order. Another example would be parentheses exponents multiplication division addition and subtraction (PEMDAS) means the order of operations used in mathematics.

Metacognition

Strategies almost require a form of metacognition. Metacognition is knowledge about one’s own cognition and factors that influence thinking or in simpler terms “thinking about thinking”. Even though metacognition is fairly easy to define there is still much speculation on what it really means. The speculation and confusion over this concept is mainly from other terms that are used to describe metacognition such as self-regulation and executive control. These terms emphasize the role of executive processes in overseeing and regulation of cognitive processes much like metacognition. The term metacognition is also associated with John Flavell. Flavell was a foundation researcher in metacognition and was mainly influenced by Jean Piaget. He described metacognition as having both metacognitive knowledge and metacognitive experiences or regulation. Later, dividing both parts into three categories: knowledge of person variables, task variables and strategy variables.

</ref>Bjorklund, D. (2012,2005). Children’s Thinking: Cognitive Development and Individual Differences. Belmont, CA: Wadsworth, Cengage Learning.</ref>

Review Rating (Quality of improvements, Low 1 - 5 High): 3.5 Reviewer’s Comments: • I don’t know if the use of the term “I” would be appropriate because it’s an article not an essay. Maybe the use of “one could” would be better. • Contractions like “don’t” could possibly be written out just because it is going to be something that is found online and used as a reference. • Great examples for giving a better understanding of what you are describing! • For new topics, maybe don’t transition like it’s an essay, just start out with the facts instead of saying something like “along with…” and “other”. Just a thought I had to make it sound more of a factual article rather than a research paper. • You give thorough explanations for all of your subtopics. You give plenty of facts but try and make it sound more research based and not essay-like. • I like the last part with the insert of Flavell and Piaget, to me it makes it sound more powerful. • I really like what you have edited; you brought in some new, great material along with elaborating on what was already there! • Make sure your punctuation is correct especially with “’s” and commas. • Maybe for the mnemonic devices you could type out what ROYGBIV stands for. • Make sure you aren’t repeating words too often such as “strategies”, use some synonyms or space out the timing of the words. • All in all, I think you did a great job, just little things here and there that need to be altered. Great job, I really enjoyed it.

References

Proposed revision for autobiographical memory paragraph

Autobiographical memory - Autobiographical memory refers to personal and long lasting memories, and are the basis for one’s personal life history (Nelson, 1996). It is a complex mental system that allows individuals to recollect information, events, and experiences from their past. The system organizes an individual’s autobiographical information conceptually, chronologically, and thematically, and at many levels of absorption, from vivid sensory, perceptual, emotional, and conceptual details of particular moments to high-level summaries of life periods. This organization allows personal memories to be extracted and recombined in a variety of ways for multiple purposes (Addis, Pan, Vu, Laiser, & Schacter, 2009.) Autobiographical memory is important for the formation and maintenance of a mental representation of the objective self in the present moment across time (Prebble, Addis, & Tippett, 2012). A vivid memory from infancy can be a reconstruction of an event and not the recollection of an event that actually happened. The earliest age of any meaningful recall is commonly between the ages of 2 and 3, and become more vivid as the individual continues to age (Usher & Neisser, 1993).

In terms of adult recall, research suggests that cues provided by internal and external contexts sometimes combine to trigger an automatic and effortless retrieval of specific autobiographical memories (Uzer, Lee, & Brown, 2012). A process through which memory can influence emotional experience is through people’s deliberate use of their autobiographical memory via reminiscence. In a study conducted by JoNell Usher and Ulric Neisser that examined a lack of autobiographical memory in early years, college students were asked questions about experiences they had early in life. These experiences included the birth of a younger sibling, a hospital stay, family moving to a new house, or death of a family member. As the individual’s age increased, the percentage of questions answered increased substantially (Usher & Neisser, 1993). Research has shown that the recall of autobiographical memories can influence one’s current emotional experience (LeDoux, 1992; Schwartz, Weinberger, & Singer, 1981), and that the specificity of this recall also affects the intensity of this emotional experience (Philippot, Schaefer, & Herbette, 2003).

Addis, D., Pan, L., Vu, M., Laiser, N., & Schacter, D. L. (2009). Constructive episodic simulation of the future and the past: Distinct subsystems of a core brain network mediate imagining and remembering. Neuropsychologia, 47(11), 2222-2238. doi:10.1016/j.neuropsychologia.2008.10.026

Cohen, G., & Conway, M. A. (2008). Memory in the real world (3rd ed.). New York, NY US: Psychology Press.

LeDoux, J. E. (1992). Emotion as memory: Anatomical systems underlying indelible neural traces. In S. A. Christianson (Ed.), The handbook of emotion and memory: Research and theory (pp. 269 –288). Hillsdale, NJ: Erlbaum.

Nelson, K. (1996). Language in cognitive development: The emergence of the mediated mind. New York: Cambridge University Press.

Philippot, P., Schaefer, A., & Herbette, G. (2003). Consequences of specific processing of emotional information: Impact of general versus specific autobiographical memory priming on emotion elicitation. Emotion, 3, 270 –283.

Prebble, S. C., Addis, D., & Tippett, L. J. (2012). Autobiographical Memory and Sense of Self. Psychological Bulletin, doi:10.1037/a0030146

Schwartz, G. E., Weinberger, D. A., & Singer, J. A. (1981). Cardiovascular differentiation of happiness, sadness, anger and fear following imagery and exercise. Psychosomatic Medicine, 45, 109 –114.

Usher, J. A., & Neisser, U. (1993). Childhood amnesia and the beginnings of memory for four early life events. Journal of Experimental Psychology: General, 122, 155-165.

Uzer, T., Lee, P. J., & Brown, N. R. (2012). On the prevalence of directly retrieved autobiographical memories. Journal of Experiemental Psychology: Learning Memory, and Cognition, 38, 1296-1308. — Preceding unsigned comment added by KayJack13 (talk • contribs) 19:40, 29 November 2012 (UTC)

Proposed revision for Working Memory

Existing paragraph:

Working Memory

According to Baddeley's model of working memory, working memory is composed of three parts. First is the central executive which is responsible for a range of regulatory functions including attention, the control of action, and problem solving. Second, the phonological loop, which is specialized for the manipulation and retention of material in particular informational domains. Finally, the visuospatial sketchpad stores material in terms of its visual or spatial features. The strength of the relationships between the three components of working memory vary; the central executive is strongly linked with both the phonological loop as well as the visuospatial sketchpad which are both independent of each other. Evidence indicates linear increases in performance of working memory from age 4 years through to adolescence.

Working Memory Working memory is a component of the memory system that is necessary for staying focused on a task, blocking out distractions, and keeping up-to-date and aware about what is happening in the surrounding physical environment. It is also immediately available and active. One popular account of working memory was presented by Alan Baddeley and Graham Hitch (Bjorklund, 2012). According to the Baddeley and Hitch model, working memory is a multicomponent system, capable of both storing and manipulating information, which includes the phonological loop (also known as the articulatory loop), the visuospatial sketchpad, and the central executive. The phonological loop is used for manipulating, storing, and coding verbal, speech-based information (Bjorklund, 2012). It is proposed to have been a fundamental element associated within the origin of vocal language in human evolution (Alboitiz, 2010). The visuospatial sketchpad performs a similar function for coding visual and spatial information. Both the phonological loop and visuospatial sketchpad are supervised by the central executive. The central executive stores information and serves as an attentional control system (Baddeley, 2002). Many studies have been conducted on each component of the Baddeley and Hitch model, including evidence and functional significance of the phonological loop, as well as the visuospatial sketchpad (Baddeley, 1994).

Aboitiz, F., Aboitiz, S., & García, R. R. (2010). The phonological loop: A key innovation in human evolution. Current Anthropology, 51(s1), S55-S65. doi:10.1086/650525

Baddeley, A. (2002). Fractionating the central executive. In D. T. Stuss, R. T. Knight (Eds.) , Principles of frontal lobe function (pp. 246-260). New York, NY US: Oxford University Press. doi:10.1093/acprof:oso/9780195134971.003.0016

Baddeley, A. D., & Hitch, G. J. (1994). Developments in the concept of working memory. Neuropsychology, 8(4), 485-493. doi:10.1037/0894-4105.8.4.485

Bjorklund, D. (2012,2005). Children’s Thinking: Cognitive Development and Individual Differences. Belmont, CA: Wadsworth, Cengage Learning. Williams, M., & Woodman, G. F. (2012). Directed forgetting and directed remembering in visual working memory. Journal Of Experimental Psychology: Learning, Memory, And Cognition, 38(5), 1206-1220. doi:10.1037/a0027389

Comment: Looks like a good change. However, I do suppose that you put in the references in the Wikipedia way with <ref></ref> tags. And one more comment, about your last sentence. If many studies have been conducted, can you say something about their results? Also the source to this last sentence seems too old (1994) - I would think most studies were done after 1994. But otherwise, good change! Lova Falk talk 10:59, 11 December 2012 (UTC)

References

Adding more content on a broad subject

The reason for me posting this section is partially due to the lead portion of the article. The lead states that the article focuses on memory development within children, and it does that very well. However, in my mind i feel that development is more of a lifelong venture. So, would it be out of the realm of possibility to add a section on how memory changes as we get older? Perhaps this article did, and I simply missed it. I apologize I am new to editing. But it was a thought that had crossed my mind. AVin626 (talk) 22:37, 6 May 2020 (UTC)

Developmental psychology

Why are older children typically perform better on memory tasks than younger children 41.89.129.11 (talk) 09:56, 31 October 2022 (UTC)