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Human Development:
Human beings develop from childhood into adulthood not only through the natural aging process, but equally important by an education process that extends right through their lifetime. Memorization forms an integral part of education as memory functioning determines our ability to receive, process, store and recall information for relevant use. The information processing approach includes the input processes concerned with stimuli analysis, the storage processes which entail all internal handling of the stimuli information within the brain, including any coding or manipulation of the stimuli and the output processes responsible for preparing the appropriate response to a stimulus (McLeod, 2008).
Several assumptions are made when it comes to explaining the influence on memory by the information processing approach. First, all information received from our environment is handled by processing systems including perception, short-term memory, and attention. Secondly, such information is systematically altered and transformed by these information processing systems. Thirdly, that information processing...
At this point the information is handled by our sensory memory, which lasts for a very short time due to lack of any conscious acknowledgement of stimulus. In fact, we are not capable of consciously acknowledging all the stimuli that bombard us from our environment. Our working memory is only activated when we become aware of incoming stimuli and consciously commit some attention to them.
Working or short-term memory is limited in capacity -- and so most people can attend to only about seven pieces of information at a time. While in short-term memory, information can either be continuously rehearsed so that it is retained; moved out of this area by committing it to long-term memory; or it may be easily forgotten by shifting our attention to other stimuli. Working memory can be compared to a computer's random access memory (RAM) which only serves to hold data as long as the operator is working with it.
Long-term memory is comparable to the permanent…
References:
Gilmore, R.O. (2005, February 14). Probing Questions -- Do Children Have Better Memories
than Adults Do? Retrieved from The Pennsylvania State University website: http://www.rps.psu.edu/probing/memory.html
"Information Processing." (n.d.). School of Education. Retrieved from Purdue University
Calumet website: http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy6/edpsy6_info.htm
McLeod, S. (2008). Information Processing. Retrieved March 5, 2012, from http://www.simplypsychology.org/information-processing.html
Richards, R.G. (2008). Memory Strategies for Students: The Value of Strategies. Retrieved March 5, 2012, from http://www.ldonline.org/article/5736/
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