Learning & Memory the Accuracy of Memory Term Paper

Download this Term Paper in word format (.doc)

Note: Sample below may appear distorted but all corresponding word document files contain proper formatting

Excerpt from Term Paper:

Learning & Memory

The Accuracy of Memory

The research I completed for this assignment was fairly straightforward. Upstairs in my living room on a day in which I had yet to leave the house, I tried to imagine my front door. I did so without having looked at it for at least 14 hours -- since I had arrived at home the evening before. Once I was able to visualize the door, I then wrote down all of the details that I could conceive of related to its physical appearance. My annotations on this subject included the fact that the door is white and is at the base of approximately 20 steps which lead to the main unit of the domicile. In this tall foyer, the white of the door stands out against the creme color of the walls around it (I was able to see this same color on the walls of my living room in which I jotted down these notes). I also remembered that there is a circular window near the upper middle portion of the door that has a couple of copper looking bars intersecting it. I wrote down that the door knob is on the right side of the door, and that there is a doormat (which I wrote down was black) in front of it. I noted that there are various impressions and designs on the door, both beneath and above the window. That was all I was able to write about it.

My next step was to go downstairs and analyze the accuracy of my description. Everything that I described was correct; nonetheless there were many different details which I had forgotten about and not included. I neglected to recollect the two locks on the door, the lower one in which my keys perpetually hang out of and a top lock which I never use. To the right of the door the chain for this lock was dangling. I also forgot about my eminent "No Soliciting" sign in the middle of the window of the door. In the upper right hand corner hang the uncovered mechanisms for the doorbell. The final part of the experiment involved me thinking about mathematics, an abstract concept. Again I recorded what images came to mind. I imagined pencils and thought about school. I also thought about certain numbers such as 85, 10 and 5.

Reactions

There was a substantial difference in the reactions and findings of the third step in the experiment and those of the first two. One of the most significant of the results is that my degree of confidence in recollecting key images and aspects of each of these two things -- my front door and mathematics -- was equally high. I was as convinced that I could remember every aspect of my front door as I was that I knew exactly what mathematics was. However, there was a clear distinction in my ability to accurately remember these things. As previously mentioned, I forgot several aspects of the front door which I failed to write down. That same failure was not present in my description of mathematics. I remembered virtually all of the basic, fundamentals that have to define math, especially for someone like me who has not focused on the subject since taking "Games of Chance" as an undergraduate. My association with math and school, pencils, and numbers was also accurate. There were certain operations in math which I did not recall -- such as specifics related to Geometry and measuring angles, for example -- and many which I probably was never aware of. Yet my certitude in remembering what math was, an abstract concept that I could see in my mind and write about in a measure of completion which I failed to do in my recollecting the front door, contained a lot more veracity than my writings about the front door -- which inadvertently admitted a copious amount of detail.

Relationship of Findings to the Readings

My experiment offered concrete, empirical evidence that the memory is flawed. This concept is explored within the article by Dehon et al. (2010) in which false memory is attributed to two factors: memory distortion and forgetting (p. 627). The extent to which false memory can take place is fairly expansive and alludes to the capacity of the…[continue]

Cite This Term Paper:

"Learning & Memory The Accuracy Of Memory" (2013, September 25) Retrieved December 2, 2016, from http://www.paperdue.com/essay/learning-amp-memory-the-accuracy-of-122993

"Learning & Memory The Accuracy Of Memory" 25 September 2013. Web.2 December. 2016. <http://www.paperdue.com/essay/learning-amp-memory-the-accuracy-of-122993>

"Learning & Memory The Accuracy Of Memory", 25 September 2013, Accessed.2 December. 2016, http://www.paperdue.com/essay/learning-amp-memory-the-accuracy-of-122993

Other Documents Pertaining To This Topic

  • Learning Is One of the Vital and

    Learning is one of the vital and fundamental elements in the life of a person that leads to growth and development, as it continues from birth till death. This learning process is noticeably witnessed by the individuals through the behavioral change pattern that occurs with the passage of time. In addition, the process commence from the time a person starts his education, matures and develops with their professional life (Kamble,

  • Learning a Second Language Psychological Aspects of

    Learning a Second Language Psychological Aspects of Learning Psychological Aspects of Learning a Second Language A foreign or second language "L2" can be defined as a language that is studied in such environment where it is not the common language for daily interaction. The reasons for learning second language (L2) vary from person to person because different people learn a second language for different purposes. Some learn it for enjoyment and internal satisfaction

  • Lesson Plan Amp Reflection I Didn t Know

    Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop

  • Branding New Service Dominant Logic

    Branding in Service Markets Amp Aim And Objectives Themes for AMP Characteristics Composing Branding Concept Branding Evolution S-D Logic and Service Markets Branding Challenges in Service Markets Considerations for Effective Service Branding Categories and Themes Branding Theory Evolution S-D Logic and Service Markets Branding Challenges in Service Markets Considerations for Effective Service Branding Branding Concept Characteristics Characteristics Composing Branding Concept Sampling of Studies Reviewed Evolution of Branding Theory Evolution of Marketing Service-Brand-Relationship-Value Triangle Brand Identity, Position & Image Just as marketing increasingly influences most aspects of the consumer's lives, brands

  • Investigations Workplace Violence

    Workplace Violence Everyday in the United States millions of Americans leave their homes and enter the places of their employment. Captain Among these millions, most report to work unaware of the prevalence of workplace violence or fully understand the gamut of actions that represent such violence. It is typical of the media to only report high profile cases including a former employee or a worker losing control - the most

  • The Philosophy of Neo Confucianism

    Neo-Confucianism is a philosophy which was born from the need to explain the existence of man and the universe in a manner which was just as complex as the Buddhist one. The philosophers which belong to this school of thought took the core of the Confucian philosophy and enriched it with contributions from other philosophies. It can also be stated that neo-Confucianism is a reaction to various provocations of philosophical

  • Memory Has Been Separated Into Three Categories

    Memory has been separated into three categories on the basis of the "amount of time the memory lasts." (Zhang, 2004, p.1) The three categories are stated to include the following: (1) sensory memory; (2) short-term memory; and (3) long-term memory. (Zhang, 2004, p.1) The focus of this brief study is to describe each of these memory storage processes. Sensory Memory & Short-Term Memory Sensory memory is reported to act as "a buffer


Read Full Term Paper
Copyright 2016 . All Rights Reserved