| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "LEARNING MEMORY": |
|
|
Nicotine: Learning and Memory, 2002.
An examination of the psychological and physiologial effects of nicotine on learning and memory.
2,071 words (approx. 8.3 pages), 5 sources, APA, $ 65.95
»
Click here to show/hide summary
Abstract
The paper examines the extensive research which has been completed on the physiological effects of nicotine - the addictive substance found in cigarettes - on the human body. The paper discusses the findings of this research which shows that nicotine, although addictive, may have some properties that could be considered beneficial in regards to learning and memory, particularly some tasks involving the consumption of nicotine before the completion of a specific memory/learning task.
Subtitles:
Nicotine Metabolites and the Neuropharmacological Effects of Nicotine
Is Nicotine Beneficial in Cognitive Functions?
Nicotine Interactions: Possible Improvement of Working Memory in Rats Environmental Influence, Nicotine, and Short-Term Memory
From the Paper
"The study by Crooks and Dwoskin (1997) say that many people that smoke cigarettes because of the immediate stimulation on the CNS that elevates mood and arousal. Smoking cigarettes causes the tobacco to release nicotine metabolites, which are probably responsible for the main effects on the CNS. Nicotine metabolites are thought to effect dopaminergic neurotransmission, and thus creating pleasurable feelings and an increased state of arousal. Different subtypes of nicotine metabolites could be present in different types of tabacco, therefore yielding many different feelings and reactions by the CNS. The reaction by the CNS is thought to be caused primarily by the nicotine metabolites, and not the nicotine itself. (Crooks & Dwoskin, 1997)."
| |
|
Learning and Memory, 2004.
A look at the influence of culture on learning and memory.
883 words (approx. 3.5 pages), 4 sources, MLA, $ 31.95
»
Click here to show/hide summary
Abstract
This paper examines the role of race in studying the psychology of memory and how culture affects how one remembers events because it impacts how one sees one's self and identity as competent or incompetent. It also looks at how culture affects memory, as well, in terms of the meanings attached to different materials and how meaningful materials are more likely to be remembered.
From the Paper
"To encourage memory in school, imagery techniques and other mnemonic strategies are often used by teachers in the hope that the image or the use of the mnemonic by the student will be more effective than if the student were to use one provided by the instructor. However, several researchers have suggested that the benefit occurs only with meaningful materials, and some researchers have found indications of a negative generation effect when meaningless material are used. (Lutz, Briggs, Cain, 2001, p.1) In short, when a student does not find something meaninful, he or she is likely not to remember it, and what is considered meaningful is by definition culturally contextual."
|
| Term Paper # 108058 |
temporarily unavailable
|
|
|
|
Cognitive Psychology and the Process of Learning, 1990.
An examination of the role of stress in learning and memory.
900 words (approx. 3.6 pages), 9 sources, $ 31.95
»
Click here to show/hide summary
From the Paper
"How the human brain learns and retains what it learns is a major issue in cognitive psychology and has been studied from a number of different perspectives. Stress is known to affect the way people learn and has been studied to see what effects it may have on learning and memory. For childhood learning, stress is often related to issues of child abuse, but there are many sources of the stress for both children and adults which can affect the processes of learning and memory.
Some of the research has concentrated specifically on what effects stress may have on the neural networks, known to have a role in learning and memory.
Barnes (1990) notes that researchers agree that neuronal activity is fundamental to the learning process and that it induces transient and permanent changes at many different levels..."
| |
|
Sleep Learning, 2003.
Discusses the learning of material while asleep.
1,125 words (approx. 4.5 pages), 6 sources, $ 39.95
»
Click here to show/hide summary
Abstract
Examines how the brain processes are affected by sleep. Discusses plastic cerebral changes that underlie learning and memory, functions of sleep, brain protein synthesis, and the role of sleep in learning and reprocessing memories.
From the Paper
"The following paper will present the topic of sleep learning or the learning of material, while asleep. While there are no experimental studies regarding the effects of sleep learning, science has shown that sleep is ..."
| |
|
E-Learning With an M, 2006.
This paper examines a relatively new learning technique: Mobile (m)- learning, which is being developed to complement classroom learning by promoting thinking skills, processes and the application of learning in real world contexts.
1,008 words (approx. 4.0 pages), 5 sources, APA, $ 35.95
»
Click here to show/hide summary
Abstract
The writer of this paper explores the effectiveness as well as the development of the m-learning system. The m-learning project is 64 million Euro, three year, pan-European research and development program supported by the European Commission's Information Society Technologies program. The main distinction between electronic (e)-learning and m-learning is one of accessibility, affordability and portability. The m-learning project has demonstrated that this method of learning can be used as more than just a personal enhancement tool. This paper details how competitive and collaborative learning activities can be activated when conducted with a media board. This paper also discusses the downside of this new technology. According to experts, before the full potential of m-learning's rich content can be realized, the limited memory of mobile devices must be addressed.
Table of Contents:
M-Learning Philosophy
Remote Field Trips
The Technical Challenge
References
From the Paper
"The m-Learning Project has demonstrated that m-learning can be used as more than just a personal enhancement tool. Competitive and collaborative learning activities can be activated when conducted with a Media Board. This tool allows users to divide their mobile phone/PDA screens into sectors containing various projects and communicators. Users send comments consisting of text, audio, pictures, and e-mails tailored to the sectors' different interests and levels. Comments may relate to solving problems competitively, communicating with team members collectively by phone, sending multimedia information to the Media Board, and editing the information on the Media Board into a complete multimedia presentation."
| |
|
The Psychology of Memory, 2006.
A discussion regarding the sensory memory, working memory and long-term memory.
900 words (approx. 3.6 pages), 1 source, $ 35.95
»
Click here to show/hide summary
Abstract
This paper looks closely at a chapter describing the inner workings of our human memory, and the three component system that we utilize to retail information. Using sensory memory, working memory and long-term memory we can learn to better encode information in order to be more successful students. The more meaning we can attach to our memories, the stronger memories they become.
From the Paper
"Memories can seem to be fleeting moments, shocking us when we can not seem to recall the most standard pieces of information, or surprisingly dense, as when details one thought completely unimportant rise clearly into our thoughts. Understanding the processes behind memory can aid our quests to recall specific information similarly to how an information processing system such as a computer or database works. Through a clear understanding of the three component model of memory--sensory memory, working or short term memory and long term memory--one can apply this awareness towards creating specific rehearsal and encoding cues which will be more likely to remain stable in our long term memory. While the processes of memory have been speculated upon for centuries, a current model describes memory utilizing technological imagery. "
| |
|
Repressed/Recovered Memory Therapy, 2002.
A look at the violation of the principle of listening to and learning from the patient in repressed/recovered memory therapy.
1,150 words (approx. 4.6 pages), 9 sources, $ 44.95
»
Click here to show/hide summary
Abstract
This paper discusses how the principle of listening to and learning from the patient is violated in the practice of repressed/recovered memory therapy. It is very dangerous, unethical, and has resulted in legal trouble.
| |
|
Memory Research, 1999.
Examines the history of experimental research in human memory. Discusses processes and structure, definition, researchers, models and theories, learning, short-term, long-term and more.
5,400 words (approx. 21.6 pages), 14 sources, $ 135.95
»
Click here to show/hide summary
Abstract
The subject of human memory has fascinated thinkers and scientists throughout recorded history. What people remember, and how they remember it, has an impact on every aspect of life. The performance of the simplest, everyday tasks is based on the ability to recall how they are done, and new information and experiences can only be fully assimilated if a framework of past experience exists
From the Paper
"The subject of human memory has fascinated thinkers and scientists throughout recorded history. What people remember, and how they remember it, has an impact on every aspect of life. The performance of the simplest, everyday tasks is based on the ability to recall how they are done, and new information and experiences can only be fully assimilated if a framework of past experience exists. Despite its overwhelming importance, however, human memory was, for centuries, only a matter for speculation. It was not until the late nineteenth century that the empirical study of memory began. As successive theories of memory were proposed, they were subjected to testing. Whether the proposed theories were confirmed or denied by the testing, the results inevitably suggested new paths for investigation, and further theorizing. After over one hundred years of study and ..."
| |
|
Recovered Memory, 2008.
A discussion of recovered memory and repressed memory.
773 words (approx. 3.1 pages), 7 sources, APA, $ 27.95
»
Click here to show/hide summary
Abstract
This paper examines the mental faculty of recovered memory and the neurological mechanisms involved in retaining and recalling past experiences. It takes a particular look at the controversy among psychologists regarding repressed memory and whether or not it actually exists. The paper asserts that much scientific research supports the validity of repressed memory. The paper also points out, however, that this research does not address whether repressed memories are true or false, such as in the case of testimonies when dealing with abuses or crimes. The paper concludes that such accounts should indeed be taken very seriously and should be critically examined in relation to other evidence.
From the Paper
"False memories are memories that were distorted or even created within and outside of the therapeutic context. Patients with psychological distress see a therapist as a source of help in their search for an "effort at meaning" (Clansy, cited in Furtado, 2003). Patients' memory is extremely susceptible that the subtlest suggestion made by a doctor can alter or create false experiences such as memories of abuse. They can be created by the use of several techniques, such as recovered memory therapy, hypnosis, guided imagery, and dream interpretation (Davis, Loftus, & Follette, 2001). An experiment carried out by Dr. Nader and Dr. Shafe may give a neurobiological insight into how memories are updated. Using the fear conditioning process, they trained rats to associate a tone with an electric shock. Once the memory was consolidated, they presented the tone and immediately injected a drug that would inhibit the production of proteins. The fact that the animals reacted instead of freezing at the sound implied that the memories became vulnerable to suggestions, and that the production of new proteins were needed to store them back into long-term storage (Blakeslee, 2000)."
| |
|
Emotions and Learning, 2006.
A discussion regarding the influence emotion has on our ability to learn and remember.
816 words (approx. 3.3 pages), 3 sources, MLA, $ 29.95
»
Click here to show/hide summary
Abstract
This paper discusses how neurobiological researchers have shown that emotions such as fear, stress, arousal and valance (positivity and negativity) all play a role in stimulating the brain in such a way that learning and memory occur. This paper focuses on the effect these emotions have on the learning process.
From the Paper
"Stress is another emotion that plays a vital role in learning and memory. Stress is actually the heightened awareness that one experiences in a situation where the outcome or consequences may be higher than normal. Everyone experiences stress to some degree on a daily basis; however, it is the most stressful situations that arouse the brain triggering the release of stress hormones. Within milliseconds of the stressful situation, epinephrine and norepinephrine are secreted. Seconds later, the secretion of cortisol follows. Research has shown that these stress hormones act on the brain and thereby modulate cognition, learning and memory. Therefore, a person who is under a lot of stress will be more likely to learn and recall information than someone who is not under a lot of stress."
| |
|
Learning, 2004.
This paper discusses the major theories of learning.
1,205 words (approx. 4.8 pages), 1 source, APA, $ 41.95
»
Click here to show/hide summary
Abstract
This paper explains that the major theorists of learning are: J.B. Watson and J.F. Skinner, behaviorists; Jean Piaget, cognitive theorist; Leo Vygotsky, social theorist; Albert Bandura, social learning theorist; and more recently, George Miller, the theory of information processing. The author points out that children?s natural curiosity to learn helped psychologists realize that learning was more than just developing observable behavior and that it did involve thinking processes. The paper relates that the information processing theory likens the human to a computer; information taken in by the senses is stored in short-term memory and put into long-term memory only if this information is used and practiced.
From the Paper
"Piaget observed many children and concluded that cognitive development proceeds through certain stages. He believed that children learned by a gradual process of looking, listening and touching. He postulated that children build their own maps or schemes with the information they take in through these senses. These maps or schemes help them to understand and respond to their environment and get more sophisticated as the child grows and develops. So the child in an experience, takes in information, makes his own sense of it, responds to the situation and stores the map. In future experiences he builds on these maps with the new present information and comes up with a new response to match the present situation."
|
| Term Paper # 31422 |
temporarily unavailable
|
|
|
|
Memory: How Reliable Is It ?, 2003.
Explores human memory and questions the reliability of memory.
1,450 words (approx. 5.8 pages), 6 sources, MLA, $ 48.95
»
Click here to show/hide summary
Abstract
This paper explains human memory and discusses how it is formed. It explores the mysteries the mechanisms of memory, the different levels of memory, and its reliability.
From the Paper
"According to the article by Dr. Helen Silvia, the temporal lobe is a region of the brain that presents a significant involvement with memory. It is localized under the temporal bone (above the ears) so named because hair in this region frequently is the first ones to become gray with time. There is considerable evidence pointing to this region as being particularly important for the storage of past events. The temporal lobe includes the temporal neocortex, which could potentially be the region involved with long-term memory."
| |
|
Autobiographical Memory, 2002.
This paper discusses autobiographical memory, one's ability to store information for events and issues related to one's self.
1,445 words (approx. 5.8 pages), 5 sources, APA, $ 47.95
»
Click here to show/hide summary
Abstract
This paper explains that autobiographical memory includes, not only memories for specific experiences, but also memories for the personal facts of one's life. The author points out that the brain uses two forms of memory storage: Semantic memory and episodic memory. The paper relates that autobiographical memories are some of the most important memories we have because they include our self-image, our knowledge of the world around us, and the recall of emotional and specific events, which help to influence our lives.
From the Paper
"Episodic memory plays a role in autobiographical memory in a number of ways. First, parts of autobiographical memories involve ?flashbulb memories?, or the memory for a situation in which we had high emotion or surprise. For example, one may remember the day in which the World Trade center was attacked. The memory of this event includes information such as the place of the event, the event which was interrupted by the high emotion, where one received the news, the feelings associated with the news, and the emotions of those around them."
|
|
|
