| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "MEMORY ABILITY AGE": |
|
|
Memory, Ability and Age, 1990.
Original research study in which independent t-tests were conducted to determine whether five separate measures of memory ability varied as a function of age.
1,350 words (approx. 5.4 pages), 4 sources, $ 47.95
»
Click here to show/hide summary
From the Paper
Abstract
"Independent t-tests were conducted to determine whether five separate measures of memory ability varied as a function of age. There were three significant differences revealing that young adults perform somewhat better than old adults in terms of: (1) the capacity to hold information in conscious awareness; (2} the ability to manipulate or transform information held in primary memory; and (3) the ability to recall words. No significant differences were found between young and old subjects on the measures of secondary memory capacity or the ability to remember the content of prose passages. Level of education and amount of reading done per week were not found to be correlated with memory ability."
| |
|
Memory Loss and Aging, 2005.
A discussion of the effects of aging on memory loss.
920 words (approx. 3.7 pages), 1 source, APA, $ 31.95
»
Click here to show/hide summary
Abstract
This paper discusses the hypothesis of a psychology research study examining the effects of aging on loss of associative memory. The paper agrees with the study that memory functions are vulnerable to the effects of aging.
| |
|
Short-Term Memory and Aging, 2008.
A discussion of the possible causes for short-term memory loss in old age.
2,550 words (approx. 10.2 pages), 11 sources, APA, $ 77.95
»
Click here to show/hide summary
Abstract
This paper addresses short-term memory loss among the elderly. The paper points out that the habit of viewing difficulties of short-term memory loss as normal in aging is countered by knowledge of the phenomenon as a frequent indication of changes in other memory functions. The paper mentions current models, which address short-term memory in relation to brain connectivity, such that impaired short-term memory may be read as a sign for other alterations in memory or brain function that are more significant. The paper looks into a variety of causes in order to gain a better conceptualization of a condition that is a frequent symptom, rather than a disorder all its own. The paper concludes that symptoms involving cognition and memory indicate something, and are not reducible to old models of steady decline, especially mental decline, in old age.
From the Paper
"An aging North American population and much research attention given to Alzheimer's and dementia have produced considerable knowledge of help in understanding other conditions of brain function including mental and nervous disorder. Grady, Furey Et Al (2001) examined altered brain connectivity and the decline of short-term memory of a sample of Alzheimer's patients and a normal control group. Alzheimer's disorder is increasing defined as a syndrome of dysfunctional connectivity within the brain whose most apparent indication is often much impaired short-term memory. Given the technology available to neurologists and neuro-psychiatrists of today, much more is understood of what happens to the memory of the Alzheimer's patient in addition to knowledge allowing us to know more of the normal or aging person who does not present the condition. Delays in cognitive processing due to Alzheimer's changes affect other aspects of memory. For instance, impairment in the functioning of the prefrontal cortex of means the patient cannot recognize a once familiar face, or the face of a caregiver or other individual that is seen daily."
| |
|
The Ability to Read, 2004.
This paper is a research proposal providing an extensive review of literature about the ability to read and describing a research methodology to evaluate the predictor effects of short-term memory and language ability.
10,640 words (approx. 42.6 pages), 93 sources, APA, $ 212.95
»
Click here to show/hide summary
Abstract
This paper explains in detail the process of reading and the many factors that can contribute to problems in learning to read. The paper details evaluating the predictor effects of short-term memory and language ability by testing children of low socioeconomic status between the ages of three and four years on reading skills. The author points out that, if the relationship of short-term memory and language ability is predictive, this knowledge might be helpful to the clinician in deciding which children to refer to intervention programs.
Table of Contents
The Meaning of Reading
Proper Reading Development
Decompose Reading
Alphabetic Principle
Passage Comprehension
Normal Reading Ability in Children Ages 6-10
Early Development to Promote Reading
Language and Reading Ability
Dyslexia, a Common, Worldwide Phenomenon
Hyperlexia
Receptive and Expressive Language
Short Term Memory and Reading Ability
Dyslexia and Memory Correlated
Types of Attention
Short-term Memory and Environmental Factors
Purpose of the Study
Rationale
From the Paper
"Genetic factors also play an important role in future reading and learning disabilities. Though the specific genetic influences such as identification of a phonological awareness gene have yet to be identified, certain lingual characteristics are inherited. Bishop studied a cohort of children from 86 families. The children presented with language impairments. The hereditary problems could be identified through a test of non-word repetition. Such a hereditary relationship was not found among respondents among respondents from the general population. The study concluded, that non-word repetition, inherited or not, is indicative of potential reading and learning disabilities."
| |
|
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."
| |
|
The Repressed/False Memory Debate and its Crucial Consensus, 2002.
Explores the nature of repressed memory and the ability of therapists to distinguish between true and false childhood memories.
3,650 words (approx. 14.6 pages), 9 sources, $ 133.95
»
Click here to show/hide summary
Abstract
Summary: The repressed/false memory debate is marked by sharp polarities of what Loftus terms firm believers and skeptics who "point to the reconstructive nature of memory and ask for evidence and corroboration". The debate is far from theoretical since individual's reputations and futures are at stake. While the claims and arguments on both sides of the controversy will be discussed, the purpose here is to explore the nature of memory, repression and dissociation to determine if therapists can distinguish between true and false memories of childhood trauma.
| |
|
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. "
| |
|
The Short and Long Term Memory of Infants, 2008.
An analysis of the literature regarding the presence or absence of memory in infants aged 6-12 months.
1,461 words (approx. 5.8 pages), 5 sources, APA, $ 48.95
»
Click here to show/hide summary
Abstract
This paper analyzes the literature regarding long term and short term memory in infants, focusing on infants aged 6-12 months. The paper hypothesizes that short and long term memory is evident in infants and that evidence of this will exist in some infants, while it will not exist in others. The paper also looks at the role that environment plays in determining the retention of memory.
Table of Contents:
Introduction
Methodology
Literature Review
From the Paper
"Bergman, Mahler and Pine (2000) conducted research in relation to infant memory and have concluded that the events that occur within an infant's life not only can be recalled, but are the basis for personality development throughout life (p. 6). This information is based on a theory of the infant-mother relationship in which Bergman, Mahler and Pine (2000) stipulate serves as the foundation of all memory in infancy and supports cognitive development consistently (p. 6). The researchers have concluded that it is this relationship that will indicate whether or not the person has later psychological issues that must be addressed and this relationship that affects how the person will ultimately function in the world. This research, however, is limited because it only provides for a comparison of theories that are then evaluated to support the research concept and it draws conclusions about infant memory that are not based on actual data from the observation of participants."
| |
|
Memory, 2002.
An analysis of the results of a research study to examine the differences between age groups on three components of memory function.
845 words (approx. 3.4 pages), 9 sources, MLA, $ 30.95
»
Click here to show/hide summary
Abstract
This paper discusses how as the baby-boom generation has aged, the study of aging has become progressively more important and as a result the field of gerontology has become mature and studies on the effects of aging on memory have been at the forefront of this growth. It examines the results of a research study that was conducted to examine the differences between age groups on three components of memory function. The components investigated were working memory, implicit/explicit memory, and semantic organization.
From the Paper
"The examination of aging and memory is now a heavily researched area. Recent studies have included investigations of age-related slowing of information processing in mental imagery tasks (Briggs, Raz, and Marks, 1999) and the influence of physical ailments such as hearing loss on both memory and memory-related tasks (Alain and Woods, 1999). Another area of scrutiny has been the differences in memory in younger and older people. Maki, Zonderman, and Weingartner (1999) recently completed a study that indicated that, while younger people performed better than older subjects on some memory tasks, the performance of the older respondents was better if their self-assessment of their memory was accurate, lending some more confirmation to the metamemory studies of Zelinski, et al."
|
| Term Paper # 103171 |
temporarily unavailable
|
|
|
|
The Memory of Children, 2006.
This paper summarizes and critiques recent journal articles and books about social influences on memory in children.
4,605 words (approx. 18.4 pages), 7 sources, APA, $ 119.95
»
Click here to show/hide summary
Abstract
This paper explains that children in the pre-operational stage of development (ages 2-6) are limited in their ability to think and perceive because they are both egocentric and intuitive, seeing the world only in black and white, and because they believe that all things, both animate and inanimate, have the ability to think and fee. (animism). The author points out that the development of memory in children makes them susceptible to social influences and the recollection of false memories; therefore, children are particularly affected by suggestibility and interviewer bias. The paper suggests future investigation of childhood memory assessment as it relates to education and to children being interviewed in familiar surroundings. The paper includes several long quotations.
Table of Contents:
Introduction
Social Influences on Memory in Children
Future Research
Conclusion
From the Paper
"As it relates to interviewer bias, the article asserts the interviewer bias occurs when an interviewer has a priori of beliefs concerning and event and because of these beliefs fashion the interview to exploit disclosures from the interviewee that are consistent with the interviewer's aforementioned beliefs. The article contends that one characteristic of interviewer bias is the attempt to collect only confirmatory evidence and to evade all questions that may generate disconfirmatory evidence."
| |
|
Ability Grouping, 2004.
This paper is a research proposal with an extensive literature review that investigates the effects that ability grouping has on students? academic achievement and other factors, especially on students with lower ability.
3,810 words (approx. 15.2 pages), 14 sources, APA, $ 104.95
»
Click here to show/hide summary
Abstract
This paper explains that the question of the whether it is beneficial or not to separate students according to aptitude or ability level has been extensively discussed and researched, but the evidence has supported of both sides of the argument. The author plans a quantitative study of approximately 3000 students in the seventh and eighth grade, half of which are in heterogeneous learning situations, and the other half are in homogeneous learning situations according to ability level. The paper states that the research hypothesis is that ability grouping, in comparison to alternate forms of placement, will result in different levels of self-esteem, academic self-concept or efficacy for studying, test anxiety, and academic achievement for those students in the ability groups versus those who are not, as well as differences between those students in high versus low ability groups.
Table of Contents
Introduction and Literature Review
Purpose of the Study
Research Questions
Hypothesis
Research Method
Sample Characteristics
Data Analysis
Timetable
Limitations
Significance of the Research
From the Paper
"Tracking is the most extreme form of ability grouping. This type of grouping involves sorting pupils according to a standard measure of achievement or ability, such as achievement tests, IQ, or GPA. Pupils are arranged into ?tracks? ranging from the highest ability to the lowest ability, and often remain in these homogeneous groupings for the entirety of their schooling, regardless of any performance differences between subjects. Also, mobility between tracks is rarely possible, which results in students remaining in the same track throughout their education, irrespective of changes in academic, personal or social factors."
|
| 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."
| |
|
Alcohol and Memory, 2002.
Studies the effects of alcohol on memory and the variants of the concepts 'alcohol' and 'memory' in pscychological research, using articles as references.
775 words (approx. 3.1 pages), 6 sources, $ 30.95
»
Click here to show/hide summary
Abstract
In experimental psychology research that studies the effects of alcohol on memory, there are significant differences in the ways "alcohol" and 'memory' are conceptualized. In the articles reviewed here, this paper will be drawing attention to the differences of context, that is, how the researchers have identified the relations of alcohol and alcoholism in contexts of studying memory processes.
|
|
|
