Abstract
This paper discusses Vygotsky's outlook on the long and short-term memory of infants. It further shows Vygotsky's belief that from the time of birth children learn from their environment. The paper also describes how the family setting affects the child for the rest of his or her life because the actions and cognitive behavior that is learned is supported at each level of development as the child ages.

From the Paper
"Vygotsky (1987) believed that from the time of birth children learn from their environment. Infants are exposed first to their parents and siblings that teach them actions and gender roles (p. 223). These teachings then affect the child for the rest of his or her life because the actions and cognitive behavior that is learned is supported at each level of development as the child ages. Piaget (1954) concluded that memory was developed in children through learning in stages, which required the..."

Tags:memory, infant, study

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."

Tags:environment, retention, cognitive, personality

Abstract
This paper is a research study focusing on the short-term memory skills of 4th and 5th grade special education students who eat breakfast regularly, as compared to those who eat no breakfast or only occasionally eat breakfast before attending school in the morning. The author provides a comprehensive overview of all aspects relating to the study and states that the findings of this research could promote the implementation of school breakfast programs in elementary schools, or encourage schools to continue the program they may have already established. The author has also included seven appendices relevant to the work.

Outline:
Title Page
Table of Contents
Abstract
Chapter 1
Introduction
Background of Study
Statement of the problem
Purpose
Significance of Study
Research Question
Assumptions
Delimitations
Definitions
Summary
Chapter 2
Review of Literature
Introduction
Effects Of Missing Breakfast
Breakfast Before School
Summary
Chapter 3
Methodology
Action Research Plan
Site Setting
Participation
Data Gathering Methods and Procedures
Measurement Methods
Procedure
Ethical Considerations
Data Analysis
Summary
Chapter 4
Data Analysis and Discussion
Findings
Discussion
Limitations
Chapter 5
Summary and Conclusions
Conclusions
Implications for Teaching Practices
Implications for Further ResearchReferences
Appendices
Appendix A Student Breakfast Log
Appendix B Principal School Site Consent Form
Appendix C Notice to Fifth Grade Teachers
Appendix D Parental Consent Form
Appendix E Questionnaire for Students
Appendix F Time Line
Appendix G Tables

From the Paper
"A small sample of 4th and 5th grade Special Education students at three area public schools will participate in a mixed qualitative-quantitative study to see if there is a direct relationship between regularly eating breakfast before school and short-term memory performance. Students will complete surveys regarding their ability to attention and focus after eating breakfast. The findings of this research could promote the implementation of school breakfast programs in elementary schools, or encourage schools to continue the program they may have already established."

Tags:academic, tasks, recall, quantitative

Abstract
This paper examines the different types and causes of stress and looks at their impact on the body. In particular, it reviews the literature and proposes a study to investigate the effects of physical and mental stress on both short and long-term memory.

Outline:
What is Stress?
Types of Stress
Symptoms of Stress
Stress and Memory
Analysis of Questionnaire
Analysis of Pulse Rate
Analysis of Blood Pressure
Analysis of Salivary Cortisol Levels
Results of Memory Clinic Tests
Limitations of the Study
Suggestions For Additional Research
Conclusion

From the Paper
"On a lighter note, research has found that the Cortisol induced inhibition of short-term memory is reversible. Elzinga documented that though working memory was inhibited in the Stress State, the rats returned to normal functioning after only ten days of non-stress situations (2005). Signifying with appropriate coping and managing stress individuals can ensure their health. There are a number of ways in which individuals can reduce the effects of stress in their lives. Exercise, proper diet and relaxation techniques can help with releases for built up tension and stress for individuals. Exercise has proven very effective in stress reduction."

Tags:relaxation, Cortisol, pulse, long, short, term, hypertension

Abstract
In this essay, the writer discusses the article "The Relative Kicking Frequency of Infants Born Full-term and Preterm During Learning and Short-term and Long-term Memory Periods of the Mobile Paradigm". The writer explains that this experiment was done to compare full-term infants' to preterm infants' kicking in a task-specific manner, which is the mobile paradigm. The writer maintains that one purpose of the study was to see if infants would increase the kicking of their tethered, or right leg, to make the mobile turn. Further, the writer notes that another purpose of the study was to test if the infants would not only learn the mobile paradigm on day one, but would also retain this task for a short-term memory period of 24 hours, and the long-term memory period of 1 week.

Outline:
Hypothesis
Participants
Setting
Research Design
Procedure
Results
Methodological Issues
Integrated into Classroom Material
Personal Reaction

From the Paper
"For the first three minutes there was baseline; the mobile was attached to the left side of the crib so that when the infant kicked the mobile did not turn. For the next nine minutes, called acquisition, the mobile was moved to the right hand side of the crib so that when the infant kicked their tethered leg the mobile moved. For the comparison group the mobile remained on the left and the investigator moved the mobile with a transparent wire. During minutes 12 to 15 there was extinction where the mobile was back on the left hand side and the kicking did not move the mobile. For the full-term group there were three testing sessions. The first two were on consecutive days and then the third one was one week later. The preterm group had 12 testing sessions: 2 sessions consecutively for 6 weeks. During each of these sessions the kicks of the tethered and non-tethered leg were recorded."

Tags:experiment, neonatal, birth, mobiles

From the Paper
"The short-term memory experiment to be described in this paper is an attempt to verify the Bieder-Szafran experiment, which is a variation of the Buschke experiment of 1962. Previous to the time of Buschke's experiment, short-term memory studies had been conducted according to the classical method of simply presenting a given amount of information to a subject, who was then asked to recall or recognize, either in oral or written manner, as much of the material presented as he could. G. A. Miller used this approach in the study in which he determined the memory span for humans to be seven, plus or minus two. Miller also stated that the accuracy and amount of recall depended not on the information content of the material, but instead on the number of items presented. This was in 1956."

Abstract
This paper examines the nature of temporal memory, visual perception, and attention shifts through eye movement prove intriguing subject matter. The paper looks into two particular experimental designs used to investigate these issues. The first investigates how eye movement and visual short-term memory are related to pedestrian traffic behavior. The second experimental design tests the correlation between television viewing and the ability to read stereograms. Both television viewing and comprehension of stereograms require a long period of looking at once spot and taking in visual information, though one involves absorption of moving information and the other involves absorption of still information. The paper explains that both designs observe eyeball movement and visual focus in terms of competency tasks and that one involves the real-life scenario of pedestrian behavior, while the other involves the ability to detect hidden geometric patterns using visual focus. The paper concludes that the first experiment is an important test to implement because pedestrian traffic fatalities prove to be a dominant and historical problem, while the second test is interesting because the ability to glimpse the hidden images in stereograms is still an unsolved mystery.

Outline:
Introduction
Experimental Design
Non-Experimental/Correlational Design
Conclusion

From the Paper
"The problem is how to test the hypotheses in an ethical fashion. Restricting the potential eye movement and scope of vision of pedestrians as they walk through real-life traffic would be very ethically wrong. Instead, a simulation needs to be developed whereby the safety of subjects is not compromised. In this case, the simulation can come either via reconstruction of a traffic scenario (difficult to enact) or in terms of a computer simulation (which poses no safety risk). A number of computer games already exist in which traffic and pedestrian behavior are a major part of the game. An obvious example is Grand Theft Auto, though as this game is controversial (violence, bad language) it may not be appropriate. The game "City Life" would be better, as it is visually very realistic and easy to maneuver. Other Sims games may be also appropriate and are readily available. However, in order to eliminate the chance of video prowess of being an extraneous variable, the game should be very simple and easy for computer game "beginners" to maneuver. A pedestrian street version of city life, or a fairly "clean" part of Grand Theft Auto, may be appropriate. The scene selection is one whereby intersecting traffic is a consideration and the A to B point of pedestrian travel is a fairly straight, easy-to-monitor course."

Tags:focus, psychology

Abstract
This paper relates that novelist and short story writer Alex Keegan, in his article "The Short and the Long of it", discusses the difference between writing novels and short stories, how writers write and what writing is. Next, the author evaluates Kegan's position, in the raging debate over whether writing is an art or a craft, that writing is both an art and a craft, both learned and inherent. The paper concludes that the author agrees with Keegan that by considering writing to be both a craft and an art and by acknowledging that writing does come with an organized guide, writing can be more easily learned and taught.

From the Paper
"I found this description of particular importance for beginning writers and those who teach them. In many college and high school classrooms, writing is looked at as a chore and almost a punishment. Students do not want to write because it is boring or tedious to them. But most of all, students do not want to write because they are afraid that they cannot do it. They have been given years worth of papers marked up in red where the teacher was trying to take their voices and make them her own. If teachers understand that writing can be learned by every individual, and that every individual has a voice, the teaching of writing will become a much more beneficial discipline."

Tags:craft, gift, afraid, categories, checklist, accessible