Episodic Memory

There is Declarative or Sematic Memory is the things that you know without a doubt and can describe it and use facts and talk about it for as long as you need. For example, I could tell you everything you need to know about how to make an

This article provides information on verbal short-term memory. Also, it explains the differences in performance for different types of verbal material by the inherent characteristics of the verbal items making up memory sequences. It is mentioned how short term memory in different types of experience with sequences of different types is supposedly controlled by studied exclusion by presenting numerous trials constructed from

After reading an article by Endel Tulving, he talks about memory retrieval with regards to the human brain. He states in his thesis "The purpose of the present article is to question the traditional view that remembering the past and knowing things learned in the past represent similar cognitive processes" (Tulving, 1989). He continues by saying "I would suggest that remembering and knowing, as these terms are used here, are more appropriately conceptualized as operations of two hypothetical memory systems, episodic and semantic memory, and that in that sense they are not only similar, as all memory systems must be, but also basically different" (Tulving, 1989). In Tulving's first piece of evidence to support the above thesis he uses an example of a case study.

Hello Professor and classmates, The episodic memory typically focuses on your memories events that happened to you personally; it allows you to travel backward in subjective time to reminisce about earlier episodes in your life (Matlin, 2012). This can include your memory for something that occurred more then 10 years ago. An example of an episodic memory would be something such as the 9/11 attacks. Where you were and whom you were around when you learned of what had happened.

How reliable are the two models or theories of the cognitive process of memory, “|…|the process of maintaining information over time” (Matlin, 2005) , known as the multistore model (MSM) and the levels of processing model (LOP)? Both of these models have been widely criticized, but simultaneously they have improved our knowledge and understanding of how the process of memory works. In this essay both of these models of memory will be evaluated by presenting the strengths and limitations of each. The first model, the multistore model, was put forward by Atkinson and Shiffrin (1968) which suggests that the concept of memory involves three stores; the sensory stores, the short-term store (STS), and the long-term store (LTS).

To start with the basis of understanding the memory, one must know that memories are stored in the hippocampus and prefrontal cortex. In a recent fMRI (functional magnetic resonance imaging) study over the past decade, researchers found that the hippocampus and prefrontal cortex have decreased in activity. The memory is a constructive surface and not so much reproductive. It can be distorted by being influenced by bias, association, imagination and peer pressure. As one goes to recall an event, the brain will now associate that memory with what is happening around them at the time of the recall.

A well known study called the “lost in the mall” study shed some very interesting light on the subject of long term memory.. This study had patients being told 4 stories about their childhood, and they would be asked for as much information as they can remember about each of the stories, however, without them knowing, one of the stories was false

If information stored in the short-term memory is not learned and given attention, it will decay over time (Schunk 2012, p. 183). The short-term memory has a small capacity, and large amounts of information cannot all be stored (Schunk 2012, p. 183). To make it esier, information can be shortened or broken up to fit it in the short-term memory (Schunk 2012, p. 183). Information that is used will be transferred into the long-term store/ long-term memory (Schunk 2012, p. 183). There are different strategies to strengthen the memory of information from short-term to long-term.

Interestingly Papagno (2016) stated that episodic memory is “information processed through the course of experience persists and can be retrieved past the experience and will continue to remain in the episodic memory for a long period”p.378. Comparing the two responses both suggest the same key idea about episodic memory. An application of long-term memory to apply this theory to practice is getting anyone to provide another with both textual and visual image of their most favourite memory. A limitation to this exercise is that how do we know if the person is being truthful in their response that undermines the whole point of the exercise which is to access the long-term memory in the episodic sub-category. It will have positive effects where

The experiments used the sampling method in order to be able to predict the probability of a participant experiencing an autobiographical memory or aa prospective memory. The results of the experiment were as follows, the younger participants showed the they experience prospective memory and autobiographical memory equally. They did not experience one over the other. The findings of this study when it comes to younger participants is connected with the results of the previous studies. During this study, it was also identified that the younger participants experienced prospective memory for a longer period of time as opposed to the other type of memory.

Introduction According to information processing model, short term memory has a limited capacity to hold information (Atkinson & Shriffin, 1968). The span of short term memory is said to be limited to about seven items (+2) (Miller, 1956 as cited in Terry, 2000). Short-term memory is also an active memory where we do our active memory processing (Lefrancois, 2000). For this reason, several researches have called the short term memory the working memory store (Gordon, 1989).

Although procedural skills such as learning to chart plaque scores, applying fixed appliances, removing and restoring decayed dental surfaces are acquired consciously, they become automatic through practice and once they are automatic, thinking about them may not necessarily improve them but instead impair them. Explicit memories are more complex as they are holistic, surrounding aspects such as sights, smells, tastes and emotions; usually a conscious effort is made for the intentional recollection of different aspects of previous experiences and stored information (4). Semantic and episodic memory are aspects of explicit memory where semantic memory refers to our knowledge of the world and episodic memory refers to our capacity to characterise

This can last for days and even decades. There are two types of memory in Long Term Memory. One of them is declarative memory. It is in the conscious minds.

As information is processed in the brain it is needed to be stored in either in long term memory (LTM) or short term memory (STM). Long term memory is storing information for retrieval at any time over a long period of time. Short term memory is storage for a short period of time with limited capacity. The way we store information affects the way we retrieve the amount and kind of information that is held. A process that allows for more storage in the STM is called chunking, the process of putting single information together that is similar into bigger recognizable pieces.

Another part of long-term memory is episodic memory, which attempts to capture information such as "what", "when" , "where". With episodic memory, individuals are able to recall specific events such as birthdays and anniversaries. Researchers distinguish between recognition and recall memory. Recognition memory tasks require individuals to indicate whether they have encountered a stimulus before. Recall memory tasks require participants to retrieve previously learned information.