Specific purpose: to increase my audience’s understanding of how memory functions and how it affects them. Central idea: Memory is a process of the brain which is prone to certain failures, although specific steps can be taken to guard against these failures. Introduction I. Memory problems can affect us in many ways. A. Some of you might have had problems finding your keys before you came to class.
B. Some of you have certainly suffered from ‘What’s Your Name Again?’ syndrome. 1. We can remember attributes of people without being able to recall their names. 2. For instance, you may not know my name but you would be able to recognize me as being in your class. II.
I will explain some of the basic ways memory can fail and how to take care of your memory. A. Memory can fail in numerous ways, from the common examples above to more devasting problems, like Alzheimer’s disease. B. Fortunately, brain problems like Alzheimer’s can be delayed or even prevented. C. In order to understand how human memory fails, we need a basic understanding of how it works.
Body I. Memory is a complex process that takes place primarily in the brain. Cite: Cognition Lab @ NASA, website A. Short-term memory is the first memory formed. 1. Short-term memory holds memories that were created recently for a short period of time.
The Essay on Initial Attempt Solve Problem Failed
The situation occurred when I worked in the planning department of the real estate company.At that time,the sales situation of a market project was not ideal,so we managed to adapt the business direction in the phase-two project. Upon analyzing our project site and costumer behavior,I realized that there was a niche market in home appliance business:The home appliance stores like Suning ...
a. includes sensory memory b. can turn into long-term memory B. Long-term memory stores memories created throughout our past that we may need at a future time. 1. For long term memory to be formed from short-term memory, three conditions must be met: a.
attention b. repetition c. connection 2. There are two basic types of long-term memory: Cite: Dr. Eric Kendel in States of Mind, Columbia professor and director of Columbia’s Center for Neurobiology and Behavior a. implicit i. knowing ‘how’ ii.
does not require conscious awareness b. explicit i. knowing ‘that’ ii. does require conscious awareness 3. When a lasting memory is formed and used, certain activities must take place. a.
Encoding/storage b. Maintenance, which can be affected by: i. interference ii. decay, or inability to access c. Retrieval, which is affected by the brain’s tendency to infer, and can take place as: i. recall, in which memories must be reassembled ii. recognition, in which brain only forms a connection C. In general, the brain’s system for creating and using memories is very effective, but problems often occur. II. Memory problems can occur in any of the three activities associated with memory (encoding, maintaining, retrieving).
Cite: Sharon Begley, Newsweek science/technology writer, who compiled the article ‘Memory’s Mind Games’ from interviews and published works from university professors and psychological researchers A. Memory malfunctions can be grouped into basic categories, although any memory failure may involve more than one of these categories.
1. Blocking involves an incomplete memory. a. This includes problems like knowing the 1st letter of a word only i. Research finds that proper names are blocked more often than any other words ii. Part of this problems is because names in Western culture are arbitrary. iii.
Sound is encoded separately from meaning. b. Frequency of use has a major impact on blocking. 2. Misattribution involves an incorrect connection between a memory and its source. a.
The Term Paper on Family Problem Factor Affecting The Student
All rules regarding the formulation of questionnaire questions – no matter who has created them and where they are to be found – have one crucial disadvantage: they only have limited use. Of course, they are more or less suitable as “general guides” which can point you in a general direction, but their importance usually diminishes when it comes to formulating specific questions for specific ...
For example, in giving this speech, I might remember that I read a certain fact in Sharon Begley’s article when it actually came from the book States of Mind. b. In a more disastrous situation, people can attribute something from their imagination (such as a dream) to something in reality. 3. Bias involves the influence of current events or preconceived notions to alter memory, such as: a. a divorcing couple remembering only bad things b.
Yale experiment in which people remembered stereotyped ‘black’ names as criminals 4. Persistence involves the tendency of negative memories to be more vivid and long-lasting. a. This happens because the amygdala processes ‘threatening’ events. i. Higher activity is linked to memory formation ii.
Stress hormones affect the circuit of neurons. b. Persistence can affect a person’s self image. 5. Suggestibility is the likelihood that our memories will be perceived differently because of the way in which and the reason for which they are retrieved. Cite: Dr. Elizabeth Loftus, author of Witness for the Defense. a.
Criminal cases can easily be tainted because of suggestibility. b. Memories can become stronger when the memory is rewarded or repeated. B. Although memory is vulnerable to many problems, simply being aware of them can help to counteract these common malfunctions. III. There are steps you can take to preserve the functioning of your memory.
A. The earlier you start, the better. Cite: Dr. David Snowdon (University of Kentucky), epidemiologist with interest in Alzheimer’s disease, author, Aging with Grace 1. Snowdon conducted a study of nuns in order to help determine how to prevent Alzheimer’s disease. 2.
Alzheimer’s is a serious disease which affects 1 in 2 Americans age 85 or older. 3. Predictors of the disease showed up in autobiographies written in the nuns’ twenties. Cite: Michael Lemonick and Alice Park, Time reporters, ‘The Nun Study’ B. Lemonick and Park reveal research-proven ways to keep your memory sharp and delay Alzheimer’s disease: 1. Head trauma increases chance of cognitive disorders. Reduce risk by: a. wearing a helmet.
b. wearing a seatbelt. 2. Occurrence of a stroke increases chance of Alzheimer’s. Reduce risk by: a. not smoking b.
The Term Paper on The Aging Brain And Alzheimer ’s Disease
Most of us sense that time is passing and realize that at some point death will be inevitable. Before we get to that ultimate end our body goes through various changes will ultimately lead up to that point. On average human life expectancy ranges from 70 to 80 years. As we began to age and start to approach the latter part of middle to late adulthood, our senescence, the process of getting old, ...
exercising regularly c. controlling blood pressure 3. Intellectual life lowers chances of Alzheimer’s development. a. More education statistically points to a lower risk. b.
Language skills are a proven indicator of risk. i. read ii. write c. Learn a new skill. d. Tax your memory.
i. tutor someone ii. crossword puzzle iii. scrabble iv. card games 4. Relationships with others affect one’s mental health. 5.
Diet will affect mental health. a. Folic acid was strongly shown in the nun study to be linked to mental health. i. found in breads, cereals, leafy greens, or vitamins ii. seems to protect brain’s central learning & reasoning regions from shrinkage b. All-around healthy diet is recommended.
Conclusion I. Take care of your brain, because your memory is one of your most important assets. II. Keep in mind that your memory is imperfect. A. Memory is generally effective.
B. People’s memories can make errors such that they believe in a memory that is inaccurate. C. Even your memory can fail, so don’t believe everything that you remember. Works Cited Begley, Sharon. ‘Memory’s Mind Games.’ Newsweek 16 July 2001: 52-54.
Conlan, Roberta, ed. States of Mind. New York: John Wiley & Sons, Inc., 1999. Human Memory. 1998. NASA Cognition Lab. <http://eos.arc.nasa.gov/cognition/tutorials/Mo delOf/Knowmore1.html>. Lemonick, Michael and Alice Park.
‘The Nun Study.’ Time 14 May 2001: 54-65. Loftus, Elizabeth, and Katherine Ketcham. Witness for the Defense: The Accused, the Eyewitness, and the Expert Who Puts Memory on Trial. New York: St. Martin’s Press, 1992..
