Memories

Virtual Memory With today’s modern technology, we need to ensure that our computers are able to run quick and with ease. In order to run programs with speed, Individuals need to ensure that they have sufficient memory to allow for programs running. Computers come with memory, but sometimes It Is not enough to run what Is needed or wanted. One way to ensure speed Is to use virtual memory. Virtual memory can be described as memory that emulates RAM, and allows programs to run as though the computer has more memory than It actually does.

This Is a great benefit for Individuals who are running various programs at one time. According to Mr.. Stallings, he wrote “virtual memory allows for very effective multiprogramming and relives the user of the unnecessarily tight constraints of main memory” (p. 343, 2012). Using virtual memory is a good choice to help run programs on your system. There are two approaches to providing virtual memory in a system. They are paging and segmentation. Paging is dividing the processes into very small fixed pages. When pages are loaded a page table is created.

Segmentation is for varying of sizes. When segments are loaded a table is created for this process. A benefit is that paging and segmentation can be combined in memory management. Some benefits of using virtual memory are freeing up your systems RAM, cheaper than buying more RAM, and using either an external hard drive or USB thumb drives also gives you space to use. Freeing up your system’s RAM is easy to do by closing out programs you are not using at the moment. This frees up space to be used by a program you are needed at the moment.

RAM on some systems is not overly priced depending on the type. Individuals can spend a lot of money on upgrading their RAM if they are not careful with what they really need for their system. Two examples of virtual memory are an external hard drive or a USB thumb drive. Either of these can be used in connection to your system to give virtual memory. Trying to run many programs at one time can cause your RAM to be full, and then no other programs can be started until others are closed. This is beneficial if you receive an error message stating memory Is low. Inning virtual memory is an alternative to buying more RAM for your system also. Stallings wrote “the addresses a program may use to reference memory are distinguished from the addresses the memory system uses to Identify physical storage sites, and program-generated addresses are translated automatically to the corresponding machine address” (p. 341 , 2012). If an Individual wants to change the size of their virtual memory, they can on their system. They can right click on their computer Icon, and click on properties.

Click on the advanced settings tab, look down or the performance part and click settings. Your system will show a recommended amount of virtual memory, but the person can change It to what they feel Is needed. This is something that can be changed at any time just in case someone tries running on what they think is needed for their system. When installing and running programs, everyone would like their system to run quick. Having the right amount of RAM and virtual memory can help your system run smoothly and efficiently.

The reliability of human memory, though typically seen as quite accurate and trust- worthy, has been questioned by researchers in recent decades. In particular, one area of memory that has raised questioning is emotional memories that are extraordinarily vivid and detailed, which were first referred to as flashbulb memories’ in 1977 by Roger Brown and James Kulak, which occur due to powerful events such as the death of Princess Diana, and the terrorist attacks on 9/1 1 . These memories are not as reliable as perceived, and do not provide accurate details of past events liable.

This can be seen in the following two Journal articles; one which looks at memory recollection after 9/1 1 occurred over 3 different time periods, straight after, 1 year after and 3 years after, and the other looks at the flashbulb memories produced after the nuclear attacks in Japan in 1999. It is important to adopt the idea that flashbulb memories do not provide accurate details of past events reliably, and more so look at them Just like every other memory. The first Journal article examines long-term retention of memory from the tragedy hat is the terrorist attacks of September 1 1 .

The study had over 3000 individuals from seven US cities report on their learning of the attacks, as well as details about the attack, one week, 11 months and 35 months after the assault. The following were focused on in the study: ” (1) the long-term retention of flashbulb and event memories, (2) the comparative retention of emotional reactions with the retention of other features of a flashbulb event, (3) possible difference in the underlying processing associated with the formation and retention of flashbulb and event memories, and (4) the factors that shape long-term retention, including the role of memory practices. ” (Hirsh W.

Et al, 2009, Para. 3) The study was conducted simply through 3 similarly designed surveys for the different time periods, with the first 6 questions relating to developing consistency of flashbulb memories, the next 4 on the accuracy of event memories, and the remaining questions on predictors, with confidence levels recorded for each answer as well. Concluding the research study, it was found that the rate of forgetting for flashbulb memories and event memory lows after a year, the strong emotional reactions drawn out by flashbulb events are remember poorly, and that the content of flashbulb and event memories stabilizes after a year.

The second Journal article consists of a study that looks at the nuclear accident that occurred in Japan, in 1999 and whether or not different aspects such as the source, place, activity or people have an effect on the accuracy of flashbulb memories. The study was conducted through a questionnaire which was distributed twice; 3 weeks and a year after the event occurred, to people that lived on the site of the bombing as ell as in the surrounding area. The questionnaire asked such questions as “from where did you receive the news? And, “how many times did you talk about it with other people? ” at both time periods to see the consistency of answers, along side to see if there was any outside influence on the persons memory. The results from the study determined that only a small portion of participants indicated accurate flashbulb memories, alongside this, those that did have accurate flashbulb memories reported rehearsing the memory more than those that had inaccurate memories – his encourages the idea that flashbulb memories are formed through rehearsal, rather than at encoding. (Attain, h. , et al. , 2005, p. ) Like every study, the one regarding September 1 lath also has strengths and weaknesses when collecting and evaluating the data to come to a conclusion on the accuracy of flashbulb memories, however the strengths of the study outweigh that of the weaknesses. The first strength of the study is that it provides data not only from one time period from when the event occurred, but from multiple so that it can not only look at how much is remembered over a certain period of time, but also to an extent at what rate memory retention declines, as well as stabilizes, which as mentioned earlier the rate of forgetting slows after a year.

Another strength of the study is that by providing confidence levels, it also helps to show whether or not the person doing the survey was guessing to fill in the answers, or if they genuinely believed what their memory was telling them, which as a result showed on a whole that memory is not as trustworthy as perceived, with many people reporting different Tories several years later, with very high confidence levels. Weaknesses are also evident in the study, however not as weighted as the strengths for it.

One weakness that is prominent in the study is that because the survey is not done in a controlled environment, and is rather sent in the mail to the person, when completing the survey there could be other factors in the persons home which may potentially affect what they are thinking at the time, and thus could provide inaccurate data in the long run. Another weakness in the study, although it does not have too large of an impact, s that health issues had not been accounted for, which in turn could potentially alter the overall data.

Overall it can be seen that the strengths of the study outweigh that of the weaknesses, and therefore the study provides accurate data which in turn shows that flashbulb memories do not provide accurate details of past events reliably. The study conducted regarding the nuclear accident in Japan has numerous strengths and weaknesses involved in the collection and evaluation of the data, which ultimately affects the outcome of the study.

In this study the strengths outweighed that of the weaknesses. The first noticeable strength in the study is that it looks at the four different aspects – the source, place, activity and people – which provides a broader understanding of what information, if any, is retained accurately. Though from the study it showed that each factor didn’t have too large of an impact, and that flashbulb memory is not as accurate as first thought.

Another strength of the study is that unlike in the first study, for this one the exact same questionnaire was used at both different time periods, so that it is a lot easier to compare insistence, rather than having different questions which potentially could be interpreted incorrectly. Alongside the strengths of the study, there are also weaknesses, one of which being that it does not look at lengthier time periods after the event happened, and it only looks at 2, unlike the other study which looked at 3.

This could throw out the overall results of the study, however it still provides a general idea. Another weakness in the study is that Just like the first study, it does not take into account peoples health problems, or even age, which has a chance of providing incorrect data. However, looking at the strengths of the study, they outweigh the weaknesses in the sense that they show that flashbulb memories do not provide accurate details of past events reliably.

In conclusion, the human memory, is not reliably accurate in providing details of past events. This was shown specifically after analyzing different Journal articles that look at flashbulb memories. In conclusion to the Journal article that tested flashbulb memory against the 9/1 1 attacks, it was concluded that the strong emotional reactions drawn out by flashbulb events are remember poorly, and that the content f flashbulb and event memories stabilizes after a year.

In the following study that was conducted after the nuclear accident that occurred in Japan in 1999 was analyses, it was concluded that the idea that flashbulb memories are formed through rehearsal, rather than at encoding. After analyzing the following articles, it has been concluded that flash bulb memory is not and has not been reliable for recollecting events accurately. For future research for each of the studies, the surveys should be consistent over the time period so that accurate information is collected.

Also, health ND age should be taken into account to reduce risk for incorrect data.

How does Diagram’s novel The Longest Memory enhance our understanding of the immorality of slavery and the horrible suffering of slaves? By glowered How does Diagram’s novel The Longest Memory enhance our understanding of the immorality of slavery and the horrible suffering of slaves? The Longest Memory by Fred Diagrams is a multi-faceted narrative that follows the life of a hundred year old slave Whitecap and the lives of those on the Whitecap plantation in the late asses after the death of a young slave boy, Chapel.

The Longest Memory heightens our understanding of the horrific suffering endured by slaves through an omniscient perspective with a graphic nature, written in a way that makes characters easy to relate to and understand how slavery impacts them personally. The Longest Memory features an omniscient perspective to tell the story of Whitecap and his step son. By using so many different styles of writing to give accounts from each character, Diagrams enables the readers to further understand how the slavery system impacted not only the African slaves, but also the lives of the hit people around them.

Within the novel, each chapter is an excerpt from the lives of the people vital to the death of young Chapel. The style of writing varies between each chapter, enabling readers to relate to the characters on a more personal level. The contrast between the characters can be observed Just from the different styles of writing used to embody the thoughts and feelings of each character. Whitecaps chapter reflects his life that is like “counting hours that drag through the dark”, while Sanders Senior’s diary entry style writing provides an absolute insight into his mind and feelings.

Contrasting both of these accounts, is Lydia chapter, written in a way that enables readers to see a side of Chapel they wouldn’t otherwise see, Lydia describes how “the lady I have become crept up on me” as she continued her life with Chapel before his death. By writing the novel from so many points of view, Diagrams opens the minds of those directly effect by slavery to the readers. Within The Longest Memory, the graphic language heightens our understanding of he immoral treatment of the African slaves by directly addressing the problems within the Whitecap Plantation.

The biggest conflicts occur in the Cook, Sanders Senior and Whitecap chapters, where the rape of Cook and death of her son are central difficulties. The varying chapters discuss the monstrous and traumatizing rape of Cook by Sanders Senior, where both Cook and Sanders voice their experiences. Sanders describes a struggle where “she [Cook] fought so much that both our clothes were torn”. The language used to discuss such a horrific event eighteen a sense of immorality within the slave system. Another graphic scene in the novel is where the audience experience the death of young Chapel through his father’s eyes. L literally saw the boy surrender to that whip” Whitecap states, creating a feeling of sorrow and heartbreak within the reader. Diagrams uses such visual language to express to readers the extent of the agony endured by slaves. Diagram’s novel gives a deep insight into the impact of slavery on each individual. Whitecap opens the narrative by discussing how the events throughout his 100 ears caused him to become “nobody, nameless”. Mr.. Whitecap and Sanders senior express contrasting views on the “treatment of his slaves” as Mr.. Whitecap “thinks I’m too severe with them”.

Lydia, Cook and Chapel, all have quite similar and remarkable chapters as each individual express their wisdom and loathe for the slavery system. These chapters leave the readers feeling indignant as such charismatic and lovable characters are cheated of happiness and freedom. A major contrast to these chapters is the excerpts from The Virginian and the Plantation wieners chapter, where readers can experience the views and values of the world outside of the Whitecap Plantation and understand how the “degree of humanity’ was vastly different and much harsher on other plantations.

Through an omnipresent perspective, Fred Diagrams conveys the impact of slavery on each of the characters in The Longest Memory using graphic language that allows readers to feel the characters emotions. The Longest Memory is an in depth exploration of the immorality, suffering and injustice of the Africans forced into slavery in the asses.

Human memory is subject to error because human memory Is Imperfect Just Like many things In nature. The way we perceive things are not always accurate. Memory is not like a movie camera it is reconstructive. According to Wade & Travis (2012), “Because memory is reconstructive, it is subject to confabulation–confusion of an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened” (p. 266). In essence infatuation is hearing a story or an event and believing that story or event is” your” story or event.

Memories that have been affected by confabulation can feel real even though the memories are false. Memories can be subjected to error because sometimes our memories piece together many parts and merge them all into one memory which is known as source misinformation. What might influence human memory? Memories can be influenced by many factors to Include but not limited to the power of suggestion, stress/anxiety, brain Injuries, mental Illness, and traumatic events. Those are a few of the influences I believe affect human memory.

Human memory can be influenced by people we trust either directly or indirectly telling the subject that something happened when it did not actually happen. When we are affected by high stress or anxiety we may not correctly remember details. When the human brain has an Injury or is affected by mental Illness memories can be Influenced by improper thought processes. Traumatic events can Influence human memory by altering a subject’s memory as a form of self-preservation. Through my personal experiences I have seen many of the above listed influence human memory.

In light of the points that the Loft’s article brings up, what kind of implications do the limitations of human memory have on eye-witness testimony? I believe that some of the Implications of the limitation of human memory have on eye-witness testimony Is the unreliability of human memory and human emotions. According to Abramson, memory experts such as Loft’s have been proving that not only Is memory unreliable, it can also be so utterly manipulated as to render it next-to- selves as pivotal evidence in criminal cases”.

Memories that have been manipulated can provide incorrect testimony and without any further evidence can wrongfully convict an innocent person. In closing I believe that memories are a snap shot of a moving picture which can be changed or altered as a subject’s memory sees fit.

Learning and Memory Jessica A. Rountree, Brenda Bejar, Lisa Jackson, Derek Delarge PSY340 November 14, 2011 Dr. April Colett Learning and Memory On the surface learning and memory are connected easily. When an individual learns to walk, they retain the information in the memory. The learning process is something that happens every day. As human beings we are programmed to learn life lessons, and retain them in our memory. The memory keeps pictures, smells, experiences, and tastes for us to learn how to live our lives. Learning is the experiences we have, and memory stores this information (Pinel, 2009).

It is as simple as that. However, researchers have found how the brain functions while retaining memory. A closer look into learning and memory one find’s it is not quite that simple. The brain, although protected by the skull, is a fragile organ. A blood clot, a blow to the head, or drug use can damage the brain enough that learning is stunted, and memory does not exist. For an individual who cannot remember 20 years of their life due to a car accident is going to experience psychological damage as well. It is not just the absence of memory itself, but the fear as well.

Learning and memory are something that the majority of individuals take for granted. There are those that can learn, yet not retain memory. Amnesia patients often can retain motor skills, a learned skill, however, cannot recall memories. Memory and learning deficits affect an individual to life’s core. Depending on what type of deficit is occurring learning and memory may not be related. Retaining the ability to walk means learning is still in place, however not knowing what you had for breakfast is memory. Knowing how to eat is a learned response to feeling hungry.

The mind works the knowledge presented to it. Whether that knowledge is carried properly thought the process of the brain is a different story. An individual can experience death so many times they learn it is a part of life. However, it is the memory that betrays us. Learned information leads to memories. Long-term potentiation (LTP) shows facilitation of synaptic transmissions following an electrical stimulation at a high frequency. This study was done mostly on rat hippocampus. The hippocampus is where the process of learning and memory take place.

During research on rats it was found that the co-occurrence of firing presynaptic and postsynaptic cells must fire at the same time to induce LTP (Pinel, 2009). Hebb’s postulate for learning is the assumption this co-occurrence is physiologically necessary for learning and memory. He states the axon of cell A nears cell B and excites it. This closeness talks part in firing. Growth processes or metabolic changes take place in both cells (Pinel, 2009). Even to the smallest molecule learning and memory are intertwined with one another. Misfires of these cells can cause poor learning and retention.

Researchers would not know the extent of the unique relationship between learning and memory if not for the rat experiments. What makes learning possible is also what makes memory possible. The neurons take information to the hippocampus where it is divided, processed and stored. In Pavlov’s conditioning experiment, he learned that a conditioned response can be created from memory (Pinel, 2009). Given the limits on information processing capacity, the specific details encoded and retrieved in memory come at the expense of other details.

Comparing the types of details and processes that individuals from one culture prioritize over others offers insight into the type of information given priority in cognition, perhaps reflecting broader cultural values. The properties of memories and the types of memory errors people commit offer a window into the organization of memory. In terms of types of memory errors, if people falsely remember conceptually related, but not phonologically related items, it suggests that the meaning of the information is critical to the organization of memory, whereas phonological information is not (Chan et al. 2005). Information can be encoded not only in terms of its precise properties (e. g. , remembering the unique perceptual features of an item) but also in terms of its gist, or general thematic properties (e. g. , a category or verbal label). One example of highly specific memory representation comes from the literature on priming. Priming occurs when prior experience with an item facilitates a response. Its effects are implicit: they do not rely on conscious recollection the item encountered previously.

Although people respond to different examples of the same item (e. g. , a different picture of a cat) more quickly than to unrelated items, suggesting facilitation from prior exposure to a related item, the benefit is smaller than it is for a repeated presentation of the original item (Koutstaal et al. , 2001). The functions of the brain are well known for the control of the functional memory and learning and how the two have become interdependent. When individuals begin to stimulate the memory is when the learning occurs. Stimulating learning incites memory.

With the knowledge at the center of the attention, it is imperative to stimulate the brain through lifelong learning so that one can start to achieve longevity and quality of life (Khorashadi, 2010). The brain is the organ is responsible for what we refer to as the mind. The basics of the mind are feeling, thinking, wanting, learning, behavior and memory. Memory is the fundamental mental process of the brain. If as humans if we not have memory then we are capable of simple reflexes and stereotyped behaviors. There are two different types of memory the declarative memory and the non-declarative memory.

The examples of a declarative memory are semantic memory, which is the general memory, and the episodic memory, which is the detailed memory. Then the non-declarative memory is the skilled learning, priming and conditioning. Memory and learning are the most studied subjects within the field of neuroscience. Memory is a behavioral change caused by experiences, and learning is a process that is acquired by memory. Memory makes it possible to obtain pervious learning skills. There are different types of memory along with learning. Memory has temporal stages; short, intermediate, and long.

The successive processes capture, store and retrieve information within the brain. There are different parts of the brain that process different aspects of the memory. It is known that a patient that suffers from amnesia will become memory impaired. With the two types of amnesia retrograde and anterograde the loss or inability to form memories will occur. With learning there are also different types the non-associative learning associative learning. These different types of non-associative are known as the habituation, which is a decreased response to repeated presentation of a stimulus.

The distribution that is the restoration of a response amplitude after habituation. Then there is the sensitization that increases responses to most stimuli. There is also the associative learning that involves the relations between events. Classical conditioning is the neutral stimulus paired with another stimulus that elicits a response. The instrumental or operant conditioning is association is made between the behavior and the consequences of one’s behavior (Okano, 2000). Learning and memory are interchangeable processes that rely on each other. When memory-related neurons fire in sync with certain brain waves memories last.

Theta oscillations are known to be involved in memory formation, and previous studies have identified correlations between memory strength and the activity of certain neurons, but the relationships between these events have not been understood. Research shows that when memory-related neurons are well coordinated to theta waves during the learning process, memories are stronger. When memory-related neurons in the brain fire in sync with certain brain waves, the resulting image recognition and memories are stronger, than if this synchronization does not occur (CSMC, 2010).

In society, he or she widely accepted the necessity to be a lifelong learner if one is to thrive in today’s rapidly changing, economy, and technologically global society. Today’s economy ushers in adjustments and transitional challenges at several levels, and lifelong learning viewed as the vehicle that will empower individuals to meet and adapt to the challenges of today’s technological society according to (Jarvis, 1992). Too often today the knowledge and skills obtained from previous life experiences has become insufficient to respond to technological and economy question of today.

The lack of accord that lies between an individual’s external world, and internal biographies that has been gathering over one’s lifetime, is a point of disjuncture. This is the point in one’s life that ushers in and ideal time, and condition for higher learning (Jarvis, 1992). A decision an individual must make at this point with a response to this disjuncture. An individual must decide to further their education to keep up with technology, or proceed with life as normal. With the ever-changing world of technology today it is only a matter of time before the point of disjuncture becomes inevitable.

The traditional theory of the human brain was that it was a fixed and limited system, and it would develop its potential at the younger years of life. The theories insist that neurons were finite and could not regenerate. The contrast with the animal research has proven that new brain cells can be born in the hippocampus region responsible for new learning and memory. With this revelation the individual pursuit of activities that will foster brain health by developing neuron connections that underlie learning and experiences. Learning is imperative to human, and brain health. It is also imperative to quality of life.

Today intuitions have financial incentives for people to continue lifelong learning has become a part of several health care programs. It is imperative that older Americans understand that learning is a healthy activity, not only for the brain, but for physical, emotional, and Spiritual, conditions as people age. . The learning and memory process is more delicate than individuals believe. However, the brain is an organ that can be exercised. It is important to remember to try to learn new things, and keep the brain moving. The brain and the mind are connected physically, and metaphysically.

In order for the mind to be at ease, the brain has to function normally. Without normal brain function, an individual can experience depression. This depression can cause a slowing of the firing process causing false memories. The biological function of learning and memory are connected with one another in a delicate balance of connectivity. An electric charge between one neuron and another incites learning, and readies the memory. Perspective can change our learning process. An individual tends to learn something that interests them, rather than something that does not.

The interest in the activity sends a stronger signal to the brain. This strong electric current incites the learning process, which makes memorizing the task much easier. This is why it is a strong belief that learning and memory are created by cells becoming close enough to respond to each other. An interest jump-starts this process. A healthy mind achieved through learning can reduce the affects of Alzheimer’s patients. More proof that as long as the brain is stimulated learning and memory can still take place. Reference Cedars-Sinai Medical Center (2010, March 24).

When memory-related neurons fire in sync with certain brain waves, memories last. Retrieved November 14, 2011 from http://www. brandeis. edu/gutchess/publications/Gutchess_Indeck. pdf Chan, J. C. , McDermott, K. B. , Watson, J. M. , & Gallo, D. A. (2005). The importance of material-processing interactions in inducing false memories. Memory & Cognition, 33, 389–395. Jarvis, P (1912) Paradox of learning on becoming and individual in society. San Francisco: Jossey-Bass Publisher. Khorashadi, M. (2010). Differential effects of estrogen on memory processes and learning strategies: A selective review of animal studies.

Mcgill Science Undergraduate Research Journal, 5(1), 24-29 Koutstaal, W. , Wagner, A. D. , Rotte, M. , Maril, A. , Buckner, Okano, H. (2000). Pnas. Retrieved from http://www. pnas. org/content/97/23/12403. full http://www. pnas. org/content/97/23/12403. full Pinel, J. (2009). Biopsychology (7th edition). Boston, MA: Allyn and Bacon. R. L. , & Schacter, D. L. (2001). Perceptual specificity invisual object priming: Functional magnetic resonance imaging evidence for a laterality difference in fusiform cortex. Neuropsychologia, 39, 184–199.

My Cherished Memory There are couple of memories of mine have a special glow around them, and i always smile from ear to ear whenever i start treasuring them, those special ones that keep me accompanied and leave a significant note as i grow older and become wiser as days go by. The nostalgia hits every time when i think of those memorable times that i had, some are fun, some are crazy and yet some are dreadful but i managed to learn from it.

There’s this particular memory i that i would like to share about is regarding my first time taking flight alone to meet up with my dad. It happened this year, around March. It was quite a spontaneous trip because I didn’t really do much planning nor mentally prepared for this whole thing. In fact, my mind was filled with questions and doubts about my studies because I was undecided about where to go to when my dad didn’t allow me to join the March intake at the local colleges.

Although he tried to convince me to accept his advises by joining the STPM but my eyes were blinded with hatred, my infantile behavior at that time made me chose to blame him for not supporting my decision, and all he wanted to do was to make me surrender under his pride that I’m most certainly not willing to do so. After discussing with my parents for a few days (through skype), I was determined to have a face-to-face meeting with my dad to persuade him again by taking a plane to Guangzhou, China.

After making a flight booking on the internet, I started doing some last minute research on that place before I depart three days later and soon, the day had finally came. My mum wasn’t even free to send me to the airport therefore I had to take the LRT to KL Central, and there’ll be busses to pick up passenger to the airport. Usually my parents or teachers will be the one taking care of the checking ins and outs whenever there’s a trip, but I was the one responsible that time, no one will be there to help out if there’s a mistake, I had to keep myself alert throughout the whole journey.

I checked the printed boarding pass and tried to memorize the gate number so that i could straight away look out for that place once I’ve reached the airport, I checked my wallet to ensure there were money inside so that I won’t starve when i needed food, and most importantly I checked my passport again and again to make sure I brought the right one but not the one with my sister’s picture on it! I reached Baiyun International Airport at 9pm, tried to look out everywhere to search for my dad’s shadow but I couldn’t.

I started to panic when my phone was out of battery, but somehow I managed to reach him after several attempts using the staff’s phone, he said he was on the way on a train and the burden in my body went away immediately. I spotted him 20 minutes after the call, he looked tired but I could feel the relief in him too. We took the same train to dad’s working area, the streets were quiet as we reached the place around 11pm. Only a few fast food restaurants are available, I had my supper before we went back to hotel, and no, we didn’t talk about the study issue yet.

We had a great breakfast to start up the next beautiful morning, before we headed to dad’s factory, he bought me a local yogurt-like milk, it tasted funny to me anyway but I still finished it. I was told to stay in the office while dad went busy with his work, but I started to feel bored after hours of sitting and playing with the computer games. I went out from the office room and found my dad squatting down fixing his printing machine, with his bare hands stained with different colours of inks.

The sweat gathered on his forehead and he was really concentrating on his work till I had to tap his shoulder to tell him that I wanted to go for lunch and asked if he needed any food. With an empty stomach and head filled with questions again, I went to search for food at the factory area. Why does he have to do the dexterity work? There are plenty of staffs and workers at the factory but why did he do that until colours stained all over his hands and I could barely see his original nail colour? I asked myself as I bit on the local chicken wrap. I went back to the factory about an hour, the staffs came to talk with me and

Additionally, a significant difference was visible between all three conditions, with the semantic and honesty conditions scoring a lower recall level in comparison to the controlled condition. Introduction The active difference between short-term memory and long-term memory is anything but exact. Although, there is an understanding that long-term memory is being examined when a list is displayed several occasions over an interval of time calculated in minutes and recalling is measured after minutes, hours and days, and short-term memory is being examined when a list is displayed once and at a rate of fewer than 30 seconds.

Within cognition a key question is whether information is forgotten due to a function of time. A strong amount of research proposes that information is not forgotten due to time, but as a result of interference (see, e. G. , Lavabo, Annoys, & Masters, 2002; Neat & Surprising, 2003; Bureau & Kiel, 2006). However, many academics have thought that unrehearsed information is forgotten over several seconds (e. G. , Biddable, 1986; Tows, Hitch, & Hutting, 2000), since supported theories (e. . , Biddable & Scott, 1971; Cowan, Nugent, Elliot, & Greer, 2000; Mueller, Seymour, Sierras, & Meyer, 2003). The matter continues to be uncertain. Our skill to selectively remember earlier information is a vital specs of our long-term memory system. Prior research proposed that in many circumstances individuals have the ability of selectively seeking information in memory, preceding to their subsequent remembrance.

Even with research for this skill to selectively seek information from our memory, we still do not have much information on how we actually achieve this complex task. Able and Bump’s (2013) research focuses on participants revising items from different categories and then continually recalling specific items from specific categories, recall rehearsal normally increases recall of he rehearsed information although impairs retrieval of associated but unrehearsed information, relative to manage information from unrehearsed categories.

The results displayed the belief that memory impairment following extended intervals between practice and test and in the occurrence of retroactive interference. In opposition, both the rehearsed and the related unrehearsed information displayed barely any failure to remember under these conditions. Unshorn, Brewer and Spillers’ (2013) conflicting study observed the impact of proactive and retroactive interference on memory Argentina, examining how individuals concentrate their search on a target list when accompanied by proactive or retroactive interference.

Results showed that long-term memory targeting is steered by noisy temporal-contextual cues (unless other salient cues are current) that trigger equally relevant and irrelevant memoranda that are then exposed to a post recovery supervising process; these findings challenge the results from Able and Bump’s (2013) study. This research among other findings (see, e. G. , Lavabo, Annoys, & Masters, 2002; Neat & Surprising, 2003; Bureau & Kiel, 2006; Unshorn, Brewer & Spillers’, 201 3) motives the present study.

This research examines not only the question of whether there will be a difference between semantic and phonetic interference during memory recall, but also if the results will show a significant difference between the retroactive interference conditions and the controlled condition. Additionally, this study has also been motivated due to there not being prior research comparing semantic interference and phonetic interference in memory recall. The hypothesis of this study is there will be a significant difference between semantic interference and phonetic interference in memory recall.

Methods Design In this experimental study, a between participant design was utilized to examine the difference between the effect of semantic and phonetic words on the memory recall of a list of words. The independent variable was the type of retroactive words used (semantic and phonetic). The dependent variable was the amount Of items correctly recalled from a list Of 1 5 words. Participants A sample of 30 student volunteers were employed from Nottingham Trend University, ASK. 15 male and 15 Female participants were used, in an age angel of 18-21 years old.

The mean age of the participants was 19. 5. Materials The stimuli consisted of a list of fifteen words. All three conditions consisted of the same fifteen words, although condition two consisted of another fifteen semantic words (See Appendix Two) and condition three consisted of another fifteen phonetic words (See Appendix Three). One mark was awarded for each correct memorized word. Procedure All student partakers were separately put in a room where they were requested to complete a consent form prior to partaking in the current study (See Appendix Four).

The partakers were presented with presentation slides matching to their condition. Partakers in condition one were explained, The next slide will display fifteen words, they will appear for four seconds each, separately. Please memories as many words as you possibly can’. A one minute interval was given then partakers were asked to recall as many words as they could on paper. Partakers in condition two and three were explained, The next slide will display fifteen words, and you will then be shown another 15 words, they will appear for four seconds each, separately.

Please only memories words from the first slides shown’. A one minute interval was given then partakers were asked to recall as many words from slide one as they could on paper. Condition two’s second set of words were semantic words and condition three’s second set of words where phonetic. One mark was given for every correct word recalled. After the task was finished, partakers were asked if they had any questions before being debriefed about the study. Rest Its Table 1 shows the mean number of words correctly recalled, standard deviation and range for each condition.

The findings show that those in indention two (semantic) and condition three (phonetic) recalled less words than in the controlled condition. Additionally, there was a significant difference from those in condition two (semantic) and condition three (phonetic). Therefore, it is clear that retroactive interference had an impact on number of target items being correctly recalled. Table 1 : Descriptive Statistics for scores on the number of words correctly recalled in each condition. Mean SD Ra Eng Condition 1 10. 60 1 . 34 10 Condition 2 Condition 3 9. 20 7. 10 1 . 03 1 . 6 A one-way NOVA was carried out to compare condition one; a list of 15 rods (mean = 10. 60, standard deviation = 1. 34), condition two; semantic words, (mean = 9. 20, standard deviation = 1. 03), and condition three; phonetic words, (mean = 7. 10, standard deviation = 1. 86) on the number of words that were correctly recalled. The results showed there was a significant difference between the groups, F(2, 27) = 21. 54, p = 0. 001 Post hoc analysis, using Bonfire corrected appraise comparisons, found that all three conditions had a significant difference in comparison to each condition.

Discussion The results from the descriptive statistics (see table 1) were fairly draughtswoman, representing a distinct interference in relations of both semantic and phonetic interference. Particularly, in comparison to the controlled condition, condition two and three were associated with lower recall levels, suggesting that the presence of a non-target list presented after the target list interfered with the recall of target items. Additionally, as put forward by Shuffling (Bibb), retroactive interference effects were of a comparable scale across the measures of importance.

These findings are consistent with the previously stated hypothesis drawn upon in the introduction that there will be a difference between the semantic and phonetic interference on memory recall. Supporting research (Unshorn, Brewer and Spillers, 201 3) suggests that participants can usually mentally recall the information from the target list, however due to a certain amount of doubt regarding which items were really shown in the target list in relation to the interference list, participants create a wider selection to make sure that the target items will be incorporated in the search set.

Therefore, likelihood of accurate recall is lowered when recollecting from the target list (controlled indention) due to non-target list items are added in to search set. Also, this interpretation calculates that the search set will be placed on the target list, although items shown in close time-based proximity to the target list will likewise be added in the search set. Overall, this concept is very much consistent with our findings.

Future research is required to grasp an improved understanding with regards to the conditions wherein the search set can and cannot be focused on only target items, the procedures that are employed in order to recall context for events while trying to avoid only pending solely on the present context, and how partakers utilizes context to observe the results of retrieval and how this affects managing decisions during recall.