Memory Through the Prism of Psychology - Essay Example

?Introduction to Psychology Define memory. Describe types of memory, including implicit and explicit memory and declarative and procedural memory.The concept of memory includes a wide variety of specifications. In terms of a general definition, memory is understood as, “the capacity to store and retrieve information” (Zimbardo & Gerrig, 2010, pg. 200). Two of the major types of memory that researchers have identified are implicit and explicit memory. In terms of implicit memory, the text gives an example wherein a kitchen is pictured. Inside the kitchen is a rabbit. Upon seeing a rabbit in the kitchen the viewer immediately realizes that it is out of place. This is the essence of implicit memory, namely that it is memory that doesn’t have to be consciously recalled but is immediately available to the thinker. Conversely, explicit memory is an aspect of memory that must be actively engaged. For instance, if one were to attempt to recall what they ate for breakfast or what they did for their twentieth birthday they would have to implement explicit memory, as this is not readily available to the thinker. In addition to explicit and implicit memory, there is also declarative and procedural memory. When considering these aspects of memory, it’s necessary to consider them in relation to the previously articulated concepts of implicit and explicit memory. For instance, declarative memory is memory that is both implicit and explicit in that it contains memories of facts or events. Conversely, procedural memory is understood as memory that is of specific actions or skills. For instance, one the ability to roller skate or to play the piano are procedural skills that are learned and then added to one’s procedural memory bank. Upon acting out these skills one is then implementing their procedural memory. Within this context of memory it’s noted that it is difficult to recall the declarative aspects of the action. Therefore, the actions are referred to as an aspect of knowledge compilation, such that procedural memories are grouped within this segment of understanding. 2. Define and explain the difference between short-term and long-term memory. In further articulating the nature of memory, researchers have distinguished between both short and long term memory patterns. Related to the concept of short term memory is what scientists refer to as iconic memory. Iconic memory functions by allowing individuals to view a series of images and for a short period of time recollect them in the mind. While iconic memory refers to aspect of short term memory, scientists have also distinguished a category of memory called short-term memory. Short-term memory has been articulated not as a particular aspect of the mind that stores memories for a limited period, but rather the function of an individual focusing their cognitive mental energies on a specific icon or memory as a means of recalling it for a short period of time. Within short term memory there are then designated means of recollection. These include rehearsal and chunking techniques that function to allow the individual to focus their cognitive energy in a way that allows them to more remember the information. As there is short term memory, there also exists long-term memory on the opposite end of the spectrum. Within long-term memory is the body of knowledge that individuals ultimately associate with memory, as it is this body of knowledge that is recalled from an individual’s past experiences. In differentiating long-term from short-term memory the main distinguishing element is the nature of the memories storage (Jalomb 2000). In these regards, one can argue that short and long-term memory are not even the same thing, but entirely different mental processes. As described, short-term memory does not consist of a mental storage base, but is rather described as concentrated cognitive mental processing. Conversely, long-term memory actually contains elements of mental storage of which the individual then must implement their implicit or explicit recollection techniques to in realizing this knowledge base. 3. Define cognitive psychology. Include reference to the areas (language use, visual cognition, problem solving and reasoning, judging and deciding) that typically fall into its domain. Cognitive psychology has been defined as a sub-category within the study of psychology that specifically examines elements of the individual’s mental processing. Within the field of cognitive psychology there is a variety of elements that scientists analyze and consider. One of the most prominent of these elements is that of language use. In regards to language use, it’s been noted that cognitive psychology functions to examine, “both what people say – what they choose to say at a given time – and the processes they go through to produce the message” (Zimbardo & Gerrig, 2010, pg. 240). It follows that a number of further investigative elements are used as a means of understanding the cognitive functioning underlining language use; these include elements of audience design, speech execution, and understanding. Another important factor in terms of cognitive psychology is that of visual cognition. Visual cognitive considers the individual’s mental ability to envision images as a means of understanding or navigating their environment. For instance, the ability to mentally compare the size of two objects in one’s head would constitute an aspect of visual cognition. Another element of cognitive psychology is that of problem solving and reasoning. While this aspect of cognition is highly complex, there are a few key elements that are notable in understanding the means cognitive psychologist take in understanding this realm of human cognition. In these regards, the overarching concept that must be noted is that human problem solving and reasoning is accomplished through the combined forces of current mental processing with stored memory as a means of achieving problem solving competency. Another pivotal aspect of cognitive psychology is that of judging and deciding. One of the essential topics in these regards is that of bounded rationality. Bounded rationality asserts that individuals ultimately have limited resources at their disposal in judging and deciding and are thus ‘bounded’ by their rational decision making faculties at the current decision making juncture. Within this context, scientists then consider a number of further means of analyzing the decision making process. 4. Describe three theories concerning the sources of motivation. Another central concept in regards to cognitive psychology is the nature of individual motivation. Within this mode of investigation cognitive psychology has advanced a number of theoretical perspectives, three of which will be examined. One of these theoretical perspectives is that of Reversal Theory. Reversal theory contends that there are telic and paratelic states that are in opposition. The individual is then motivated by an impulse to move from one state to another. Another perspective on individual motivation considers the topic as elements of base or instinctual drives that motivate the individual to partake in actions. While there are a number of cognitive theories in this realm, one of the most overarching is that proposed by Sigmund Freud. Freud’s theory contended that individuals experience instinctual drives as a response to life and death impulses; it’s this psychic energy that drives them toward activities that seek to alleviate this tension. Within this theoretical framework of understanding, cognitive psychologists have mapped out a large number of perceived instinctual drives. Important objections were made to these theoretical perspectives though as further research into behaviorism revealed that much of human behavior is related to learned actions that individuals experience during their lifetime, not entirely unconscious instinctual drives. Ultimately it seems that human actions are aspects of both instincts and learned behaviors. Another theoretical perspective in terms of motivation is that of Abraham Maslow’s hierarchy of needs. Maslow believed that individuals experienced a hierarchy of needs that must be achieved in order for the individual to achieve a sense of happiness or satisfaction (Kovel 1987). Individuals then progressed through this hierarchy as a means of achieving these higher states of consciousness. At the bottom of the hierarchy are biological needs that the individual must work towards achieving first. Once these needs are achieved they then move up higher on the scale until achieving self-realization at the highest scale. References Badcock, Christopher. Essential Freud. New York: Basil Blackwell, 1988. Jalomb, P. (2000). The Psychologizing of Mind Cambridge: Cambridge University Press. Kovel, J. (1987), A Complete Guide: From Psychoanalysis to Behavior Modification, Penguin Australia Zimbardo, P & Gerrig, R.J., (2010) Psychology and Life, 19th ed., Allyn and Bacon, Boston, MA Read More