Seeking Reminder Potential Model on Prospective Memory - Research Proposal Example

Seeking Reminder Potential Model on Prospective Memory Abstract Considering how delicate a task is of a prospective memory, this paper hopes to persuade researchers to explore analysis of improving a version of or promote a system which would allow a prospective memory task to be done with the optimum utilization of reminder. For the purpose of recovery from declining function or recognizing a prospective memory task despite intervention by other memory tasks, the necessity is sought to customize cue location for self-imagination and for rote-rehearsal on separate events and figure which shall emerge with the desired potential. Introduction Since by definition, prospective memory basically pertains to remembering to do something at a particular moment (or time period) in the future, one must recall a remembrance of the intention (the prospective component) yet to be performed, as well as the contents of such intention (Mc Daniel and Einstein, 2007). There could be several untapped avenues where growth to resolving issues with prospective memory may be perceived originating. This is due to the fact/natural consequence that there is no need to execute the intended action right away with respect to time and thought of prospecting to be reminded of the intention, otherwise immediate execution would seem trivial being not in coincidence with the prospect, a projection letting further recollection to happen whether event-based or time-based (Mc Daniel and Einstein, 2007). Remembering to meet a colleague, attend an important conference at a particular time, or placing a book under a pillow to remind a person to do review on constantly feeling the book’s hardness while napping all begin with intention and would take some time prior to the moment of operation. Cue identification is crucial in the process of evaluating whether a prospective memory task has been adequately brought about. With this ground, attentional monitoring must be realized by checking for signals from the environment that would call intention to mind so that one may prepare to act accordingly. If, on the other hand, a firm resolve is made prior, one may retain focus unconsciously and have spontaneous retrieval work to draw on intention instead (Mc Daniel and Einstein, 2007). Method Design The approach to research may be initiated using concepts of cognitive resources and of accessibility in order to either evaluate the influence of a person and situation or influences prior to the moment of remembering the behavior, respectively, so that such primary study may constitute proper categorical placement of individuals with prospective memory issue (Tobias). Field sampling proves rigorous, however, when carried out in reference to recent studies with figures, can have a range of options sought from which to narrow focus down on significant areas. Researchers may have participants in the sample execute around models of phenomena as the next phase to the aforementioned concepts in relation to habits, routine behavior, and implicit learning to better deliberate on whether a behavior is remembered or not. Overall implementation would basically have empirical basis showing measures of how potent reminders are to prospective memory tasks (Tobias). Since data gathering requires tedious management of modeling with the prospective memory samples, behavior frequency is used instead. As an indicator, it serves to get cognitive resources to be independent variable altogether becoming a function of it. So on designating prospective memory teams to work within this setup, the test for reminder potential is determined through opportunity percentage of performing a behavior which is put on accomplishment. Consequently, the efforts conducted would check participants for behavior towards reminder (or cue) based on their characteristics, reminder accessibility and similarity of situations, along with the habit created about such behavior (Tobias). On the latter part of the process, it may be significant to brief each of them the essence of the given steps to follow and the practice, the assessment of which is reflected through how capable they can become on employing attentional monitoring and spontaneous retrieval by themselves later on, or even during the activity in which prospective memory task is embedded throughout the process. Materials Handheld buzzer, PC (screen) Participants Participants may be drawn or vary from individuals who are memory impaired with neurological disorder to the ones with lesser impairment or which is only often triggered or affected by factors related to conflicts with retrospective memory (Grilli, 2009). Procedure and Ethical Consideration For those sorted in the worst case, each will be made to position with a screen in front where every question is to be administered for 4 seconds. Goal is to achieve the highest possible score. Then questions shall register as multiple-choice type allotting 8 seconds for participants to answer by pressing keys labeled with A, B, C, and D (Grilli, 2009). In the test, there would be 8 questions having the word “rise” or “run” with the instruction to press the “R” key on every encounter, telling the partakers that this would allow knowledge for the analysts their ability to remember carrying out a task in the future. Either “rise” or “run” shall come out in the random questions at approximately every 5 minutes and this stage of the experiment will have 40-minute allotment to complete (Grilli, 2009). Furthermore, the test is to be conducted twice on separate occasions spaced 15 days apart and the participants would be divided into two groups with the first, instructed to go about self-imagination. Under this testing condition, a participant receives instruction to imagine reading then answering trivial questions along with the intention to press the “R” key, within the same sphere of imagining, something more of an elaborative rehearsal. The other set nevertheless shall be ordered to work on a setup which consists in word repetition a couple of times with little or no variation. Half of each group will be asked to state response to the word “rise” as the other half is expected to do the same for the word “run”. In the next event, a new setting shall be introduced containing rearranged original spot-words in a wholly modified questionnaire. Rote rehearsal as such is designed for subjects to summarize on a sheet the 37-second instructions which would indicate overview of objectives sustained by both the prospective memory task and the test of knowledge in general (Grilli, 2009). On another experiment, for the ones with slight risks to prospective memory defect, an experimenter may similarly take into account showing participants a short word list mixed with digits to be read at random. This would require subjects to jot down each word while squeezing a handheld buzzer to signal response where appropriate according to the instruction that they should buzz each time two consecutive even digits are read. The participants shall be instructed as well to press a separate button as they come across the word “lame” on the list (Mc Daniel and Einstein, 2007). Results/Discussion Depending on each participant’s ability to focus and perform, the resulting statistics may be accurately or variably justified. If the first experiment manifests to have desirable impact upon managing prospective memory then the experimenter can opt to have the other half undergo this test apart from rote-rehearsal to verify its workability. Since little attention is paid to this aspect, inductive reasoning would certainly look forward to settlement on future experiment results with a testing model or its modified version which would go convergent at an optimal solution. The basis of conclusion here is limited to the effectiveness of each model’s approach on applying reminders at conditioning prospective memory functions for the subject-type involved as effects through a participant’s inherent attributes, accompanying situation, and behavior shaped by habit make up the chief contributing factors. Fed to the modeled tests all at once, the latter would thus aim for prospective memory structure to acquire favorable adjustment in which intentions are substantially coordinated with stimuli, event, or time. Encouraging the subjects to picture scenarios of their participation as if in the actual occurrence may likely attain to the probability of a prospective memory behavior consistent with historical findings where such mode of testing for individuals in this case gradually establishes manner of frequency and reminder in effective collaboration. To a certain extent, it may be found to overrule rote-rehearsal through its habitual sense of being patterned after a logical sequence in the field perspective instead of the unnecessary mechanical repetition that does not yield to satisfactory level of comprehension to aid recovery from an impaired stated of prospective memory. References Mc Daniel, M. A., & Einstein, G. O. (2007). Prospective Memory: An Overview and Synthesis of an Emerging Field. London, UK: Sage Publications, Inc. Grilli, Matthew D. (2009). Self-imagining, Recognition Memory, and Prospective Memory in Memory-Impaired Individuals with Neurological Damage. Retrieved August 15, 2010 from http://www.docstoc.com/docs/46814748/. Tobias, Robert, & Buchsbaum, Thomas. The Effectiveness of Reminders: Testing the Adequacy of a Prospective-Memory Model based on Dynamic Field Data. [PDF document]. Retrieved from http://sozmod.eawag.ch/pdfs/197.pdf. Read More