How Environment Affects Memorization - Assignment Example

To begin, to be able to do well on tests and exams a student must know the material. When a student is studying course material they are using working memory. Baddeley and Hitch (1974) used the theoretical concept of working memory in his article, which stated, “working memory is a limited capacity system, which temporarily maintains and stores information, supports human thought processes by providing an interface between perception, long-term memory, and action” (Baddeley, 2003, p.

829 in  Bower, 1974). In addition, the working Memory is divided into four parts, which are central executive, phonological loop, episodic buffer, and visuo-spatial scratchpad. The central executive is supervises the entire brain, organizing and coordinating the other three components which act as slaves. The phonological loops isresponsible for the storage of phonological memory, whereas the visuo-spatial system is responsible for handling visual information. The last slave, the episodic buffer, is responsible for integrating the two salves as well as handling any other information not covered by them.

   If a student is constantly taking in new information without taking a break, then they are most likely not retaining the information that was just read. While discussing the Attention Restoration Theory, Felstendiscussed the four properties that promote recovery from mental fatigue. The four properties are: being away, extent, fascination, and compatibility (Kaplan, 1989 p. 162). Effortless attention and restored attention.. If a student is constantly taking in new information without taking a break, then they are most likely not retaining the information that was just read.

While discussing the Attention Restoration Theory, Felstendiscussed the four properties that promote recovery from mental fatigue. The four properties are: being away, extent, fascination, and compatibility (Kaplan, 1989 p. 162). The theory proposes various types of attentions, which are Directed attention Directed attention fatigue, Effortless attention and restored attention. Directed attention refers solely to those tasks that need the full concentration of the brain, thereby requiring an individual to delay emotional reactions, as well as stopping thought that would destruct their lines of thought.

The directed attention fatigue is the resultant effect of direct attention fatigue, which is the tiresome nature of the brain following prolonged direct attention. Effortless attention, on the other hand, refers to the attention the brain gives without the need for forced concentration, such as watching a movie for leisure. Restored attention refers to the attention that the brain gets following a change of brain functions. This may result from doing something else, which demand a person to use a different part of the brain, as well as taking walks to the wilderness or other natural environments.

If students do one of these four properties, it will result in attention restoration. Working memory and attention restoration theory play hand in hand. When a student increases their short, scenic breaks while studying then they will eventually increase their working memory. If their working memory increases and allows them to retain information