Improving Verbal Working Memory - Research Paper Example

Language and brain Verbal Working Memory There are various definitions of the work memory depending with the field in which the term is used. For instance, the definition of the word in computing refers to the storage capacity of a physical device used for storing computer programs and data. On the other hand, in psychology, the word memory is used to refer to the process of acquisition, storing and retaining of information and retrieval of the same in future. Referring to Elizabeth (45, 67), memory entails three main chronological processes which are encoding, storing and retrieving. Working memory can also be referred to as short-term memory. It is the memory that is in usually in use at given particular period in time. If one attaches meaning or significance to whatever he/she would be thinking about, then it will be transferred to long-term memory but if otherwise, then whatever the person was thinking about would not be stored for future retrieval and use. To sum up on the definition of terminologies, verbal working memory is a subcategory of the working memory which whish is used to refer to the quantity of oral information that the brain can retain and employ in the achievement of a given goal or in finding a solution to a given problem. This kind of memory however, bears more meaning than just the mere ability of recalling information; it is also used in the processing of information and in deciding the kind of information required to handle a particular task, Milton (221). With regard to brain imaging techniques, researchers found out that various processes that relate to verbal working memory occur in the prefrontal cortex’s left hemisphere. Most of the spoken/oral information is retained and processed in the left hemispheric cortex’s Broca’s and Wernike’s areas. The former is used in the controlling of both grammar and syntax whereas the latter is used in the controlling of content and comprehension. This assumption was arrived at after testing the adults. Children were avoided considering that language children to not possess a fully localized language. The phonological loop is one of the simpler forms of this kind of memory. In this form, there is a continuous repetition of some words or short phrases within a short period of time. This form may comprise of information that was received or planned original utterances referred to as sub-vocal rehearsal. A good example of received information can be seen where one has been sent to go and purchase a number of items. The person repeats these items repeatedly as he/she continues to look for a piece of paper to note them down. With regard to this, the phonological loop lacks any form of original information. It basically utilizes the information at hand. On the other hand, sub-vocal rehearsal entails reciting a given new set of words or phrases before they are actually said to a given audience. For example, a student may do a quick sub-vocal rehearsal to move a vote of thanks after their instructor requesting any volunteer to do so. Verbal working memory is very key when an individual takes part in a highly complex work of comprehension reading. This entails one retaining linguistic information in the mind. This information can be of significant length of up to about a whole sentence not only to enable him/her understand the sentence but understand how the sentence relates to the other sentences. Long and complex verbal sentences will require an individual retaining them in the verbal working memory before trying to understand or attach meaning to those words. This tries to bring out the reason behind one finding difficulty in understanding long sentences as compared to the short ones. With regard to Donna (157) verbal working memory also plays a role in language acquisition. For one to be able to understand and finally speak a new language, he or she ought to go an extra mile beyond just one acknowledging and memorizing the new phrases and words as used in that new language. The memory (verbal working memory) allows someone who is learning a new language to both consciously and unconsciously do both the analysis and memorizing of the information as it is received from the new language. The new language learner is then able to do the application of the concepts of grammar one would have learned so as to produce the original wordings. Ways of Improving Verbal Memory According to Edward Bolles, “We remember what we understand; we understand only what we pay attention to; we pay attention to what we want.” (Bolles27). This statement summarizes some of the ways in which individual can improve their memory. It makes them know that the memory processes is something procedural and failure to undertake one step with the keenness it deserves will result in the impairing of the next one. For instance, there is no way one can expect to understand a given issue if he/she was not paying attention at the time it was being said/done. Still on the same note, there is no way one can remember what he or she did not comprehend at the time it was being taught or said. Neuroplasticity is a word mostly used to refer to the ability of one’s brain to adapt and change. This means that the brain can reshape itself when it comes to learning and memory. In other words, this is the basis of all the types of memory including verbal working memory. Outlined under are some of the things that one can do to harness his or her natural power of neuroplasticity with respect to verbal working memory; Tracy (83); Activeness While listening, it is advisable to make some short notes with regard to what is being said. When one becomes passive their minds tend to shift from concentrating on what is being said and start thinking of other things instead. This will hence mean that there will be no information to be stored since one can only store what he/she has heard (with respect to verbal working memory). The chain continues; if someone did not store or retain any information when he or she was being addressed then there is no way he or she is going to retrieve/recall anything. There is therefore dire need for one to pay attention to whatever is being said so as to be able to recall it more easily. Digesting of information Memory is something that is time dependent; it is not instantaneous. One has to give him/herself enough time to take in the information. There are some things that can understood faster as compared to others. One is not supposed to stress himself up in striving to understand complex matters the first time they hear the same. Stress management If one allows him/herself to be under stress for a long period of time, they will eventually have both their brain cells and the hippocampus (the brain region responsible for taking in of new and retrieving of old memories) damaged. This therefore infers that there is a great importance of an individual keeping one’s stress under check so as to ensure a sound verbal working memory. Repeat This is also another important factor which if taken seriously can lead to the improvement of the kind of memory in question. Repetition of a given set of information helps one to have the same imprinted in our minds. This increases the ease of remembering the same. A good example of a way in which people can sharpen their verbal working memory through repletion is to ensure they repeat people’s names whenever they meet with them (this is after someone has told one his/her name). Dietary considerations It is very important for one to consider the effect of the food they feed on has on their brain. Foods such as whole grains, fruits, olive oil, lean protein and vegetables are highly recommended since they help in memory improvement. Fruits and vegetables contain anti-oxidants which help in protecting both the brain cells and hippocampus from damage. Other dietary foods and drinks that lead to memory improvement include green tea, grape juice, omega-3s (which are in abundance in seafood). On the other hand, there is need to limit the intake of calories and saturated fats. Examples of foods that contain a lot of saturated fats include ice cream, whole milk, red meat and cheese. Being focused Another way of improving one’s verbal working memory is be attentive at the time the information is being communicated from scratch. It is said that people hear a lot of information each passing day but they only recall a fraction of it. This because of the choosy way of listening; selective paying attention. One ought to broaden what they consider important so as to be able to recall more information than they would otherwise do. A good way of making oneself capture a lot of information is to assume that everything being said is vital. An example of people who utilize this tactic in their profession can be seen in crime scene investigators and secret agents who consider every detail as vital to the national security no matter how minor the detail may seem to be. Making of associations Employment of this tactic as a way of improving one’s verbal working memory entails establishing an association between what is being said with what one already knows with respect to the subject matter. It can also mean, establishing links between the information that was earlier communicated with the one being communicated. This could be a list of items. For instance if this is the case, then one can form acronyms to enable him/her recall all the items on list easily. Works Cited Donna Coch, Kurt W. Fischer, Geraldine Dawson (2010). Human Behavior, Learning, and the Developing Brain: Typical Development. New York: Guilford Press 412 Elizabeth Doyle OHare (2011). Verbal Working Memory Development and the Cerebro-C erebellar System: Structural and Functional Neuroimaging Studies in Children with and Without Prena. Charleston: BiblioBazaar 200 Milton J. Dehn (2011). Working Memory and Academic Learning: Assessment and Intervention. New Jersy: John Wiley & Sons 400 Milton J. Dehn (2011). Working Memory and Academic Learning: Assessment and Intervention. New Jersey: John Wiley & Sons 408 Tracy Packiam Alloway (2010). Improving Working Memory: Supporting Students Learning. SAGE: New York 136 Read More