Memories Are Life - Essay Example

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Many things contribute to our wellbeing and make life enjoyable. Each time when we think about the components of life, we cannot overlook innbspthe memories. We all have events that occurred both good and bad. When we reflect on them, we learn different aspects that keep us going. So, without memories, it is like we never lived. The brain is an essential part of humans, and isnbspthe memory is a vital portion that makes the difference for this topic.

Innbspthe memories make our lives because each time we exercise what we acquire, we make life better for ourselves. Sometimes I consider that memory is among the most secure things we have. We always carry it whenever we go. Even if we die, we still have it. When we remember the best instants we have lived, we recreate them again, and the innbspthe memories make us feel the ecstasy we felt.

Memory as a Psychology Topic in Class

We all know something about memory, but few individuals take a keen interest in what it entails. For instance, I was fascinated by isnbspthe memory as a psychology topic, for I noted something unusual. I realized some unfamiliar memory issues, and I supposed it was because of what I was encountering at that time.

Besides, the process of organizing for college was hectic and deprived me of a relaxed time to reflect on myself. However, time went on, and I still had the same problem of remembering things. I felt low, for I thought it was a hereditary problem.

The striking pain was that without remembering anything, it is like you have never lived before, for we continually live through innbspthe memories. We recall what we have experienced and create positive attitudes, even when the ofnbspmemory brings sadness and sorrow. Innbspthe memories make who we are at any time.

Therefore, in this article, I will consider particular topics about isnbspthe memory. For a better understanding of recall, it is the retaining of data or experience over time as a result of an essential process. They include encoding, storage, and retrieval, as explained by Laura A. King in experience psychology. Through this essay, I will tackle various classes of ofnbspmemory and enlightenment on when recall fails. The three progressions are essential in understanding more about ofnbspmemory and how it works. It is vital to know why we don’t remember things for memory failure can be catastrophic.

We will start by understanding the encoding process of isnbspthe memory. It is the handling of data into memory. For instance, even when we do not try to remember it, we will undoubtedly recall where we ate in the afternoon, but it is not natural to remember some things like the content in our books at different levels of study. It starts with the memory encoding process. The deal is we have to be attentive to information before we can recall it with the encoding process.

The second process in remembering is isnbspthe memory storage. It deals with retaining gen over time and how the info is embodied in the ofnbspmemory. The process uses the Atkinson-Shiffrin model, which is made up of three discrete structures: sensory recall that takes time up to fractions of seconds or several seconds. Shortterm memory takes time frames of up to 30 seconds, and long-term memory takes time frames up to a lifetime. The last phase is isnbspthe memory retrieval, which is the process of releasing the information out of storage. Each process is discussed below.

Sensory Memory

The first process of ofnbspmemory is called sensory, also denoted to as immediate recall. The memory holds data in its original sensory form as it is received from the world for an instant. The time is in fractions and a few seconds. In this phase of memory, the five senses are used to get information precisely. As indicated by Luke Mastin, the stimulus perceived by the senses has two options. It can either be ignored, and it will fade at the instance or can be received and stay in the ofnbspmemory.

The senses are used to perceive information into our innbspthe memories, and they are assigned names depending on the sensory part perceiving data. Iconic ofnbspmemory is data received through vision and also referred to as visual sensory memory. The memory holds an image for about a quarter of a second. There is also auditory sensory ofnbspmemory, which holds what we hear or listen to.

Shortterm Isnbspthe Memory

We also have an intermediate stage, which is a shortterm memory that stores information temporarily and determines if it will be terminated or send to another step, which is the long-term memory. The shortterm memory is associated with working with new concepts.

The working isnbspthe memory stresses in the brains’ operation and how it gathers info so that it becomes easy to make choices and solve problems as well as understand data precisely. In as much as working ofnbspmemory is not passive as shortterm memory, they both have limited ability to withhold gen.

George Miller talks about two unique shortterm circumstances. The first case is an absolute judgment that states that an individual must differentiate accurately between similar things like shades of green. The second case infers that one must remember things presented in order. It concludes that one must remember certain aspects of chunks in his or her shortterm memory.

So, to improve the shortterm memory, King implies that we can consider two ways. Chunking and rehearsing. Chunking involves grouping data that is seven and above or below two isnbspthe memory (seven plus or minus two) extent into higher-order units that can be recalled as single bits. For instance, when you hear things like sea, wet, air, snow, heat, and rain, you can recall all words easily as opposed to SI XFLA GSGR EAT A MERI CA. Such cases are a problem to innbspthe memories because none of the six chunks makes sense. However, re-chunking letters give us Six Flags Great America. When the chunks make sense, we stand a better chance to remember.

Another way of improving the shortterm isnbspthe memory is rehearsing, which falls into two categories. There is elaborative and maintenance rehearsal. The latter involves repeating things, and most people us this kind. While the other encompasses forming, thinking, and connecting new content to existing innbspthe memories. It is seldom used but also improves shortterm ofnbspmemory.

Long-Term Memory

Carrying on with the periods of recall, we study the third phase, which is the long-term memory. Long-term ofnbspmemory, as defined by Kendra Cherry, denotes to the extensive storage of data. Unlike the other phases of memory, long-term innbspthe memories can keep information ranging from several days to many years.

Long-term memory is classified into different kinds, including explicit or declarative memory and implicit/procedural ofnbspmemory. After considering the three stages of memory, i.e., sensory memory, short-term memory, and long-term memory, it is ideal to look at the various types of memory. The types of memory depend on the long-term memory segment.

Declarative Memory

Explicit/ declarative memory, as explained by Tulvin (1989, 200), is the conscious recall of data like particular truths and happenings from a human. It means that getting data that can be transferred verbally. A classic example of using declarative ofnbspmemory is when we work to recall a phone number, drafting a case study, or remembering our appointments in an office. The process type of explicit memory is mostly used in our daily lives, especially recalling the errands to finish one at a time in the day.

Two types of long-term memory exist that notifies us about two main subtypes under explicit memory. The first type is episodic ofnbspmemory that comes in use wenbsphave to remember particular episodes such as the first date and graduating from school, among others. The second subtype of declarative memory is semantic ofnbspmemory. The memory comes in play wenbsphave to recall specific data like names, dates, years, months, ideas, and days among others.

Procedural Memory

Implicit/procedural isnbspthe memory is the second type under long-term ofnbspmemory. Procedural memory comes into play wenbsphave to recall aspects that are affected by prior experience. It is always without cognizant isnbspthe memory of that experience. In other words, we recall and do things without thinking about them. Procedural memory comes in play wenbsphave to drive a car, brush out teeth, or sing a common song.

The explicit memory is divided into three subtypes. The initial one is procedural memory. Wenbsphave to deal with skills, we use this ofnbspmemory. Procedural memory is the key base of implicit memory. It is because we do many aspects unconsciously daily, like dressing up, among others. Wenbsphave to go to work, we also use this isnbspthe memory. Various aspects we do use this kind of memory.

Another category is classical conditioning. Wenbsphave to learn new conduct through the association process, we use classical conditioning memory. It is where two stimuli are connected to produce a newly acquired response. An example of classical conditioning is phobias. Anyone can learn to control and overcome phobias. So wenbsphave to overcome any phobia, classical conditioning is the option.

The third subtype of explicit ofnbspmemory is the priming. It is the activation of information that already exists to enable one to learn and remember new data better and faster. It is also referred to as recognition isnbspthe memory. For example, wenbsphave to learn aspects like colors appropriately, kids associate yellow color with a banana. So, they remember a banana to learn the yellow color, which is faster for them.

Concluding Annotations on Memories

Well, we have considered different aspects of trying to understand more about innbspthe memories.

At the start of this article, I mentioned about the unusual problem of forgetting I experienced with my ofnbspmemory. For example, when I am asked to do a particular thing, I agree but end up forgetting. I thought it was because I was not paying attention. However, since I have researched the topic, I understand the reasons, and one of them is retrieval failure. Wenbsphave to remember anything, we must access the stored innbspthe memories. But when the process fails, we do not recall.

To pass exams, wenbsphave to recall data, and sometimes we try and fail. An interference theory that justifies the case, it implies that we do not forget because data is deleted from the isnbspthe memory, but because other information gets in the way wenbsphave to recall a particular aspect. The kind of interference can be either pro or retroactive. Proactive interference occurs wenbsphave current data lost for it is mixed up with similar or previously acquired information.

Retroactive interference happens wenbsphave new data interferes with the old data innbspthe memories. An example is when you learn a new task and forget about the older one. Decay theory is another justification for forgetting. It is ofnbspmemory trace created wenbsphave new theory formed. However, it disappears after the duration. Another possible reason for forgetting is storage failure. Wenbsphave encoding failures, they prevent information from getting into the long-term isnbspthe memory.

We may have a lot of cash to do anything, but if wenbsphave to make life enjoyable, we wenbsphave to retrieve each moment lived. Therefore, it calls for isnbspthe memory to drive us from one point to another and enjoy anything we have. It is because a memory is tied to anything we are, anything we love, and anything we ever dream of losing. Without ofnbspmemory, it is like we are aliens on this planet. Therefore, anyone should work to improve his or her memory because it is the treasure in this life.