Related Research Articles
Cognitive science is the interdisciplinary, scientific study of the mind and its processes with input from linguistics, psychology, neuroscience, philosophy, computer science/artificial intelligence, and anthropology. It examines the nature, the tasks, and the functions of cognition. Cognitive scientists study intelligence and behavior, with a focus on how nervous systems represent, process, and transform information. Mental faculties of concern to cognitive scientists include language, perception, memory, attention, reasoning, and emotion; to understand these faculties, cognitive scientists borrow from fields such as linguistics, psychology, artificial intelligence, philosophy, neuroscience, and anthropology. The typical analysis of cognitive science spans many levels of organization, from learning and decision to logic and planning; from neural circuitry to modular brain organization. One of the fundamental concepts of cognitive science is that "thinking can best be understood in terms of representational structures in the mind and computational procedures that operate on those structures."
Forgetting or disremembering is the apparent loss or modification of information already encoded and stored in an individual's short or long-term memory. It is a spontaneous or gradual process in which old memories are unable to be recalled from memory storage. Problems with remembering, learning and retaining new information are a few of the most common complaints of older adults. Studies show that retention improves with increased rehearsal. This improvement occurs because rehearsal helps to transfer information into long-term memory.
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Long-term memory (LTM) is the stage of the Atkinson–Shiffrin memory model in which informative knowledge is held indefinitely. It is defined in contrast to sensory memory, the initial stage, and short-term or working memory, the second stage, which persists for about 18 to 30 seconds. LTM is grouped into two categories known as explicit memory and implicit memory. Explicit memory is broken down into episodic and semantic memory, while implicit memory includes procedural memory and emotional conditioning.
In psychology, cognitivism is a theoretical framework for understanding the mind that gained credence in the 1950s. The movement was a response to behaviorism, which cognitivists said neglected to explain cognition. Cognitive psychology derived its name from the Latin cognoscere, referring to knowing and information, thus cognitive psychology is an information-processing psychology derived in part from earlier traditions of the investigation of thought and problem solving.
In cognitive psychology, information processing is an approach to the goal of understanding human thinking that treats cognition as essentially computational in nature, with the mind being the software and the brain being the hardware. It arose in the 1940s and 1950s, after World War II. The information processing approach in psychology is closely allied to the computational theory of mind in philosophy; it is also related to cognitivism in psychology and functionalism in philosophy.
Eliminative materialism is a materialist position in the philosophy of mind. It is the idea that the majority of mental states in folk psychology do not exist. Some supporters of eliminativism argue that no coherent neural basis will be found for many everyday psychological concepts such as belief or desire, since they are poorly defined. The argument is that psychological concepts of behavior and experience should be judged by how well they reduce to the biological level. Other versions entail the nonexistence of conscious mental states such as pain and visual perceptions.
Ivor Armstrong Richards CH, known as I. A. Richards, was an English educator, literary critic, poet, and rhetorician. His work contributed to the foundations of the New Criticism, a formalist movement in literary theory which emphasized the close reading of a literary text, especially poetry, in an effort to discover how a work of literature functions as a self-contained and self-referential æsthetic object.
Kinesthetic learning, kinaesthetic learning, or tactile learning is learning that involves physical activity. As cited by Favre (2009), Dunn and Dunn define kinesthetic learners as students who prefer whole-body movement to process new and difficult information. However, scientific studies do not support the claim that using kinesthetic modality improves learning in students identified as kinesthetic learning as their preferred learning style.
Visual memory describes the relationship between perceptual processing and the encoding, storage and retrieval of the resulting neural representations. Visual memory occurs over a broad time range spanning from eye movements to years in order to visually navigate to a previously visited location. Visual memory is a form of memory which preserves some characteristics of our senses pertaining to visual experience. We are able to place in memory visual information which resembles objects, places, animals or people in a mental image. The experience of visual memory is also referred to as the mind's eye through which we can retrieve from our memory a mental image of original objects, places, animals or people. Visual memory is one of several cognitive systems, which are all interconnected parts that combine to form the human memory. Types of palinopsia, the persistence or recurrence of a visual image after the stimulus has been removed, is a dysfunction of visual memory.
Information processing theory is the approach to the study of cognitive development evolved out of the American experimental tradition in psychology. Developmental psychologists who adopt the information processing perspective account for mental development in terms of maturational changes in basic components of a child's mind. The theory is based on the idea that humans process the information they receive, rather than merely responding to stimuli. This perspective uses an analogy to consider how the mind works like a computer. In this way, the mind functions like a biological computer responsible for analyzing information from the environment. According to the standard information-processing model for mental development, the mind's machinery includes attention mechanisms for bringing information in, working memory for actively manipulating information, and long-term memory for passively holding information so that it can be used in the future. This theory addresses how as children grow, their brains likewise mature, leading to advances in their ability to process and respond to the information they received through their senses. The theory emphasizes a continuous pattern of development, in contrast with cognitive-developmental theorists such as Jean Piaget's theory of cognitive development that thought development occurs in stages at a time.
Body memory (BM) is a hypothesis that the body itself is capable of storing memories, as opposed to only the brain. While experiments have demonstrated the possibility of cellular memory there are currently no known means by which tissues other than the brain would be capable of storing memories.
Memory has the ability to encode, store and recall information. Memories give an organism the capability to learn and adapt from previous experiences as well as build relationships. Encoding allows a perceived item of use or interest to be converted into a construct that can be stored within the brain and recalled later from long-term memory. Working memory stores information for immediate use or manipulation, which is aided through hooking onto previously archived items already present in the long-term memory of an individual.
In psychology and cognitive neuroscience, pattern recognition describes a cognitive process that matches information from a stimulus with information retrieved from memory.
In mental memory, storage is one of three fundamental stages along with encoding and retrieval. Memory is the process of storing and recalling information that was previously acquired. Storing refers to the process of placing newly acquired information into memory, which is modified in the brain for easier storage. Encoding this information makes the process of retrieval easier for the brain where it can be recalled and brought into conscious thinking. Modern memory psychology differentiates between the two distinct types of memory storage: short-term memory and long-term memory. Several models of memory have been proposed over the past century, some of them suggesting different relationships between short- and long-term memory to account for different ways of storing memory.
The neuroanatomy of memory encompasses a wide variety of anatomical structures in the brain.
Amnesia is a deficit in memory caused by brain damage or brain diseases, but it can also be temporarily caused by the use of various sedatives and hypnotic drugs. The memory can be either wholly or partially lost due to the extent of damage that was caused.
Memory is the faculty of the mind by which data or information is encoded, stored, and retrieved when needed. It is the retention of information over time for the purpose of influencing future action. If past events could not be remembered, it would be impossible for language, relationships, or personal identity to develop. Memory loss is usually described as forgetfulness or amnesia.
The attention schema theory (AST) of consciousness is a neuroscientific and evolutionary theory of consciousness which was developed by neuroscientist Michael Graziano at Princeton University. It proposes that brains construct subjective awareness as a schematic model of the process of attention. The theory is a materialist theory of consciousness. It shares similarities with the illusionist ideas of philosophers like Daniel Dennett, Patricia Churchland, and Keith Frankish.
Human memory is the process in which information and material is encoded, stored and retrieved in the brain. Memory is a property of the central nervous system, with three different classifications: short-term, long-term and sensory memory. The three types of memory have specific, different functions but each are equally important for memory processes. Sensory information is transformed and encoded in a certain way in the brain, which forms a memory representation. This unique coding of information creates a memory.
References
- ↑ Sebastian Seung (2012). Connectome: How the Brain's Wiring Makes Us Who We Are. Houghton Mifflin. p. 271. ISBN 9780547678597.
Merkle's definition of death is of more philosophical than practical importance. To apply it, we need to know exactly how memories, personality, and other aspects of personal identity are stored in the brain.
 | This death-related article is a stub. You can help Wikipedia by expanding it. |