Concept Map Of Memory System psychology

Memory is the faculty of the brain 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.^[1] If past events could not be remembered, it would be impossible for language, relationships, or personal identity to develop.^[2] Memory loss is usually described as forgetfulness or amnesia.^{[3][4][5][6][7][8]}

Memory is often understood as an informational processing system with explicit and implicit functioning that is made up of a sensory processor, short-term (or working) memory, and long-term memory.^[9] This can be related to the neuron. The sensory processor allows information from the outside world to be sensed in the form of chemical and physical stimuli and attended to various levels of focus and intent. Working memory serves as an encoding and retrieval processor. Information in the form of stimuli is encoded in accordance with explicit or implicit functions by the working memory processor. The working memory also retrieves information from previously stored material. Finally, the function of long-term memory is to store data through various categorical models or systems.^[9]

Declarative, or explicit, memory is the conscious storage and recollection of data.^[10] Under declarative memory resides semantic and episodic memory. Semantic memory refers to memory that is encoded with specific meaning,^[2] while episodic memory refers to information that is encoded along a spatial and temporal plane.^[11][12][13] Declarative memory is usually the primary process thought of when referencing memory.^[2] Non-declarative, or implicit, memory is the unconscious storage and recollection of information.^[14] An example of a non-declarative process would be the unconscious learning or retrieval of information by way of procedural memory, or a priming phenomenon.^[2][14][15] Priming is the process of subliminally arousing specific responses from memory and shows that not all memory is consciously activated,^[15] whereas procedural memory is the slow and gradual learning of skills that often occurs without conscious attention to learning.^[2][14]

Memory is not a perfect processor, and is affected by many factors. The ways by which information is encoded, stored, and retrieved can all be corrupted. The amount of attention given new stimuli can diminish the amount of information that becomes encoded for storage.^[2] Also, the storage process can become corrupted by physical damage to areas of the brain that are associated with memory storage, such as the hippocampus.^[16][17] Finally, the retrieval of information from long-term memory can be disrupted because of decay within long-term memory.^[2] Normal functioning, decay over time, and brain damage all affect the accuracy and capacity of the memory.^[18][19]

Create a concept map using Microsoft^® Word or another similar program.

(This is a diagram in which you show what the concepts are (names in boxes) and how they are connected (i.e., with lines, arrow).

Include the following in your concept map:

• Illustrate how the components of the memory system interrelate.
• Illustrate the implications of effectively and not effectively encoding information into long-term memory.
• Illustrate methods to enhance memory.

Include a 500- to 700-word descriptive summary of your concept map, explaining your criteria for the illustrated relationships using scholarly resources (the course text and at least 1 peer-reviewed journal article.)

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me:
• Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
• Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.