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Essay / Research Paper Abstract
This 4 page paper begins by introducing information processing processes. The writer explains each of these as well as the different types of memory. The rest of the paper is about encoding information and its importance. Specific ways to teach encoding strategies are discussed. Bibliography lists 5 sources.
Page Count:
4 pages (~225 words per page)
File: MM12_PGencdn.RTF
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Unformatted sample text from the term paper:
2006; NSW Department of Education and Training, 2005). Different kinds of memory have also been discussed, such as sensory, short-term and long-term (NSW Department of Education and Training, 2005). Sensory
information is self-explanatory, it is information a person receives through the senses; short-term memory is also referred to as working memory, this is the part of the brain that stores
information on a temporary basis until it is placed in long-term memory or it is lost; and long-term memory is that part that stores information indefinitely (NSW Department of Education
and Training, 2005). Encoding and retrieval are interdependent and play important roles in all kinds of memory and information processing processes. Encoding is how the person translates information in their
minds (NSW Department of Education and Training, 2005). One of the functions of encoding is to determine if the information is meaningful enough to store, another function is to relate
this information to prior knowledge (NSW Department of Education and Training, 2005). The information must be encoded appropriately or the person will not be able to retrieve it; this makes
encoding very important because the more specific the encoding is, the easier it will be to retrieve that information when needed NSW Department of Education and Training, 2005). These skills
improve and become more sophisticated with age, leading the child being able to use them in problem solving and other cognitive tasks. Studies have shown that the person must be
of a certain developmental stage before they will be capable of encoding and retrieval (Parker, 2002). Some studies have found that a six-month-old infant can retain something for about one
day, 24 hours (Parker, 2002). By the age of nine months, the infant is able to retain something for about a month (Parker, 2002). At the age of 21 months
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