香港本科课程作业：Discovering mind and behavior发现心灵和行为

发布时间：2015-06-11 09:05

论文题目： 
Choose one recent situation in which you forgot(and later remembered)something important. describe it briefly and show how each of these theories of forgetting would explain your memory lapse 
论文语种：英文
您的研究方向：Discovering mind and behavior
是否有数据处理要求：否
您的国家：香港
您的学校背景：
要求字数：500
论文用途：本科课程论文Discovering mind and behavior assignment

SOSC1960Discovering Mind and Behavior

 

Assignment 1

Memory

Scenario: 
A few weeks ago, I completed an assignment for one of the courses but didn’t submit it as the deadline was 5 days later from that time. However, I was occupied by other affairs and totally forgot the existence of this assignment. Fortunately, one hour before the deadline, my friend asked me for help on this assignment and I recalled it.几个星期前，，我需要完成一个分配课程作业，但就是在提交的最后期限的第5天之前从那个时候由于我被其他事务占用时间了，完全忘了这个任务的存在。幸运的是，最后期限前的一小时，我的朋友告诉我关于这个任务并提供了帮助，我回忆起了这次作业。
Theory Why You Forgot How You Could Have Avoided Forgetting
Levels of processing

Memoryrecall of stimuliis a function of the depth of mental processing. In this case, a shallow processing was conducted and the memory trace was fragile.As a result, this memory trace issusceptible to rapid decay. The basic idea is to have a deep processing instead of a shallow one. To achieve that, asemantic processing should be realized. In other words, it’s better to mark the calendar and put it in my agenda.

Decay

Memory fades due to the mere passage of time. In this case, the memory started fading once the assignment was completed.At the end of the 5-day session, therelevant memory tracer was quite weak. The best solution is to submit the assignment immediately, instead of doing it at the last second, as memory fading continued all the time. Alternatively, a reminder that alert me one day before the deadline should be created as information rehearsing is also a good solution.

Interference

It is believed that interaction between the new information and transfer effects of existed memories can have a negative influence in comprehending the new information. In this case, the memory of assignment submission had to compete with other memories.Hence, it was difficult to be retrieved. More specifically, the interference could be proactive (competition from traces occurred prior to the target one) or retroactive (competition from traces occurred after the target one). According to this theory, the memory was intactbut unable to be retrieved due to competition. Hence, the basic idea is to avoid such competitions. To achieve that, I could make a list of all the memories and categorize them based on deadline and urgency.

Cue-dependent forgetting

In this theory, Memories cannot be retrieved without cues. In my case, the event was forgottenas no relevant cues appeared until the call from my friend. Here, the call acted as a cue and helps the memory retrieval. The basic idea is to create cues and make them appear in appropriate occasions. For instance, friends can remind each other before the deadline and make sure everyone has been aware of that. Alternatively, I can relate it to other events that are supposed to occur on the same day as the deadline so that I’m reminded once this event occurs.

Word count (max. 500):   477

References, if any:

Appendices, if any:

Levels of processing
Memoryrecall of stimuliis a function of the depth of mental processing. Depth of processing falls on a shallow to deep continuum. Shallow processing (e.g., processing based on phonemic and orthographic components) leads to a fragile memory trace that is susceptible to rapid decay. Conversely, deep processing (e.g., semantic processing) results in a more durable memory trace.

Decay theory
Memory fades due to the mere passage of time. Information is therefore less available for later retrieval as time passes and memory, as well as memory strength, wears away. When we learn something new, a neurochemical “memory trace” is created. However, over time this trace slowly disintegrates. Actively rehearsing information is believed to be a major factor counteracting this temporal decline.

Interference
Interference occurs in learning when there is an interaction between the new material and transfer effects of past learned behavior, memories or thoughts that have a negative influence in comprehending the new material.The stored memory is intact but unable to be retrieved due to competition created by newly acquired information.

Cue-dependent forgetting
Thefailure to recall information without memory cues.The term either pertains to Semantic cues, State-dependent cues or Context-dependent cues.

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