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MEMORY EQUALS KNOWLEDGE1Memory Equals KnowledgeLaura TohomPsychology of Learning: PSY 331Janet StebbinsMay 14th, 2021
MEMORY EQUALS KNOWLEGE 2IntroductionScientists have determined that brain development begins at birth in the fetal stage andcontinues until maturity. However, memory progression continues even after the levels ofmaturation are complete. Memory and learning are parallel concepts that create learning.Enhancing one's skills in retaining knowledge through productive information processing willimmensely advance one's learning competency. Human beings are capable of boosting theirlearning amplitude and expanding information processing through understanding how memory isformed and how this correlates to achieving higher levels of intellect. Proficiently is vital totransfer information from the working memory process to the long-term memory bank, whichaids in transferring data. Learning is enhanced when one understands how the functions ofattention and perception is represented to expanding the schema, consequences of various typesof memories on information processing, as well as the influence false memory may have onpractical learning.Memory DevelopmentAlthough learning occurs with the acquirement of knowledge, memory is considered themanifestation of perceptions grasped. Consequently, memory development credibly attributes toan increase in the intake of comprehension. As one matures, an individual's memory skillsincrease so does the working memory volume. An individual procures and establishesunderstanding for the duration of life and diverse encounters. Piaget advanced four phases ofcognitive development that is essential to master proceeding the next level. Rosser-Majors(2017), “In the sensorimotor stage, starting at birth through to two years, children use the fivesenses to develop fine motor skills and make sense of the world around them before developingthe ability to use logical processes” (Sec. 4.1 Para 5). “The second stage is the pre-operational
MEMORY EQUALS KNOWLEGE 3stage starting at two years until seven years old. Children learn to speak and communicate butstill cannot grasp logical thinking skills” (Sec. 4.1 Para 6). “The concrete operational stagestarting at age seven into adolescence is the third stage. Children begin to use logical thinkingbut still lack abstract or theoretical thinking skills” (Sec. 4.1 Para 7). “The formal operationsstage starts at adolescence, allowing the individual to achieve complex rational thought isPiaget's fourth stage” (Sec. 4.1 Para 8). Each stage is necessary to cultivate the schemas and

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Term
Winter
Professor
ADRAGNA
Tags
Unsworth

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