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Interpreting The EEG Essay

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The brain has the ability to take in information and interpret it, but the way that interpretation affects a person's ability to comprehend an idea or to learn a topic is a subject that has not been fully explored. The act of learning simply devolves down to the retainment of information. When it comes to verbal and auditory learning, which is most widely used in schools, several factors can affect the quality of retainment. For example, how a learner may interpret the voice of the person giving the verbal information could affect how quickly the information is retained. In an experiment that was featured in the Journal of Experimental Psychology: Human Learning and Memory suggested that the detailed information about a speaker’s voice is retained …show more content…

The electrodes are attached to the scalp, and when the neurons in your brain communicate via electrical impulses, this activity then can be portrayed as wavy lines on an EEG recording. Since brain cells are always in constant activity, the EEG really measures the change in electrical impulses or response. Traditionally, an EEG is used as a main diagnostic test for epilepsy and other brain disorders15, but in recent years, EEG technology has begun to stretch far beyond the bounds of medical. For example the EEG is beginning to be used in clinical studies, even though some individuals remain sceptical about the EEG’s value as a research tool. For example, Ashcroft, the author of The Spark of Life: Electricity in the Human Body, compares interpreting the readings from the EEG to trying to understand the relationships between people living in a city like New York, simply by listening in on all of their telephone calls at once, making it impossible to pick out individual conversations. The EEG is however capable of providing a glimpse of what the brain is doing16, particularly in time of

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Nowadays when we are not sure of question we turn towards the Internet, to try and find answers. In the Article "You Still Need Your Brain," Daniel Willingham argues that memorizing facts remains an essential skill even in today's world of internet searches. He builds his argument by first acknowledging the importance of technology and then explaining why it cannot replace human memory. . Willingham provides scientific evidence and real-life examples to support his claim, making a compelling case for the value of memorization in our ever-changing world.

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Scents, sounds, images, and physical sensations from your environment are taken in and processed in the thalamus. The thalamus is the area of the brain that is responsible for taking all of your sensory responses and blending them together into coherent, logical experiences. Next, these sensations travel to two directions to an area of your brain called the amygdala, on to your unconscious mind, up to your frontal lobe, and finally, it reaches your conscious awareness. The amygdala job is to determine if incoming information is necessary for survival. In cases when processing in the thalamus breaks down sensory responses are converted into isolated codes in your brain, dissociated fragments, and disintegrated memory processing happens.

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It all depends on the factors and traits of how every individual learns best. Some of us are visual learners where we learn by seeing knowledge in front of us. Some of us are kinesthetic learners

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The first piece of evidence in document 2 is “Imagine filling a bathtub with a thimble; that's the challenge involved in moving information from working memory into long-term memory.” This quote shows that it's hard to remember things when we're overwhelmed with too much information at once. The second piece of evidence from the document is “Psychologists refer to the information flowing into our working memory as our cognitive load. When the load exceeds our mind's ability to process and store it, we're unable to retain the information or to draw connections with other memories.” This shows that our ability to remember things is limited by how much our minds can handle at

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So, for the sakes of this paper, I’ll just refer to it as EEG. An EEG is a test you can take that is used to test Electrical Activity in the brain’s cells. They can communicate by electrical pulses. An EEG can measure and record brain waves. So how in the world does this relate to the Kenneth Parks case?

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Richard Caton (1842-1926) invoked the idea of potential “feeble currents of varying direction pass through the multiplier when the electrodes are placed on two points of the external surface.” ERP is measured with an EEG (electroencephalogram) which measures voltages in brain structure, however EEG is response to sensory, motor and cognitive whilst ERP is response to an event. Electrodes are places on the scalp of the individual and electrical activity in the brain is measures, picking up thousands of brain processes simultaneously shown in. An ERP is shown in a wave pattern on a computer screen or paper, wavelengths depend on the activity of the brain. However, to examine the individual’s response to the actual event, they must partake in many trials to gain validity.

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People lose the ability to remember because reading books stimulates the mind; and not reading will shorten one’s reach of memory. When a person doesn’t read books they don’t know much and not knowing anything can make them gullible.

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However, many recent findings state that even when focusing on a particular network (e.g. the thalamus), different cellular (e.g. channels) as well as molecular dysfunctions can occur, which may lead to irregular brain rhythms and associated cognitive difficulties (Avoli,

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Everything that we hear, say, and do teaches us something. When it comes to pushing one’s self how to learn such as in a classroom environment, this task is much harder. People have their off days, as mentioned previously, having a hectic schedule clouds memory of discussions throughout the day. People do not catch themselves being distracted and may blank when asked something they are expected to know the answer

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The act of memorizing and repeating, absorbing only until the next subject lesson of memorizing and repeating comes along. Maybe for some, whose mind works in this way, it is a productive way to learn, I however, need to absorb. I need to be able to relate the information I have learned in order to retain it. I am that person who reads the manuals. I enjoy reading the instruction manual.

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How reliable are the two models or theories of the cognitive process of memory, “|…|the process of maintaining information over time” (Matlin, 2005) , known as the multistore model (MSM) and the levels of processing model (LOP)? Both of these models have been widely criticized, but simultaneously they have improved our knowledge and understanding of how the process of memory works. In this essay both of these models of memory will be evaluated by presenting the strengths and limitations of each. The first model, the multistore model, was put forward by Atkinson and Shiffrin (1968) which suggests that the concept of memory involves three stores; the sensory stores, the short-term store (STS), and the long-term store (LTS).

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To retain this information you have to practice it from day one till test time. Professional sports players are great examples of repetition. To become superb at their job they have to do the same things over and over and over again till the point that when the situation comes in a game they just go through that same routine once again. Repeating what you learned will keep your mind focused and ready for whatever is thrown at you once all the information you'll need to succeed is locked into that noggin. When you start

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If information stored in the short-term memory is not learned and given attention, it will decay over time (Schunk 2012, p. 183). The short-term memory has a small capacity, and large amounts of information cannot all be stored (Schunk 2012, p. 183). To make it esier, information can be shortened or broken up to fit it in the short-term memory (Schunk 2012, p. 183). Information that is used will be transferred into the long-term store/ long-term memory (Schunk 2012, p. 183). There are different strategies to strengthen the memory of information from short-term to long-term.

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The more important the information the more likely the individual will be able to recall that information later. However, the meaning is placed on the information itself and not on how the information obtained, as with the behaviourist approach. Cognitive learning theories deal with the issue of how people process and store information to gain an understanding of themselves and the environment, and how their thinking and reasoning influence their actions and reactions (Henson and Eller,

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Each person learn differently from each other. There are some ways of what people need to do to help them learn the information better. For example, the visual learner need be good at seeing and analyzing pictures or and type of data that is given. As well as for auditory. The people that have this learning style need to be good at listing and also need to sit closer where they can listen more.

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