Memory development: Difference between revisions

Revision as of 20:27, 6 April 2020

Revision as of 20:45, 6 April 2020

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===Central Executive===

Central executive is an integral of the working memory, and involves the all- inclusive attentional control of the working memory system.<ref name="Learning & memory"/> Initially Kail and Saweikis inferred that the central executive had an important role of storing some information and that the central executive reinforced long-term memory and has the potential to designate resources for focusing, dividing and switching attention.<ref name="Learning & memory"/> Currently the model of the central executive excludes the possibility of any type of memory storage.<ref>{{Cite book|url=https://www.worldcat.org/oclc/49977789|title=Learning & memory|date=2003|publisher=Macmillan Reference USA|others=Byrne, John H.|isbn=0-02-865619-9|edition=2nd ed|___location=New York|oclc=49977789}}</ref> However, it does include the understanding that it does have a responsibility for the control and reinforcement of attention.<ref>{{Cite book|last=Baddeley, Alan D., 1934-|title=The psychology of memory|date=1976|publisher=Basic Books|isbn=0-465-06736-0|oclc=2118601}}</ref><ref>{{Citation|last=Baddeley|first=Alan|title=Working Memory, Thought, and Action|chapter=What limits working memory span?|date=2007-03-15|pages=189–210|publisher=Oxford University Press|doi=10.1093/acprof:oso/9780198528012.003.0011|isbn=978-0-19-852801-2}}</ref><ref>{{Cite journal|last=Baddeley|first=Alan|date=November 2000|title=The episodic buffer: a new component of working memory?|journal=Trends in Cognitive Sciences|volume=4|issue=11|pages=417–423|doi=10.1016/s1364-6613(00)01538-2|pmid=11058819|issn=1364-6613}}</ref><ref name="Learning & memory"/> In children from 2-4, the memory storage capacity limitation constrains complex comprehension processes. As the child grows older however, less processing is necessary which opens more storage space for memory.<ref name="gather">{{cite journal |last1=Gathercole |first1=Susan E. |title=The Development of Memory |journal=Journal of Child Psychology and Psychiatry |volume=39 |issue=1 |pages=3–27 |year=1998 |pmid=9534084 |doi=10.1111/1469-7610.00301 }}</ref><ref>{{cite journal |last1=Eacott |first1=M. J. |last2=Crawley |first2=R. A. |title=The offset of childhood amnesia: Memory for events that occurred before age 3 |journal=Journal of Experimental Psychology: General |volume=127 |issue=1 |year=1998 |pages=22–33 |doi=10.1037/0096-3445.127.1.22 |pmid=9503650}}</ref><ref name=pmid17654279>{{cite journal |last1=Jack |first1=Fiona |last2=Hayne |first2=Harlene |title=Eliciting adults' earliest memories: Does it matter how we ask the question? |journal=Memory |volume=15 |issue=6 |pages=647–63 |year=2007 |pmid=17654279 |doi=10.1080/09658210701467087 }}</ref>

===Phonological Loop===

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Long term memory, also known as episodic and semantic memory, has the ability to store valuable information for a proficient amount of time.<ref name="worldcat.org">{{Cite book|title=The Gale encyclopedia of psychology|others=Longe, Jacqueline L.|year = 2016|isbn=978-1-4103-1781-0|edition=Third|___location=Farmington Hills, MI|oclc=941831058}}</ref> According to Longe (2016) the storage of long-term memory could be in assortments of minutes to lifetime, meaning an activity or event attended can be recalled after a few minutes or be stored for a long time.<ref name="worldcat.org"/> Long term memory uses an important distinguishing factor known as meaning that can help an individual learn; It is used in a form of encoding and it is deemed the primary method of developing long-term memory.<ref name="worldcat.org"/> Once meaning is understood and applied to information it can impact what one recalls.<ref name="worldcat.org"/>

Explicit memory becomes much better over the developmental years. However, there are small effects of age on implicit memory, which could be because implicit memory involves more basic processes than declarative memory which would make it less affected by a child's developing cognitive skills and abilities.<ref>{{Cite journal|last=Ward|first=Emma V.|last2=Berry|first2=Christopher J.|last3=Shanks|first3=David R.|date=2013|title=Age effects on explicit and implicit memory|journal=Frontiers in Psychology|volume=4|pages=639|doi=10.3389/fpsyg.2013.00639|pmid=24065942|pmc=3779811|issn=1664-1078}}</ref>

===Infants===