Memory Retrieval Research Paper

Memory Retrieval Research Paper
When is memory retrieval likely to be good?
Memory retrieval is likely to be good when information that has to be remembered has already been
tested before multiple times. In fact, practicing retrieval has a larger effect than actually revising this
information (Hockley, 2009).
Another factor that influences the quality of retrieved information is the way one studied that
material. As such, material that was studied over a number of sessions and contexts has more chance
of being retrieved correctly than material that has been studied over one long session (Bjork, 2001).
After the material has been studied, it is useful to regularly revise it, or better test yourself on it (see
above). The spacing should not be too big or too little, as in case it is too big the information is more
likely to be forgotten, and in case it is too little the spacing effect itself would not work. Researchers
are not exactly sure why spacing is effective, however Fornell (2009) stated that spacing works in
both short– and long–time scales. Overall, spacing is important for long–term retention, as whilst
cramming works if the information is needed to be stored in ... Show more content on
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However, it is a bit different for episodic memory. In this case, the retrieval would be worse the
further back in time that event happened. This is due to the fact that we do not remember the actual
event every time; we are remembering how we remembered it the last time (Bridge & Voss, 2014).
This leads to a change of memory. Additionally, different people remember event differently. This is
well demonstrated by historical books of different countries. Historians may not have in mind to
mislead the readers that is actually how people remember events, while other countries may
remember those same events completely differently. Unfortunately, science did not invent a time–
turner (yet!), so we cannot know the truth, we could just
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Personal Narrative: Semantic Memory
I am not sure that I can remember a moment in my life when my memory was faulty or inaccurate
but what I can remember is that after having my son I forget a lot of things. I use to be able to
remember everything; dates, numbers, what people tell me verbatim. However, since having my son
I am so forgetful, clumsy; my short term memory is worst then my long term member. The most I
can recall from pregnancy is that I was miserable; I slept on an air mattress in the living room
because the felling of my queen sized mattress hurt my back. I also remember throwing up during
the entire pregnancy. I enjoyed anything spicy because it helped with my heart burn. I had the worst
headaches/migraines. But as for like the special moments that people record, such as; every month
how big around my belly was, what foods didn't agree, the first time I felt him kick. ... Show more
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My memory is semantic because I can recall the basic information but I can't give you detail after
detail in long term or short term events. Semantic memory is in the memory–systems perspective, a
moderately resilient (long–lasting) type of memory; refers to our ability to recall basic facts (Belsky
2013). My memory is considered faulty meaning it's not reliable. I have episodic memory when it
comes to the exact time my son was born. Episodic memory is the memory –systems perspective,
the most fragile type of memory, involving the recall of the ongoing events of daily life (Belsky

Memory Retrieval Analysis
Throughout the article, Tulving examines two different kinds of human memory retrieval processes,
one being episodic retrieval and the other being semantic retrieval. The central thesis that is
proposed in this article is that episodic and semantic memory systems are similar, as they: . . .both
depend on information previously stored, both have to do with access to such information, in both
cases such specificity of access is governed by present cues or prompts, and in both cases the
retriever of the information can "hold in mind," or contemplate, the products of the retrieval process,
without having to engage in any form of overt behavior (Tulving, 1989, p. 36).
The central thesis also includes the idea that these memory systems are not only similar, but also
different. In addition, it states that it is possible for a person to have impairment in episodic memory,
but not have impairment in semantic memory. There are many arguments used to support the central
thesis. The ... Show more content on Helpwriting.net ...
According to Tulving (1989), the first thing that they concluded was that: Evidence of the sort
reviewed in this article suggests that the traditionally held views about the unity of memory are no
longer tenable. A more appropriate view seems to be that of multiple memory systems.
Remembering one's past is a different, perhaps more advanced, achievement of the brain than
simply knowing about it (p. 367).
They also concluded was that it is likely that the functions of the semantic memory are dependent on
the medical temporal lobes and that if they were damaged, it could cause inability to retrieve and
store world knowledge. They went on to conclude that damage to the medical temporal lobes could
cause problems for the episodic system. Another thing that the researchers concluded was that
episodic and semantic systems are different in many ways, including that the frontal lobes are more
important for the episodic system than for the semantic

Language for Teachers Task 4: Focus on the Teacher's Language
ICELT
2012–2013
The Anglo Antonio Caso
Language for Teachers Task 4:
Focus on the teacher's language
Name: Eduardo García Acevedo
Candidate number: 004
Centre Number: MX005
Date of submission: August, 30th 2013
In this paper, I analyze my language in the classroom in terms of its accuracy and appropriacy for
teaching. I quote six utterances from an Elementary level (A1) with twelve adult students who work
at an investigation institute. This lesson starts with a conversation about a woman's vacation to
Aspen in order to introduce the Idiomatic Future.
1. When checking a dialog from students' book assignments, I asked a comprehension question to
the whole class.
Accurate and appropriate: "What is the reason to buy two ... Show more content on Helpwriting.net
...
5. During the grammar and semantic explanation of the target structure on the board, a student asked
about the difference between Idiomatic Future and Simple Future. I talked about the certainty or
resolution that auxiliaries such as will and won't convey.
Accurate but inappropriate: "You will die."
Eventually, I conjugated this verb in the first person singular, both in Simple and Idiomatic Future.
For each sentence, I provided a context illustrating their possible function. I wanted everybody to
relate to this explanation and to remember it by providing enhanced input, not by presenting the
language in a special form, but rather by providing a remarkable meaning. However relatable or
remarkable these examples might be, now I think my discourse might have seemed a little disturbing
for some people. Therefore, I could have used a different subject for such contrasting sentences,
such as: "That tree will die, but it is not going to die soon."

6. I sneezed, so some students said "Salud". I modeled and wrote on the board "bless you!", then I
explained the difference with "God bless you!"
Inaccurate and inappropriate: "Using the name of the Lord in vain is a sin."
Obviously, it was not my intention to preach to the students. Actually, I meant to portray the puritan
heritage of English in

Language, And A Better Understanding
Kevin Yousif
Mr. Brown
AP English Language and Composition
17 November 2015
Language, and a Better Understanding
Language is a topic that will never cease to adapt, from slang being developed in suburbs of urban
cities, to new additions to the Oxford dictionary. We, students of English, use different concepts of
language almost everyday and most of the time we don't even realize it. To get a better
understanding of the English language and concepts developed within it, one would turn to look at
the arguments of scholars including George Orwell, Nancy Mairs, S.I. Hayakawa, Nicholas Carr,
and the dispute of the Sunlight Foundation and Senator Mike Quigley. All of these authors have an
argument for how language is being developed and molded into this day and age, and for the
modern English student, our questions and curiosities will be looked into furthermore as the topics
presented by these scholars are formulated. One recurring concept presented by George Orwell in
Politics and the English Language is how language corrupts thought and how thought can also
corrupt language. Or well states "The English language becomes ugly and inaccurate because our
thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish
thoughts" (Politics and the English Language, Orwell). I truly believe that this is the case. The
repetitive process is often difficult to break because bad habits provide us with convenient and
tasteful sentence structure. However

The Levels Of Processing Model Essay
The Levels Of Processing Model
The Levels OF Processing (LOP) Model is an alternative to the Multi Store (MS) Model. It does
appreciate the idea that both STM and LTM do exist however it does focus on the inter– related
processes needed for memory. It looks at the way information is coded and how likely it is to be
remembered depending on the type of coding.
* The LOP model was based on a study by Craik & Tulving (1875) who tested participants on
remembering 4 different types of information. These were called "Levels of Processing. They
claimed that the level information is processed at, accounts for how likely it is to be remembered.
The 4 levels are as followed:
* · ... Show more content on Helpwriting.net ...
This uses deep semantic memory.
* According to Craik and Lockhart rehearsal was not as essential as LOP. They distinguished
between two types of LOP – Simple Maintenance Rehearsal which simply holds information but
does not necessarily lead to the transfer into LTM as information is just memorised, and Elaborative
Rehearsal which involves some kind of analysis or evaluation of information. This type of rehearsal
leads to LTM. This is why it was found that the more complex the stage of processing was
(Semantic) the easier the sentence was to remember. E.g. the Deeper semantic test was remembered
better than the Shallow because it required more analysis and they were placed in an order in which
the words linked together and made sense.
* Bransford et al also found that a more distinct sentence would be remembered more because it
stands out. This was tested using " a mosquito is like a racoon because they both have haired jaws
and legs" and " a mosquito is like a doctor because they both draw blood". Participants remembered
the second sentence better because it was humorous and this made it distinct.
* Both types of studies show that LOP model does in fact focus on the inter – related processes
needed for memory

Volunteering At Chartwell Deerview Crossing
Volunteering at a retirement residence was a rewarding experience. I was able to gain useful and
professional experience in terms of working with people and building strong relationships while
being reminded of the positive difference that I was making while volunteering. Chartwell Deerview
Crossing is a wonderful, inclusive place for the residents to spend their days. Their mission
statement "making peoples lives better" is an understatement as to what they provide for their
residents, volunteers, and staff. They provide many activities to encourage comfort and the most
care in their facility. During my experience, I was able to recognize and incorporate course concepts
learned from 1BB3. Throughout this essay, I will be discussing my ... Show more content on
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In relation to course content, the literature on sensory changes states that "sight has the greatest
effect on a persons' ability to function in later life" (Novak, Campbell, and Northcott, 2013, p. 97). I
find that this definition promotes an aggressive tone in relation to my experience. As I am sure it
does have an effect on many more things in Helens life, her active wellbeing shows that it has not
stopped her from functioning. Although she proved to show that assistance was needed to help with
the game, she was still a functioning individual, especially since she was able to figure out the area
where the letter was on the card. In addition to this experience, Helen proved to show strong
episodic memory. Episodic memory can be defined as a memory of past events that are acquired
from specific situations (Novak, et al, 2013). The reason I argue that Helen has strong episodic
memory is because of her past interest in Bingo. She was able to bring her interest forward to assist
her in the particular situation. This situation and the content provided has helped change my
assumptions about sensory changes in old age. Originally before taking this course, I would have
agreed with the idea that "losing eyesight has the greatest effect on a persons' ability to function in
later life" (Novak, et al, 2013, p. 97). To many outsiders, it does seem like a sense that would be
hard to go without. After my

Autism And Episodic Memory
Recall of Semantic and Episodic Memory: Autism Autism is a neurodevelopmental disorder that
leads to a deficiency in social communication. This deficit in communication is associated with
abnormalities in brain regions. It is assumed that because people with autism have difficulty
establishing social relationships that they would have difficulty recalling emotionally salient
memories, This erroneous belief is further strengthened by the phenomenon where children with
autism have flawless recall when it comes to remembering information about a topic they are
interested in (i.e. trains, cars, etc.). However, current research indicates that people diagnosed with
Autistic spectrum disorder (ASD) may have abnormalities in the hippocampal, amygdala, ... Show
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The literature surrounding metamemory, a subjects' awareness of their own memory performance
and how they use their knowledge to contribute to their learning is vitally important to the
understanding of the intricacies of ASD (Wojcik et al, 2012). Wojcik et al's (2012) research has
determined that when children with autism were exposed to the feeling–of–knowing task that the
majority of people with autism accurately recognized the feeling–of–knowing for semantic stimuli,
but did not perform well when asked to recall episodic information (Wojcik et al, 2012). Through
this analysis Wojcik et al (2012) determined that children with autism did not suffer from
generalized deficits in metamemory, the results show that the metamemory in episodic memory is
only memory system impaired. Like previous studies Wojcik et al (2012) have strengthened the idea
that people with autism have difficulty remembering factual information, not emotionally driven
information. Southwick et al (2011) studied how non–verbal individuals with ASD recall certain
stimuli, where they found no significant differences in the retention and recall of information
pertaining to the stimuli between their autistic population and the control group. However,
Southwick et al (2011) did find that there was a difference in retention and recall between autistic
individuals who had high verbal IQ vs. low verbal IQ. The results of the findings indicate that
normal controls and ASD individuals do not exhibit significant differences in memory retention and
recall. Southwick et al (2011) did find that the verbal ability of ASD individuals did affect the
amount of information that was retained and successfully

Semantic Change: How Gay Became Homosexual
Semantic Change
Through back up questions I learnt that such semantic change was becoming more popular through
the school; people see that if homosexuality has become more accepted into today's society they
have no need to put a label on homosexuality. Therefore the word gay is losing its original meaning
and connection to the word homosexuality. School also plays another part in this because it is
teenagers (school pupils) who have changed the meaning of the word gay, it was first seen as an
insult. But the word has been so overused that it has lost its original meaning. In the majority of
schools where pupils aged 15–18 and possibly even younger call each other gay it was here that the
word gay was popularised with students first using it as an insult. Being gay was seen as being bad,
so it picked up this derogative term but as time processed and the semantic change also, it
transformed into having an overall meaning that something is stupid. An example of this would be
that in my questionnaire I was given "school" as something which is gay. If we used the definition of
a homosexual man this would make no sense but because of the semantic change this definition has
completely changed meaning anything this person didn't like could be gay.
It is not just in school that the word gay had been used. Radio and television shows although rarely
are using the word gay to define something which is lame or rubbish. One example is Chris Moyles,
a former DJ on BBC Radio 1, he

Test
Results from experiment one indicated that response latency times rised systematically as the
questions necessitated deeper levels of processing–semantic as opposed to structural questions of the
word (Craik & Tulving, 1975). Performance on the retention test increased significantly, from below
20% recognized for questions concerning structural characteristics to 96% for sentence questions
(Craik & Tulving, 1975). The results have thus shown that different questions requiring different
encoding strategies have yielded different response latency times. Furthermore, the different
encoding questions were associated with marked differences in recognition performance; in
particular, semantic questions were followed by higher recognition of the ... Show more content on
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Experiment seven has demonstrated higher recall resulting from more complex, elaborate sentence
frames, but only with positive (yes) target words; this finding is further interpreted as depth of
processing is greater with congruent sentences than incongruent sentences possibly because the
subject forms a unified image of the sentence (Craik & Tulving, 1975).
Experiment eight manipulated the set sizes of case, rhyme, and category questions; when set sizes
were held constant across groups, strong effects of question type were still found (Craik & Tulving,
1975). The results of studies one through eight have been held in strict experimental conditions.
Experiment nine examined whether the same pattern of results found thus far would emerge in
looser experimental conditions (Craik & Tulving, 1975). The looser experimental conditions
involved subjects being aware of the purpose of the study, and of the recognition task; words were
also presented to subjects at a slower rate (6 secs) (Craik & Tulving, 1975). The results of
experiment nine ran parallel to results from experiment two and four, demonstrating the basic
phenomenon of depth of processing is a robust one (Craik & Tulving, 1975). Lastly, experiment ten
tested the possibility of whether stronger inducement (paying subjects for correct number of words
recalled) to case–encoded words

Phonological And Semantic False Memory
Phonological and semantic lists can cause high, strong rates of false memories. Phonological false
memories would peat in shorter durations of a presentation, but semantic false memory rates would
start to increase with more spread out presentation times. It is also theorized that the semantic and
phonological lists are similar with spreading activation, but the processing could differ when it was
the speed and depth. Semantic false memory requires deeper conceptual processing for the semantic
false memory to activate. Shallow perceptual activation of phonological lures decay faster than
semantic activation. When other factors are constant for false recall rates, the rates for phonological
and semantic lists are similar. The False recognition rates for phonological lists are lower than
semantic lists by twenty to thirty percent. ... Show more content on Helpwriting.net ...
Researchers have tried to search for the effects of imagery with the two types of spreading
activation. In their current study, they are trying to explore DRM errors as a function of visual
imagery and list type. They believe that imagery could possibly affect false memories in different
ways depending on the list item associated.Researchers still have to investigate the outcome of
visualizing phonologically. They have even said that investigating phonological lists through
meaning could be difficult because they are theorized to happen through sound with phonological
lists. Their secondary goal was to assess whether imagery instructions could influence false
memories based on the nature of how the memory test is used. The participants of the memory test
completed immediate recall tests. They were administered list by list, and at the end there was a
final

Nature vs Nurture Physical Development
Decoding is the process translating a written word into a spoken word ("cracking the code"). An
individual who has developed adequate decoding skills can begin to acquire fluency when reading
no longer requires a conscious, deliberate effort. When fluent, reading becomes automatic and
consists of word recognition rather than sounding out and combining syllables necessary to decode
words.
Teaching decoding provides students with the keys to unlock new words. Teaching the regular
phonetic patterns of English can do this. These rules can be applied to words with which the student
is already familiar. New words are then introduced beginning with simple words and working
through more complex words. Finally, irregular phonemic patterns can be ... Show more content on
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Semantics is an important part of reading decoding skills because the broader your child's
vocabulary, the better he will be able to understand and remember new words and their meanings.
Directly teaching vocabulary is the best way to increase your child's vocabulary, or semantics, skills.
Interestingly, the more new words your child learns, the more new words he is capable of learning.
Furthermore, there is a direct correlation between vocabulary and reading comprehension. In other
words, the more words your child knows and understands, the better he will be able to comprehend
new words and comprehend the things that he reads.How Does Syntax Relate To Reading Decoding
Skills?Syntax is the function, or part of speech, a word represents. In order to understand a sentence,
your child needs to understand the relationships between words.After your child reads a sentence
and determines the grammatical purpose of the word, as well as the semantic meaning of the word,
she can comprehend the meaning of the sentence as a whole. In this way, your child might not
remember each word of the sentence, but she retains the general meaning or purpose of the sentence.
This is not to say that your child's reading decoding skills have to be so aptly honed that he is
capable of identifying and labeling the grammatical purpose of every word in a sentence. Research
has shown, however, that training in labeling of sentences does help

Memory and Alzheimer's: 7 Stages of Alzheimer's &...
Memory is the retention of information over time and it changes through our lifespan, from infancy
through adulthood (Santrock 218). There are two types of memory, explicit and implicit. Explicit
memory is memory without conscious recollection–memory of skills and routine. Procedures that
are preformed automatically (Santrock 219). Explicit memory helps with things like waking up,
getting out of bed and putting on your slippers so your feet don't feel the cold of the floor. Walking
out of your room on the second floor and being able to walk down the hallway and to the left to
reach the stairs and making it safely down to the first floor without having to turn the lights on. You
know your house "like the palm of your hand" because you ... Show more content on
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As people grow older both Episodic and Semantic memory decrease (Shantrock 224).
Alzheimer's is a type of dementia that causes problems with memory and it is not a normal part of
aging, "Although the greatest risk factor is increasing age" (Alzheimer's Association). Even though
our memory begins to deteriorate when we are growing older we don't necessarily forget we get the
"tip of the tongue" effect where we are ale to recollect our memories unlike those with Alzheimer's.
"Alzheimer's disease is a progressive, degenerative disorder that attacks the brain's nerve cells, or
neurons, resulting in loss of memory, thinking and language skills, and behavioral changes. These
neurons, which produce the brain chemical, or neurotransmitter, acetylcholine, break connections
with other nerve cells and ultimately die. For example, short–term memory fails when Alzheimer's
disease first destroys nerve cells in the hippocampus" (Alzheimer's Association Foundation.) The
destruction of the hippocampus is very serious because the hippocampus is a structure in the brain's
limbic system that plays an important part role in memory (Ettinger 91.) Its is responsible for
forming organizing and storing memories.It connects the memories to structures and senses like
smell and sound. "The hippocampus is a horseshoe shaped paired structure, with one hippocampus
located in the left brain hemisphere and the other in the right hemisphere. The hippocampus acts as a

How Did Mosess Take On The Ark
Semantic Illusion and its Role in Sentence Processing The idea of semantic illusions is where people
tend to not recognize an inaccuracy or inconsistency in a text.. This tendency is now known as the
Moses Illusion. Erickson and Mattson (1981) presented subjects with questions such as ' How many
animals of each kind did Moses take on the ark?'. People answered 'two' even when they knew that
Noah was the one who took the animals. Even when told that there may be distortions, people still
overlooked the names. Erickson and Mattson (1981) suggested that semantic similarity to the right
name and certain facts that people know about certain individuals influences the frequency of
occurrence of the semantic illusion. This phenomenon has proven to be very consistent over varying
circumstances because it occurs with or without time pressure. The Moses illusion has raised many
questions in regards to its validity and research methods. ... Show more content on Helpwriting.net
...
They found that it was not just when the task involved a question but also when the question
involved verifying assertions. In their study they manipulated the place of focus by switching up the
sentence. Instead of 'How many animals of each kind did Moses take on the ark?', they stated 'It was
Moses who took two animals of each kind on the ark'. This did not disprove the central thesis of
Erickson and Mattson's study. This study did , however, lead to the discovery of shortcomings in
their work because they did not methodically examine the effects of semantic relatedness. They
could have done this by utilizing names that were empirically shown to be either highly related or

The Hierarchy Network Model For The Organization Of...
Experiment 1
Experiment 1 is a partial–conceptual replication of Collins and Quillian's (1969) study on the
hierarchy network model for the organization of semantic memory. The purpose of experiment 1
was to test Collins and Quillian's hypothesis stating that response time for category searching should
be slower as a function of an increasing number of levels separating a category subject and it's
predicate term on the semantic hierarchy model. We use the same basic procedure as Collins and
Quillian's experiment, except that we utilize a single category for predicate terms as opposed to
multiple categories at level 2 of the semantic hierarchy model.
Method
Participants and Apparatus. 23 NYU students, taking lab in human cognition, received course credit
for their participation in the experiment. The experiment was administered on standard PC's or
Macintosh computers over a single class period.
Design and Stimuli. The experiment was run using a within–subject design, and consisted of one
independent variable. The independent variable is the number of levels in the hierarchy separating
the subject and predicate terms. There are three levels of the independent variable – 0 levels of
separation, 1 level of separation, and 2 levels of separation. The type of sentence stimulus presented
to subjects, whether it was defined by a "property" or a "superset", was an additional factor taken
into account when analyzing the data. Stimuli consisted of 144 TRUE and FALSE sentences

The Population Keeps Aging, Alzheimer 's Disease ( Ad )
Intro As the population keeps aging, Alzheimer 's Disease (AD) is becoming a more significant
public health issue. The prevalence of AD is expected to reach 34 million worldwide by 2025
(Mount 2006) and with the aging demographic, early diagnosis and treatment of AD is gaining
importance. Cognitive decline and altered brain function related to AD has been shown to be present
years before the clinical onset of the disorder through functional brain imaging techniques
(Prvulovic 2011). Emphasis has been on detection of AD in its preclinical stages to provide early
interventions for the patients. Since Fuld et al.(1990) 's study suggesting that the examination of
cognitive functioning in non demented older adults is predictive of prospective dementia, countless
studies have attempted to devise reliable methods of detecting cognitive changes and risk factors in
preclinical populations. Family history of a first degree relative with AD (+FH) has been shown to
be a risk factor for the development of AD (Fratiglioni 1993) and studies have confirmed that
pathological changes related to AD, such as impaired recall, are present years before the clinical
manifestation of the disorder in +FH non demented participants (Bondi 1994). In addition, the
APOE gene, located on chromosome 19, has been linked to AD, with its e2, e3 and e4 alleles having
varying effects on the development of the disorder. The e2 allele has been found to be a protective
factor against the neural changes of AD

A Research Study On Alzheimer 's Disease
Alzheimer's disease is the sixth leading cause of death in the United States and the fifth leading
cause of death in people over the age of 65, as determined by the (Center for Disease Control,
2015). The number of people living with AD is predicted to triple by 2050. The risk of developing
Alzheimer's rises exponentially with age. "Currently, verification of an AD diagnosis occurs through
postmortem detection of pathology in neural tissue, specifically extracellular amyloid plaques and
intracellular neurofibrillary tau tangles. However, cognitive changes are discernible early during AD
pathogenesis and mild cognitive impairment (MCI). In the peer–journal review that I read, studies
were performed to detect working memory (WM) deficits ... Show more content on Helpwriting.net
...
Although recent work has shown that self–reference is one memory tool that may assist people with
memory impairment, in certain circumstances, it is possible the same mechanisms that contribute to
accurate memory may increase the risk of error", (Rosa, N., et.al, 2015 p1). In this review, resource
strategies for Alzheimer's will be examined.
Review of the Literature
Alzheimer's affects almost everyone's life, I happen to know someone who has a grandmother with
Alzheimer's. Imagine not being able to remember certain things, or anything at all. Imagine you are
living your life for the last 30–40 years, side–by–side with your significant other. A lifetime of
memories shared – a family, a beautiful home, or maybe you have traveled the world from Rome to
Niagara Falls as husband and wife. Suddenly those memories fade out. This morning he or she
forgot your name. I feel as if the person is lifeless with functional organs. I say this because, a
person cannot live without any recollection. One of the purposes in life is to remember where you
have been, and where you are now. What makes Alzheimer's such an important disease to look at is
because its causes are not fully understood, but the effects on the brain are crystal clear. Believe it or
not, people with rare genetic changes may experience symptoms in their early 30s. One of the rare
gene change is apolipoprotein e4 (APOE e4).Therefore, we must pay attention to the early signs.
Alzheimer's damages and

Andrew Blue: Learning Disabled or Genius?
Yolanda's Genius is the story of Andrew Blue, along with his mother and sister. The Blues family is
previously from Chicago, Illinois and they just recently moved to Grand River, Michigan. Andrew is
seven years old and does not communicate very often with his surroundings and does not know how
to read; instead he uses a harmonica to convey language and to express his feelings. One could
argue that Andrew has a learning disability from his lack of language abilities and reading
capabilities, it could also be argued that Andrew (as his sister Yolanda states) is a musical genius.
Which end of the spectrum is Andrew? Is he learning disabled, normal for his age or actually a
genius? From the evidence in Yolanda's Genius and the readings from the textbook, Child
Development I have come to the premises that Andrew is in fact a genius with music but at the same
time learning disabled due to his problems with semantics, grammar, and pragmatics.
It is stated in Yolanda's Genius that Andrew took a while to talk (Fenner, 1995, p. 38) and now at
seven years old tends to speak very infrequently. Andrew might have had a delay in speech because
of his family upbringing. Andrew was babysat until he was old enough to go to school and since his
father died when Andrew was a baby his mother works to support the family. Although it is not
stated in the book, the babysitter could have had no interaction with Andrew. According to Berk
(2013) the social interactionist perspective involves, "native

The Aphasia Mash Up Project
This aphasia mash–up project is intended to remediate lexical retrieval at the discourse level in a
variety of communication settings and communication partners relevant to the patient's interests.
People with Aphasia often have difficulty with word retrieval which limits discourse capacity. This
in turn negatively effects communication interactions with others and increases isolation. Therefore,
therapy is often centered around improving word retrieval that will facilitate communication with
others. Unfortunately, trained skills in therapy have demonstrated varying levels of generalization.
There are several treatment approaches that have demonstrated efficacy for individuals with aphasia
such as Semantic Feature Analysis. A limitation with this method is that it focuses on nouns and has
not shown limited generalization to generalize to discourse and hashave not shown significant
evidence for maintenance (Kiran & Bassetto 2008). Another approach used in therapy is the use of
verbs. Verbs are central to syntax, semantics and event memory. Therefore, VNeST is effective
because it targets semantic networks based around verbs, which also targets things such as nouns,
syntax, and thematic roles. Verbs are expected to activate more neural networks in comparison to
targeting nouns alone. Furthermore, previous studies have used VNeST and shown to be beneficial
to patients with moderate fluent and non–fluent aphasia (Edmonds et al. 2009). The first article used
investigated the

Difference Between Polysemy And Monosemy
Most accounts of contextual variation in the meaning of a word, a sharp distinction is drawn
between "one meaning" and "many meanings", that is to say, between monosemy and polysemy
(Cruse, 2000:114). Akmajian, and et. al (2010: 235) state that he opposite of polysemy is monosemy
(Greek single meaning ): a word is monosemous if it contains only a single meaning. According to
Riemer (2010: 161), a word is monosemous if it has only a single meaning. Many technical terms
are considered as monosemous, for instance, the word orrery has no other recorded more meaning in
English than a clockwork model of the solar system, and appendectomy (or appendectomy) means
only excision of the appendix. Riemer (2010: 261) maintains that monosemous words may ... Show
We can notice that Piano in 1 means (sound), while in 2 it means (piece of furniture). Door in 3
means (opening), while in 4 it means (panel). Bank in 5 means (building), while in 6 it means
(personnel), and in 7 it means (institution). Book in 14 means (object), while in 15 it means (text). In
piano 1 and 2, both usages refer to the same object, but it is viewed from two different points of
view. The same is true for the other examples as well. Bank, for example, can be considered as
having three usages the building, personnel or institution meaning. Since all meanings are linked
with the object they refer to, this sort of polysemy may be called referential

Cluster Analysis in Market Segmentation
Although we now know how to make clusters of similar items, another question still has to be
answered. We have seen that the procedure of clustering uses distances between characteristics of a
given data to discern their similarities. But when it comes to things like people, words or object,
how can we determine their characteristics and then handle them to provide computable patterns,
because equations or formulas algorithms tend to provide solutions using numbers? Let's clarify this
through a simple example, where clustering is needed to be applied in the marketing field. Right
after, we will get more explicitly into our task, that is analyzing how data is handled before
clustering it when looking for similar words in protein–protein interactions in a biomedical corpus
text Cluster Analysis in market segmentation Cluster analysis is widely used in the marketing area,
mostly while dealing with multidimensional data retrieved from surveys and test panel. Clustering is
generally used to segment the consumers into market groups or clusters in order to understand the
behaviors and relationships between different clusters of consumers and/or potential customers. It is
well known that customers are not all alike. And this makes it an understandable challenge for
developing and marketing products and services. It's never obvious that every product or service
offered will be appropriate for every customer and customers have different responses to marketing
efforts. Clustering the

The Neural Mechanisms Underlying Memory Formation
Trying to forget the past may inadvertently cause amnesia for the present. This surprising possibility
follows from the neural mechanisms underlying memory formation and motivated forgetting.
Decades of research on memory formation show that the hippocampus is essential for constructing
new episodic memories. Hippocampal damage irreversibly harms people's ability to store new
memories, causing profound amnesia for life's events1,2. Reversibly disturbing the hippocampus
through optogenetic, electrical and pharmacological interventions temporarily disrupts memory
formation3,4. Research on motivated forgetting, on the other hand, indicates that people often
downregulate hippocampal activity through cognitive control when they are reminded of ... Show
1).
In the TNT procedure, people perform trials requiring them to attend to a reminder of a past event;
for each reminder, they are cued to retrieve the associated memory (Think trials), or to suppress its
retrieval (No–Think trials). Suppressing retrieval in response to a strong reminder reduces blood–
oxygen–level dependent activation in the hippocampus and impairs retention of the suppressed
memory5–11. These reductions originate from inhibitory control processes supported by the
dorsolateral prefrontal cortex6–11. Retrieving memories, in contrast, increases hippocampal
activity12 and often facilitates later recall13. Thus, hippocampal activity can be modulated
according to task goals, though practice at suppressing retrieval is often necessary to achieve
hippocampal reductions6. A key assumption of the present work is that this modulation does not
target particular memories, which may be a person's goal, but rather reflects a broadly targeted
suppression (hereinafter,
'systemic suppression') of regional activity in the hippocampus that generally disrupts other memory
functions supported by this region. For instance, beyond simply disrupting episodic retrieval,
systemically suppressing hippocampal activity may also prevent freshly encoded stimulus input
from generating new hippocampal
traces

The Portrayal Of Mental Illness
The portrayal of mental illness to the public has a very important part in the discovery,
understanding and treatment of them. Common misconceptions and assumptions can be damaging
to people with such illnesses by the development of social stigmas and creation of outcasts in
situations where support is needed. In modern times communication to the public about mental
illness comes in a variety of ways, some accurate and some not. Movies are an example of a
medium which has high potential for erroneous depictions of these and are also widely publicised.
This essay will look at the movie The Bourne Identity (Liman, 2002) and whether or not the
depiction of mental illness in the protagonist has accuracy, or is an example of misinformation about
the reality which many people suffer through. The movie begins with a fishing boat picking up a
man out of the water in a storm off the coast of southern France. They treat his wounds and as he
regains consciousness it becomes apparent he has no idea of who he is or anything about himself.
The only clue to his identity is a device found under his skin which has the number for a safety
deposit box in Zurich. He leaves the boat and a travel there to find out the box is full of passports,
thousands of dollars and a gun. The American passport says his name is Jason Bourne. He quickly
discovers that the authorities are trying to catch him and he escapes the bank. Through all these
events it is clear Bourne is an expert fighter, very good at

The Effect Of Stimulating Brain Oscillations On Memory...
In recent years, a growing number of research has looked at the effects of stimulating brain
oscillations on memory performance. Brain oscillations are fluctuations in local field potentials,
caused by the input of neurons in to a specific cell assembly (Hanslmayr, Staudigl, & Fellner, 2012).
In response to a stimulus, alpha (~10 Hz) and beta (~15–30 Hz) oscillation power decrease in
activity, while theta (~4–7 Hz) and gamma (~40–100 Hz) oscillations increase (Hanslmayr &
Staudigl, 2014). The changes in oscillatory power evoked by a stimulus modulate synaptic plasticity,
the basis of memory formation (Düzel, Penny, & Burgess, 2010).
Transcranial alternating current stimulation (tACS) is a non–invasive brain stimulation technique
used in the entrainment of cortical oscillations (Ali, Sellers, & Fröhlich, 2013). tACS induces
extracellular voltage fluctuations that arise from neural activity via electrodes placed on the scalp
(Jutras & Buffalo, 2014). It allows the frequency and amplitude of oscillations to be alternated
during stimulation, in a way that is less likely to entrain oscillations other than the intended
frequency, making it a more specific technique to use (Herrmann, Rach, Neuling, & Strüber, 2013).
The basic assumption is that if oscillations are essential to a specific cognitive function, then using
tACS to stimulate these oscillations should elicit that particular function (Sejnowski & Paulsen,
2006). The current study will use tACS in order to monitor

The Description Theory of Meaning Essay
The description theory of meaning was proposed independently by Bertrand Russell and Gottlob
Frege as a response to some of the fallacies of the reference theory. Description theorists propose
that instead of being a simple 'word – world relationship', meaning is derived from descriptions
associated with certain objects and stored in our mind (or senses in Frege's case). Frege and
Russell's accounts of the theory differ subtly in how they view descriptions. Several objections have
been made against the theory, but only the most important objections will be raised. These include
Strawson's objection to the attributive use. Also, the problems of ignorance and error raised by
Kripke tarnish the description theory's attractiveness. The ... Show more content on Helpwriting.net
...
This allows him to extend the Description Theory to almost every meaning. The extension of the
theory to names seems natural as when one refers to someone, they often add a description. For
example, 'The fat slob of a father on the Simpsons' explains just who Homer Simpson is. This
analysis helps the Description theorist to overcome some of the problems which plagued the
Reference Theorist. This theory is an improvement on the reference theory, as it is much better at
explaining some of the features of language, such as why we explain proper names with descriptions
if asked.
Comparing Frege and Russell's Theories
While having essentially a similar message, there are some key differences between the two original
Description theorist's hypotheses. Both the theories can pick out a specific referent indirectly with
something like a description. However, while the emphasis is the same, Russell's analysis appealed
to the description as being something within a competent user's mind, whereas Frege saw these
descriptions as senses. He described these as being platonic entities, thus objective, whereas the
referents they picked out as being subjective. These abstract objects are used to determine how
reference can be made in the concrete world. Russell argues that there are not 'two levels of
semantic significance' in his theory, so that when his theory is logically formulated, it has a 'general
nature',

Language and Memory Paper
Donnell M. Thomas
University of Phoenix
PSYCH 560/ Cognitive Psychology
Dr. Kristi Collins–Johns
15th August 2010
Introduction
Language is important to the way we communicate. Semantic memory is acquired over the years
and is vital to language. Language becomes second nature when we already know what, when and
how to say something. We form sentences, phrases, paragraphs by planning what we say and how
we will say it. Most people believe that when we speak, it is without thought and is done
unconsciously. However, in this paper I will seek to explain the relationship between semantic
memory and language production.
Explain the nature and function of semantic memory ... Show more content on Helpwriting.net ...
For every action, there is a reason for it. We have to appreciate our cognitive processes and
continuing to understand how they work and what goes into making them work is so rewarding.
Analyze the basic functions of language
Pinker (1994c) esteems language as "the jewel in the crown of cognition." Language serves the
purpose of communicating or revealing our cognitive processes. The beautiful thing about language
is that it is one of most "complex and valuable aspect of cognition" (Robinson–Riegler &
Robinson–Riegler, 2008). Babies are able to learn language and sometime understand the language
before they can speak it. There are different types of languages: sign language, English, Spanish,
Dutch, French, Braille. All of these are ways that people communicate with one another depending
on their culture and mental/physical circumstances (deaf, blind).
One characteristic of language is that everything we refer to is symbolized by a word. The way we
put words in a sentence and combine them to make sense, would conclude that we have a basic
understanding of what role words play in a sentence (noun, verb, pronoun). We would not know this
if not through language. Through language we are able to speak, write, read and understand. As
Robinson–Riegler (2008) brings out, all the words a person knows comprise their mental lexicon
and is a part of our semantic memory.
When we talk about language, we also should

Episodic Memory Recall
Introduction: According to Levels of Processing framework, developed by Craik and Lockhart
(1972), the duration that a memory is held, is determined by the level at which the information is
encoded. Episodic memory recall is a cognitive process involved in consolidating the information
presented. The 'depth' of processing occurring during the encoding of a memory, relates to, how well
information is recalled later. To clarify, information that we process semantically (i.e., by its
meaning) comprises a deeper level of processing than information we process structurally (i.e.,
appearance). Thus predicting, the deeper an individual processes information, correlates with the
duration a memory trace will last. Consequently, memory is a by–product ... Show more content on
Helpwriting.net ...
However, this recent study identifies the 'depth' to which information is encoded also depends on the
time spent on cognitively thinking about the information. Semantic questions, as a result of 'deep'
processing do require more cognitive work to be done than a structural or phonemic question.
However, the ambiguity of the definition of "deep" is dismantled through this study, due to the use
of requiring double the questions for structural and phonemic words. By doing so, we are evening
out the amount of cognitive capacity required to think about the word while still only using one
level of analysis. Therefore, the subject is now processing for about the same duration of time for all
three 'levels' of

The Effects Of HSAM Memory
To look at the effects of the 2 minute time limit on the amount of information subjects were able to
recall, 5 HSAM subjects and 5 controls were retested with a 1 day and a 6 day delay with no time
limit during initial recall of the dates. In this case, as with the one week delay, there were no
significant differences in quality or quantity of the memories, however, the article suggests this
avenue of research would benefit from a larger sample size.
Lastly, the research develops a correlation between HSAM memory and level of obsessive
tendencies. All participants took the Leyton Obsessional Inventory to receive LOI symptom scores
proportional to the degree of the subject's obsessive tendencies. As mentioned in the 60 minutes
episode, HSAM ... Show more content on Helpwriting.net ...
Often a study will answer some questions but create several more. Is HSAM indeed closely related
to if not a type of OCD? Are there identifiable enhanced cognitive processes that contribute to
HSAM? A personal question I have is if interactions between conditions such as depression, PTSD
or ADHD have positive, negative or negligible interactions with HSAM and if our current
understanding of those conditions could even open up further routes of research into HSAM. For
now, I am at once amazed and perplexed by HSAM and I am eager to see what researchers present
in the coming

Using Semantic Interference Effect On Comprehension And...
Rationale Being able to understand language and speak is quick and simple, however some slip ups
can occur in our language system in normal processes. This usually happens in comprehension and
production, where some errors are semantically linked to the intended word you'd want to say, such
as saying or understanding "cat" when what you intentionally wanted to say was "dog" This type of
semantic interference effect would suggest that the processing stage that's involved in
comprehension and language production can overlap to a certain extent. In spite of there being
similarities in semantic interferences in word picture matching and picture–naming tasks, the main
point of the interferences shows attributes to the semantic language system, in word picture
matching and the lexical language system in naming. Even though both of these tasks associate with
the approach to the shared semantic representation, the degree of where one of the interference
arises is still to be made clear, reason being is that the effects are usually measure alone. This is why
I shall be investigating these interferences. For the word picture matching task the confirmation
from other researches conducted have shown that the interferences emerges with the actual semantic
system (Warrington and McCarthy, 1983, 1987; Warrington and Cipolotti, 1996; Forde and
Humphreys, 1997, 2007; Gotts and Plaut, 2002; Campanella and Shallice, 2011). However for
picture–naming task the evidence from previous

Analysis on Jack's Speech Impairment
Area to assess Question to be answered Rationale Methodology Criteria
Hearing Is there any hearing loss present?
Are any previous/current/ongoing condition such as ottis Media, glue ear, etc... that is/are effecting
Jack's hearing?
Any concerns of future hearing problems? Hearing problems such as hearing loss, Otis media, and
etc... will have a negative effect on speech & language.
Identify the relationship between the Jack's level of speech, language and communication and
hearing abilities and any adverse effect on educational, social and vocational performance. Hearing
test conducted by audiologist.
Make sure a report of the results is forwarded to SLP. Receive a report with either a pass/fail on
hearing test.
Collaborate with audiologist if needed.
Face (cranial nerves)
Teeth
Jaw
Palate
Lips
Swallowing
Nasality
Identify any structural, oral–motor or sensory deviations that might explain a presenting speech
disorder Developing oral skills impact the control needed for speech development, such as
producing sounds to articulating complex words.
Poor oral–motor skills can affect eating, drinking, facial expression and speech.
Examine how Jack can use the muscles of his mouth for both speech and non–speech tasks. Oral–
Motor exam
Items needed include: rubber gloves, a pen flashlight, tongue depressor
A pen flashlight will allow you to see the palate visibly
Since Jack is young, he may not

The Descriptive and Symbolic Conceptions in Social Studies
1) Symbolic forms are of vital importance in the social studies not only as an object and/or
occurrence, whether naturally occurring or not, but it is also of significance in the socio–contextual
situation in which it is received. These symbolic forms can appear as actions and expressions,
conversations, a variety of artifacts– artifact being defined as an object made by a human being,
typically holds cultural or historical significance – and texts. (Thompson, 1990, pg. 122)
(http://www.oxforddictionaries.com/definition/english/artefact) Everyone makes use of these
symbolic forms on a daily basis to express themselves and their emotions in any variety of ways,
while conforming to commonly accepted means of expression within that individuals' society. By
interpreting the reaction they evoke, they develop an understanding of the connotations associated
with the symbols. Once they have learned the social context of the symbols they further their
knowledge of each social background and its construct. For example the symbol of a crucifix and of
a red rose are both simple items, with individual associations under different contextual situations
which determine what relevance that item holds. The crucifix is an artifact holding religious
significance, whereas a red rose is a naturally occurring object which has been assigned its
association with love within specific societies. The associations attached to symbols is entirely
dependent on its socio–cultural context in which it is

Encoding Specificity is very important in understanding...
Encoding Specificity is very important in understanding how memory is retrieved and stored.
Memory is easier to be recalled when this information is encoded. The encoding specificity is best
understood by looking at the associations between contextual cues that were formed during the
encoding and the information that needed to be encoded in the memory. Most encoding specificity is
associated with cue–recall of specific episodic memory (Wardell & Read, 2013). Encoding
specificity has cues that help associate it with the target that is being presented. This helps because
they can retrieve information that was stored in their memory. By encoding specificity, the cue helps
them search their memory to remember what the target was. ... Show more content on
Helpwriting.net ...
In this study, alcohol expectancies follow the cues that are part of the drinking context. This many
become involved with alcohol expectancy memories. The idea of cue–induced activation of alcohol
expectancies is more likely to be involved with positive and not negative expectancies. It is thought
that encoding specificity suggests that activation of certain information in the memory is best
recalled when the cues is strongly connected with the information that is being encoded. They
focused their study on heavy drinkers because they have more contextual information about alcohol
then other people (Wardell & Read, 2013). Looking at another study by Vogt and Bröder following
what Starns and Hicks (2005) did with their study. Starns and Hicks discussed mismatching versus
matching and which was better for retrieving information. They had a variety of different matching.
They had people distinguish the match between the presentation sources in items and the test phase.
Encoding specificity explains that matching is better than mismatching in one dimension and should
increase retrieving time (Vogt& Bröder, 2007). This explains that pair of words are easier to be
remembered when they are different. If the pairs are similar, it is harder to recall what the
information was that was

Shawn Spencer Character Analysis
Shawn Spencer, the main character in the TV show Psych, is a hyper observant individual who
pretends to be psychic for the Santa Barbara Police Department. He uses his episodic memory,
extraversion, and self–regulation in order to solve crimes and be successful in his endeavors.
Shawn Spencer would continually call in tips to the police department when he was watching the
local news. This lead the detectives at the time to believe that he was involved in the crimes. When
called in for questioning, Shawn pretended to be a psychic in order to avoid jail time for intervening
in a police investigation. He later was hired onto the Santa Barbara police department as the lead
psychic investigator and had to continue this charade to avoid being prosecuted. However, being
drawn to police work didn't start with just calling in tips. When growing up, Shawn Spencer's dad,
the former head detective, trained his son to be exceptionally observant. After being hired, he solved
a variety of crimes with his best friend, by being outgoing, snooping through evidence, being
hypervigilant, and with the use of self–regulation.
Episodic memory is the retention of information using autobiographical means, ... Show more
content on Helpwriting.net ...
He is a very outgoing individual that enjoys being the center of attention. So much that he must
make sure that he is in front of a crowd each time he has a "vision". He is also an attention seeking
individual who is hardly ever seen to be alone, unlike his companion Gus, who seems to be more
introverted. Shawn continually runs his mouth and likes to have his opinion be heard, even in more
serious situations. Shawn Spencer is also capable of making friendships very easily almost like
every person he encounters is drawn to him. Finally, extroverts usually have a lower baseline of
arousal and tend to seek out new stimuli, which explains Shawn's constant need to be involved in a
new and exciting case each

George Orwell 's Life And Accomplishments Essay
George Apprille, is a 13.1 year old English speaking male. George's grandparents reported, George's
mother would smoke cigarettes and drink alcohol while she was pregnant, and did not receive
prenatal care. Although, the grandfather did not remember George's exact birth weight he did recall
that George was a small baby. The grandfather also reported, George was colicky and had difficulty
sleeping and eating. George also suffered from many colds, middle ear infections, and food
allergies. He was a slow learner to walk, talk, and toilet train. As reported by grandparent, George
currently lives with his maternal grandparents. His grandfather is an employed gardener and his
grandmother works in a local grocery store in the deli department. His mother is deceased and he
sees his father occasionally, due to the fact that his father is currently in the military, and is stationed
outside the United States. George has attended Abrego Elementary School since kindergarten. The
records from school indicate George's 3rd grade teacher expressed concerns with George's academic
progress; therefore she referred him for testing. George was then diagnosed with a learning
disability and began receiving special education services for reading, writing, and math. In addition,
George qualified for speech and language services and occupational therapy services. He continues
to receive special education services in 6th grade. His teachers report that George works hard but
struggles to keep up

The Neural Basis Of Conceptual Knowledge
Background: Although decades of neuroscience research has shed light on how the brain represents
different types of information, far less is known about the neural basis of conceptual knowledge.
Early neuroscientist in the nineteenth century proposed that concepts are anchored to sensory and
motor experiences; however, there has been much disagreement ever since [old grant 15, 28]. This
idea has gained momentum under the title of 'embodied' cognition [OLD grant 1]. In particular, the
theory argues that over time our conceptual knowledge is refined and built upon by engaging
multiple sensory modalities. Later in development, previous concepts help anchor the instantiation
of new memory instances. What this theory leaves unclear is how the brain integrates more than one
source of sensory information (i.e. supermodal information) to form a representation of a concept.
The brain contains entire areas of cortex that lie between sensory and motor areas that appear to be
'convergent zones', that is they bind information from two or more modalities [3,7, 15, 24].
Thereafter, convergent zones then converge onto even higher cortices to form representations [13].
These supermodal areas could help capture the similarities and differences between semantic
categories, allowing one to understand the difference between a 'cat' and 'dog', due to differences in
the objects attributes, despite their similarity as pets. Also unclear is if emotion effects the
representation of a concept, which

Let Me Begin By Saying
Let me begin by saying; "This was an enriching experience that allowed me to delve a little deeper
into my memory bank. Engaging in this activity has also permitted plenty of powerful reflection
regarding teacher pedagogy in addition to providing an opportunity for this writer to relive some
unsettling childhood memories. These memories have caused me to gain fresh insights into the
reading process. "I will discuss these insights in the paper. In the Reading Process activity, I was the
second reader and I read the response titled "Palmyra". My partner was the wonderful and always
gracious, Jury. I was very confident and comfortable around my classmate until I started reading the
text. I listened to Jury read and felt she read quite well. I thought to myself how hard it could be to
read this short page. In fact, I was a little excited to see my score even before I began reading the
text. It 's that competitive gene that I was born with. My goal was to get a better score than Jury. As
soon as I began reading, I could feel something come over me. I mentally returned to my childhood.
I became that little 10 year old girl standing at the chalkboard at the front of the classroom. My
palms began to sweat with every word. As I read, my miscues began to increase. I caught myself
making empty apologies to Jury for my miscues. "Excuse me, oops and sorry for that" I continued.
One after the other the miscues continued to build. Now, I 'm starting to freak out . One miscue
became two,

Alzheimer's Disease: Semantic Memory And Cognitive Memory
As we grow older, our cognitive function decreases. In other words, the brain shrinks and we do not
have as good memory. Alzheimer's disease is an example of this. Alzheimer's can affect people
ranging from ages 40 or higher. It is a disease that lasts from three to ten years. With Alzheimer's
individuals experience memory loss, change in personality, poor judgment, and more. As you get
further into the disease, you become restless, mood swings occur often, and you get confused and
forget things all the time. If someone experiences forgetfulness you need to provide a safe and
secure environment. According to NCIB, "Memory function can be broadly divided into four
sections, episodic memory, semantic memory, procedural memory, and working memory." Episodic
memory usually decreases during the aging process. Semantic memory increases from the ... Show
For example, you could have a dog and know to take care of it when you are younger, but as you
grow older, it won't occur to you that you need to feed your dog. Another example is knowing a
recipe, and what everything is, but when you get older, you may remember the recipe but you do not
know what some of the stuff is anymore. Memory loss can affect individuals in many ways. Some of
which are depression, stress, sadness, being angry, and many more things. For example, if you have
a family member in the nursing home, and you decide to go play bingo with them. Your family
member may be fine one minute, and then not know what they are doing the next. You would have
to remind them every few minutes what is going on. Your family member may become stressed
because they do not understand. To get an elderly's attention, it can be hard. To start with, you speak
slowly to them. When you finish talking to them, ask them to repeat it. Stay calm and allow the
person to understand what you are telling them. If you just rush through it, the elderly will not
understand and will probably not

Alzheimer's Disease Affect The Neurons In The Human Brain
cingulate gyrus
Alzheimer's
"Neurodegenerative disease is an umbrella term for a range of conditions which primarily affect the
neurons in the human brain", JPND Research (2014). Alzheimer's disease occurs as a result of
neurodegenerative processes. Scientists believe that both tau and amyloid work together to instigate
the disease. Amyloid is believed to facilitate the spread of tau. However, there is no scientific
evidence to back up this statement. Amyloid is a general term for protein fragments that the body
naturally produces. Beta amyloid is a protein fragment trimmed from an amyloid precursor protein
(APP), (O'Brien & Wong 2011). These protein fragments are usually broken down and removed
naturally within healthy brains. However, within ... Show more content on Helpwriting.net ...
The temporal lobe plays an important role in episodic memory. Episodic memory represents the
memory system that is used when we consciously remember a particular period in our lives and
enables us to learn new information. Damage to the hippocampus in the predominant stages of
Alzheimer's fundamentally affects episodic memory. AD patients are not able to recall memory of
recent events but are able to recall long term information. Semantic memory stores conceptual and
factual knowledge, with the ability to recognise, name and categorized objects. These memories are
not related to episodic memories. The semantic system includes the temporal lobes and multiples
areas in the cortex and damage to these areas results in loss of recognition of common objects.
Specific characteristics of semantic categories will deteriorate, first the ability to recognise fine
categories, such as type of animal or type of object. The lack of refinement will lead to the ability to
recognise general categories, such as animal rather than a specific type. The ability to learn
cognitive and behaviour skills is known as procedural memory. Procedural memory is located in the
cerebellum and here memories operate at an automatic and unconscious level. Working memory
signifies the ability to momentarily preserve and control information that is needed in everyday life.
Areas of the brain that are directly linked to memory are dramatically affected by Alzheimer's
disease. Without the ability to recall information one has previously learnt or store new memories,
then one can not obtain new information and apply new or old skills. As the cerebellum is
responsible balance and movement everyday things like walking will be difficult as Alzheimer's
suffers will lose their unconscious memory of how to to

Is Noncognitivism Defeated by the Frege-Geach Problem?
''Is noncognitivism defeated by the Frege–Geach problem?''
Value and Normativity Introduction
The Frege–Geach problem is one the most important objections to expressivism, or noncognitivism
more generally, and has proven to be a formidable obstacle to this metaethical theory. In this paper I
will first outline expressivism and the Frege–Geach problem. Then I will proceed to discuss
traditional expressivist solutions to this problem. Unfortunately, these attempted solutions prove to
be unsatisfactory as they cannot provide a solution to the problem plaguing expressivism.
Expressivism
Expressivism is a non–descriptive (it does not use beliefs or truth–conditions to characterise the
meaning of moral terms) semantic theory which holds that ''to make a normative judgement is to
express a non–cognitive attitude'' (Gibbard, 1990, 84). The distinctive expressivist claim is that we
can give an adequate semantics for moral terms using non–cognitive, desire–like attitudes. This
contrasts with cognitivism which holds that normative judgements are entirely descriptive, and that
to make a normative judgement is to express a belief. Expressivists are typically seen as following
in the footsteps of the emotivist analysis of moral terms offered by A.J. Ayer (1936). Ayer claims
that moral language is not literally significant at all. Instead, when we utter a sentence like 'You
acted wrongly in stealing that money' we have not literally asserted anything beyond 'You stole that
money'.

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