Cognitive psychology

St10085076

PSYC7321

BAG0701

5/22/2023

CARIKA YOUNG

I hereby declare that I did not plagiarise the content of this assignment and that this is my
own work.

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 ST10085076

Table of Contents

1 QUESTION 1 ...................................................................................................... 1

2 QUESTION 2 ...................................................................................................... 6

3 Reference List ......................................................Error! Bookmark not defined.

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 ST10085076

1 QUESTION 1

Procedural memory

J. buffington , A.P. demos & k. Morgan-short ( 2021) the reliability and validity of
procedural memory assessments used in second language acquisition research.
Cambridge core press

intro

Procedural memory is defined as the memories for cognitive and motor skills that are
developed through frequent practice (J. buffington , A.P. demos & k. Morgan-short,
2021). The process of retrieving information in order to complete tasks through learned
skills is all part of precaudal memory and its processes. These skills can include all
types of movement such as tying a shoe, learning to read or riding a bike. In more
technical terms the action related parts of the brain primary with actions unlike episodic
memory it does not inaccurately require a sperate system for echoing and consulting
event. Memories are in the executive system itself (T. Wynn & F.L. Coolidge, 2014)

Summary

In this article Joshua Buffington, Demos and Kara Morgan-Short analyses the
reliability and validity of procedural memory used in second language.
Declarative memory and procedural memory are considerably the two fundamentally
different kinds of memory that are separable in their psychological features and
measurement e.g., explicit vs implicit (D.V. Digiulio, M. Seidenberg & D.S Oleary,
1994). Based on the article chose for this discussion I found relevant within the study
of procedural memory in psychology as any abnormal behaviours within the brain
structure explain to a great extent language defect in people and children with
language impairment. These abnormalities are suggested to affect the core defects of
procedural memory. These abnormalities can later translate to problems with other
non-procedural functions which may include the working memory. this article is
relevant to my research as it provides a broader explanation and examples within
procedural memory. Which raises the question of weather if procedural memory
underlies in language? In language the procedural memory system allows provision
for the support of learning and use rule-governed traits of grammar and it also controls

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the learning and processing of the rules in language. This is a good example of the
system’s ability in learning to predict in language.

Methodology

When studying neurobiology, most research of language only focuses on language

alone however with new biological functions they often make use of previously existing
processes with language thus relies on pre-existing neurobiological substrates,
learning language and storage of information is depended on declarative and
procedural memory. the reason I found this article relevant to my discussion it gives a
broader understanding of procedural memory as an example. The research was done
by “finding abnormalities of the brain structure that are essential to the procedural
memory that explain the defects in children and people with specific procedural
memory” according to J. buffington , A.P. demos & k. Morgan-short (2021) thus later
trannlates to explain the grammer problems in the disorder.

Findings

Based on research as well as the articles I’ve cited the existence of at least partly
distant memory systems in the brains which include working and procedural memory,
the working memory support the short-term storage, working memory is reinforced by
neural structures all of these structures underlie the learning and merging of new
information (D.V. Digiulio, M. Seidenberg & D.S Oleary, 1994). Long term memory
includes all the memories that are held for a long period of time which can also be split
into declarative memories and the difference with it and procedural memory is that it
the conscious mind if often unbale to recall the memory in procedural memories. The
three types of major memories in the psychological community are the sensory
memory, short term memory and long term memory, procedural memory falls under
the category if implicit memory, in this model the mind is really just there to remind one
how to complete certain tasks. Learning language involves cognitive abilities that are
usually learned implicitly. When studying implicitly knowledge it is important to keep in
mind the underlying structure of an environment when understanding the implicit
knowledge of language when a learner does not know that they are learning new
grammar because there is a process of understanding an environment in other words
when teaching and learning a new language, we don’t have a target we simply use
the language as a way to communicate.

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Critique

As I stated previous, I found the article extremely stimulating to my argument as it

provides a deeper understand of procedural memory in cognitive psychology with the
use of language as a universal example. One of the weaknesses I found in this article
it doesn’t provide further information of what is being discussed one has to do further
investigation on other articles in order to properly understand the unlaying issue in
their article. The strength I found in this article is that it compares procedural and
declarative memory as in a broader aspect in its reliability and validity of precaudal
memory in languages acquisition research which I found remarkably interesting. The
author contributed to the field of cognitive psychology as language has an
exceptionally large impact in how people think because it helps people have after
understanding of a subject or a topic when they understand what is being said and
can also better interact with a topic when they have a better understanding on it. One
thing I’ve also realised is people better interact with each other when they can speak
the same language, this can have a massive impact in the people’s ability to solve
problems and better intact with the world around them.

Conclusion

In closing my argument learning landaus plays a very signify role In the way we see
the world as well as how we better understand the world. In my opinion proceeded me
emery and language are intricately linked to a great extranet with that being said it
also makes a significant contribution in the furled of psychology of cognitive
psychology as when you can understand a language that is spoken your perception
changes as opposed to when you don’t understand one has better reasoning and
better skills in decision making

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2 QUESTION 2

Cognitive psychology is the subdivision dedicated in understanding how people

think. Within its perspective it focusses on how the interaction of thinking and
emotion, problem solving abilities may or may not affect the way a person thinks
(which in most cases it does) (L.W. Barasalou, 2014). An example of cognitive is
forming and recalling memories, this allows people to display much pf their
intelligence thus can be remembering your birthdays your cell phone number. In the
following essay I will be discussing modern research in cognitive psychology with
referring to educational strategies that can be enhanced by an understanding of
cognitive psychology principles.

As individuals we are all different and process information differently and we all learn
in different forms and retain information, some of us work best in short burst some of
us are very detail orientated and think of the bigger picture everyone has a specific
way in which them prefer to manage daily tasks. When you have an understanding
on how you work and how your brain processes things (how it works) is considerably
a large advantage in your life. In the flowing discussion I will be compiling the
education strategies that is enhanced by cognitive psychology principal which
include Repetition, distributed practice and visualisation techniques as well as
quizzing oneself.

Cognitive learning can have the ability to improve one comprehension when adapting
to a new module, subject or task. In in cognitive learning students learn better by doing
rather than just listening this is one of the benefits of cognitive learning theory. More
of the benefits of learning strategies and cognitive learning strategy it enhances
problem solving because this type of learning theory allows one to know how to think
and how to learn thus allowing individuals/ students to be better equipped in
developing problem-solving skills. The last benefit I wans to touch on is it boost
confidence, with a person’s ability to better comprehend tasks and being able to solve
problem this can help a student’s confidence (S.M. Jaeggi, M. Buschkuehl & J. Jonides
et al, 2011). Cognitive learning theory provides learners with the necessary skills to
handling and solving complex problems.

In this paragraph I will be discussing the educational strategies enhanced by cognitive

psychological practice. Psychologist have conducted plenty of experiments fields of

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study and correctional analyses in human learning and memory. Psychologists and
psychological research have massively influenced educational practices with the
integration computer based cognitive tutors (H.L Roediger, 2013). Based on the article
Applying Cognitive Psychology to Education: Translational Educational Science by
Henry L. Roediger, III in order for undergrad students in cognitive psychology learning
and memory curses he would usually ask the students to raise their hand if they
required to memorize or prose passages during their years of schools most of the time
the students would raise their hands in affirmation this helped student have better
memory in remembering their poems, this can be considered one educational strategy
enhanced by cognitive psychology principles amongst many others (H.L Roediger,
2013).

Think of memory like a muscle when you exercise your muscles will be bigger the
same with memory the more you exercise your brain the better it remembers. Based
on my previous point another educational strategy that is enhanced by cognitive
psychology is repetition. This strategy is very straight forward and simple yet extremely
effective. Repletion helps the information to be retained accurately and be enclosed in
our long-term memory (H.L Roediger, 2013). This can be done either by re -reading
notes, rewatching or reporting an action each time you repeat an exercise we congeal
it in our memory. It is important to understand that cramping the information all at once
in one day might not retain in our long-term memory it is best to repeat the information
over a stetch of days, weeks or months. An example of this would be when we are
studying for an upcoming exam, it’s in human nature to procrastinate leaving important
tasks up to the last minute however when reciting important information, the day before
is probably not the best solution as the important information might not retain in our
long-term memory. Repeating information may seem monotonous, but it does
strengthen the pathways in our brain that are linked to storing information.

I’m sure we are all familiar with the term practice makes perfect well within cognitive
psychology principles the same rule applies. When we assess information couple of
days after receiving it, we reduce the chance of forgetting and increase the ability to
be able to recall the information in the future (H.L Roediger, 2013). The third strategy
I would say is visualising techniques, for some people it is better to remember things
when they visualise them. For example, think of when a person is renovating their
home the contractor will walk around the house and make visual ques to the owners

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to help them have a better understanding of what will be utilised in the space. Some
contractors will attach different attachments in different rooms on a piece of paper to
have a better understanding. People will often attach faces, names numbers of objects
they probably think is similar.

The last strategy I find effective in cognitive psychology principle is quizzing oneself.
All my examples are intricately linked to when someone is preparing for an exam or
important tests, self-testing I found to be an extremely effective way of learning with
the use of flash cards and colourful posters. When you are going through information
try and ask yourself questions and quiz yourself important key words. When quizzing
yourself try not to look at the answers on the book or website, this can easily detract
your learning process (H.L Roediger, 2013).

In closing my discussion educational strategies have greatly enhanced cognitive

psychology by several ways, there are more developed ways that help one
remember and recite information. There are a lot of benefits that come with one
being assertive of their way of thinking which can also have a big benefit in their
ways of dealing with things in the real world and deal with their problems with
confidence. And lasty important cognitive principle relate back to the characters of
the stimuli that people use to code information and produce answers.

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 3 REFERENCES

D.V. Digiulio, M. Seidenberg & D.S Oleary. (1994). Procedural and Declarative
Memory: A Developmental Study. ScienceDirect, 79-91.

H.L Roediger. (2013, Januray 08). Applying Cognitive Psychology to Education:

Translational Educational Science. SageJournals, 14(1). Retrieved May 22,
2023, from https://doi.org/10.1177/1529100612454415

J. buffington , A.P. demos & k. Morgan-short. (2021, July 08). THE RELIABILITY AND
VALIDITY OF PROCEDURAL MEMORY ASSESSMENTS USED IN SECOND
LANGUAGE ACQUISITION RESEARCH. Combridge Core, 43(3), 635-662.
Retrieved May 22, 2023, from
https://www.cambridge.org/core/journals/studies-in-second-language-
acquisition/article/abs/reliability-and-validity-of-procedural-memory-
assessments-used-in-second-language-acquisition-
research/B390039E8D49546E4D514997349ACE18#article

L.W. Barasalou. (2014). Cognitive Psychology: An Overview for Cognitive Scientists.

New York : Psychology press. Retrieved May 22, 2023, from
https://books.google.co.za/books?id=3kbrAgAAQBAJ&dq=cognitive+psycholo
gy&lr=&source=gbs_navlinks_s

S.M. Jaeggi, M. Buschkuehl & J. Jonides et al. (2011, June 13). Short- and long-term
benefits of cognitive training. (D. Purves, Ed.) PNAS , 10081-10086. Retrieved
May 22, 2023, from https://www.pnas.org/doi/abs/10.1073/pnas.1103228108

T. Wynn & F.L. Coolidge. (2014). Technical cognition, working memory and creativity.
John Benjamin e-Pllatforms, 22(1), 45-63. Retrieved May 22, 2023, from
https://www.jbe-platform.com/content/journals/10.1075/pc.22.1.03wyn

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