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  • Q : Nature of critical thinking....
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    1. What is the learning process?2. How are concepts learned? 3. What is the nature of critical thinking?

  • Q : Retention of information-conscious or semi conscious....
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    "How limited is short-term memory when compared to long-term memory? How does this affect our overall consciousness? Is the retention of information conscious or semi-conscious?"

  • Q : Reduction in attention....
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    How would everyday activities be impacted by reduction in attention e.g. the activities which are particularly easy to attend to versus those which are more difficult?

  • Q : Understanding of the learning process....
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    Research and demonstrate an understanding of the learning process using at least two credible sources. How are concepts learned? Compare different learning types.

  • Q : Learning process using two credible sources....
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    Research and demonstrate your understanding of the learning process using two credible sources.

  • Q : Life span human development....
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    Everytime your mother and grandmother forget something they express concerns about "losing it" and "getting senile." Knowing that you have taken a course in life span human development, they seek yo

  • Q : Perception to retrieval....
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    What is the process of memory from perception to retrieval? What happens when the process is compromised?

  • Q : Sensory memory and sensory buffers....
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    Sensory memory is a general term that is used to refer to sensory buffers that can retain a large amount of memory, but only for a short period of time. One type of sensory memory is iconic memory.

  • Q : Facilitate maximum absorption of information to long-term....
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    Explain proactive and retroactive interference and how you might counteract their effects while studying in order to facilitate maximum absorption of information into long-term memory.

  • Q : Neuroanatomy of learning and memory....
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    What is the relationship between learning and memory? What is the neuroanatomy of learning and memory? What are the moral processes related to learning and memory?

  • Q : Retrieval instrument for accessing long term memory....
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    Do you think that the brain has a limit on what can be stored in long term memory? Short term memory is the retrieval instrument for accessing long term memory.

  • Q : Pleasant memories can be addressed as traumatic memories....
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    Do you think that pleasant memories can be accessed as easily as more traumatic memories? How so?

  • Q : Are memories like chocolates in a box....
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    You can answer this question: "Many people think memories are like chocolates in a box. You just reach in and grab one." Is this analogy accurate? What would be a better metaphor, based on the readi

  • Q : Concepts relating to memory and forgetting....
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    Completing a flow chart connecting the concepts relating to memory and forgetting. It should include the process of memory, how information is received, interpreted, stored, and retrieved.

  • Q : Academic ability or socio-economic status....
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    What length of string did you have difficulty with? Do you think this would change with age of subject, academic ability or socio-economic status of subject, a difference in the way you read the str

  • Q : Strategies used to avoid distraction....
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    Need help with these two questions. What prevents an individual from allocating attention the way in which they intend? What strategies may be used to avoid distraction?

  • Q : Learning-memory and performance....
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    Acquisition, retention and transfer are processes used in learning new information, retrieving previously stored knowledge from memory, and generalizing, or applying knowledge learned in one situati

  • Q : Examples of explicit and implicit learning....
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    In the exploration be sure to define and give examples of explicit and implicit learning, as well as explicit and implicit memories.

  • Q : Crystallized and fluid intelligence....
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    Explain the learning process and how this process gives rise to memory over the lifespan. Draw distinctions among crystallized and fluid intelligence across a lifespan.

  • Q : Proactive and retroactive interference....
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    Explanation of proactive and retroactive interference and how you might counteract their effects while studying in order to facilitate maximum absorption of information into long-term memory.

  • Q : Memory system from stimuli to long-term memory....
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    Trace the memory system from stimuli into long-term memory. Discuss the features of each step and factors that enhance or impede information flow in each step of the process.

  • Q : Types of information encoding automatically....
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    Describe the types of information we encode automatically. Contrast effortful processing with automatic processing, giving an example of each.

  • Q : Precise memory strategies....
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    List three precise memory strategies that you believe will help you to effectively recall new information.

  • Q : Attention and cognitive ability....
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    What is the function relationship between attention and cognitive ability?

  • Q : Disruptions in cognitive function....
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    Many inflammatory diseases and infections, such as Alzheimer's disease, Parkinson's disease, HIV-related dementia, prion diseases, and depression, may be associated with disruptions in cognitive fun

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