Cognitivism: Analytical Process, Internal Focus, Memory Development - Essay Sample

Introduction

Cognitivism may be described as being more of an analytical process rather than behavioral observations. People who utilize the theory of cognitivism in their learning endeavor do not require outward exhibition of learning. The focus is internal. Cognitivism act as information processors where knowledge is viewed in the form of schemas, and the process of learning is deemed to influence one's schemata (Rhalmi, 2011). Concerning the aspect of memory development, text comprehension could be elaborate in explaining how people develop memory. When people read books, their main aim is to seek a motivating factor that would keep them glued in the book. One way in which readers achieve high concentration is by establishing a link between characters and events. By establishing a link between characters and events, readers can achieve explanatory coherence. Explanatory coherence relates to memory development in the sense that erroneous links could lead to false memory development.

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The Process of Memory Development

When reading books, readers are usually kept glued by perceived beliefs related to characters and their relationship with events displayed in writing. In essence, one may not enjoy writing in which they are imbued with disbelief of relationships between characters and events therein. Characters and events in a book display belief that the author intends the writer to believe. The reader usually uses their reasoning to establish a connection between characters; thus, updating their original beliefs before reading the book. Reading is, therefore, an important activity insofar as cognitive development is concerned. In that regard, reading could be deemed as a vital process concerning belief propagation. Some important aspects that encourage revision of beliefs, leading to cognitive development, include inference, dependency recording, disbelief propagation, and nonmonotonicity (Zaragoza, 2013). Inferencing relates to the derivation of new beliefs from old ones. People strive not to seek knowledge from old beliefs because if they were based on wrong information, then their knowledge cannot be correct. An assessment is, therefore, important when the assimilation of new beliefs is being considered. A comparison between old beliefs and new ones helps readers add new insights into where characters and events are stored in their memory as schemas. Characters and events are important aspects of memory development when one is reading a book.

Importance of Effective Information Processing

Transferring information from short-term memory to long term memory is a critical mental process insofar as stability of learning and memory is concerned. One advantage of the process named above of converting short-term memories to long-term memories ensures that such memories resist interference from other stimuli during their processing. The information process named above is usually time-based stabilization activity upon which events attain a permanent record in one's memory through consolidation. The process of learning causes cellular and molecular changes in one's mind during the initial instances of learning (Zaragoza, 2013). Memory does not rely on a particular event in the consolidation process but borrows from an array of learned information. How to drive a car is an elaborate example that explains why a single event is not a reliable source of knowledge. Effective information processing is a vital process that utilizes sleep as an important activity for its perpetuation. Various studies have indicated that sleep enhances memory concerning word pairs and also helps in visual navigation. Lack of sleep can, therefore, be detrimental to memory enhancement. The conversion of information from short term memory to long term memory is imperative for memory retention and the process of assimilation of new insights into existing experiences.

Factors of Attention and Perception Concerning Effective Information Processing

Sensory memory is deemed to be the shortest-term element of memory available to living things, more so human beings. It is usually received through the five senses of sight, hearing, taste, touch, and smell. The ability to pay attention to a previous event is determined by previous encounters with the activity recorded in the sensory memory. Various studies indicate that attention plays a major role in the encoding phase of information retrieval. In that regard, distractions and divided attention are damaging in the initial stages of learning. A learner needs to culminate appropriate attention during the initial stages of learning (Scientific American, 2007). The above argument is vital because distractions and divided attention are more damaging to the process of knowledge acquisition than recalling. Information informs of stimuli that are detected by one's senses can either be deliberately ignored or perceived. On the one hand, ignored stimuli disappear instantaneously (Scientific American, 2007). On the other hand, perceived stimuli enter the sensory memory as it is deemed by the brain to constitute important information that would be useful later. Perceiving information does not require conscious attention and control. Information is usually transferred from sensory memory to short term memory through the process of attention. Attention could be defined as the aspect of concentrating on one aspect of an environment while ignoring distractions.

Semantic, Episodic, and Autobiographical Memories

In some instances, types of memories are intertwined. Sometimes, a learner is required to borrow from a single type or a combination of most for retention of information, notwithstanding that each type constitutes separate factors that affect the effective processing of each, concerning semantic memories, aspects such as hierarchical constructs concerning facts, events, concepts, and knowledge. The factors mentioned above influence semantic memories in one way or another. Episodic memory is defined as the ability of a person to recall and experience certain episodes of events after they ended in the past (Coane, 2008). Most factors that influence the processing of information insofar as episodic memory is concerned are associated with various networks for brain regions. Episodic memory is therefore influenced by parietal, temporal, frontal cortices, and cerebellum network factors. Episodic memories are closely related to autobiographic memory in the sense that the latter is defined as a recollection of episodes from one's personal life. Factors that affect the processing of information in the autobiographical memory processing can be divided into two categories (Coane, 2008). They are either based on Demographics or clinical attributes. Some of the factors that influence autobiographical recall include mood state, emotions, medication status, trauma, and illness burden. One's memory concerning an occurrence is usually attached to the factors mentioned above for memory development and recall.

False Memories

According to Nash et al., 15% of people are susceptible to falsehood memories (2016). False memories are common in short and low-pressure interviews as they become more compelling after each successive interview encounter. False memories are important considerations concerning the learning process. Therefore, they cannot be ignored as various studies indicate that they are common occurrences among human beings. False memories are usually recorded as conceptualized scenes where a person infers from events that did not occur. The fact that false memories exist is proof that one's reference to past events could be flawed. In that regard, learners should concentrate on eliminating falsehoods by amassing substantial information concerning the subject event or belief (Nash et al., 2016). Understanding the existence and significance of false memories to the learning process could help learners avoid flawed information in the future by carrying out intense investigations. Every person could benefit significantly from understanding false memories by studying various aspects of their beliefs—to minimize flaws in their various mental states.

Conclusion

Cognitivism is a mental process that is vital in the learning process. It mainly focuses on the internal aspects of knowledge acquisition and is also an important step towards developing memory. Memory development is usually formed through the organization of schemas which store memory events. Schemas could represent characters and events in a book. Cognitivism is also important in understanding memory enhancement and retention of information. Concerning the retention of information in one's mind, sleep is deemed imperative as it is considered imperative for converting short-term memories to long-term memories. Before the conversion of information occurs between the short- and long-term memories, one acquires much of such knowledge by paying closer attention to details in the initial learning stages. The knowledge perceived important is likely to be retentive in the long-run while that which is regarded as irrelevant is usually disguised. Thus, the latter gets forgotten instantaneously. Memory processing is usually influenced by factors such as cognitive networks, emotions, events, and mood states—to mention a few. False memories are also important in the cognitive process's demystification in that learners can understand flaws in their beliefs and build on that by establishing new insights.

References

Coane, J.H & Bolota, D.A. (2008). Cognitive Psychology of Memory. Learning and Memory. https://doi.org/10.1002/acp.3265

Nash, R.A, Wade K.A, Garry, M, Loftus, E.F & Ost, J. (2016, October 14). Misrepresentations and Flawed Logic About the Prevalence of False Memories. Applied Cognitive Psychology.

Rhalmi, M. (2011 January 17). Description of Cognitivism. My English Pages. https://www.myenglishpages.com/blog/description-of-cognitivism/

Scientific American. (2007, December 1). Ask the Experts: How do short-term memories become long-term memories? https://www.scientificamerican.com/article/how-do-short-term-memories-become-l/

Zaragoza, M.S. (2013) When Forced Fabrications Become Truth: Casual Explanations And False Memory Development. Journal of Experimental Psychology, 142 (3), 827-844. https://doi.apa.org/doiLanding?doi=10.1037%2Fa0030093