The Implications of Memory, Thinking and Language for the Modern Essay Example

temporarily without understanding its meaning. If the information is not transferred to short-term memory, it is lost permanently. Short-term memory is the second stage, where information is stored for a short duration of fifteen to twenty seconds and acquires meaning. This is achieved through repetition. Long-term memory consists of procedural memory, which stores procedures and skills, and declarative memory, which stores facts. Declarative memory includes semantic and episodic memory. Information stored in long-term memory remains there permanently. To transfer information into long-term memory, "elaborate rehearsal" such as organizing the information in a structured manner is required (Feldman, 2010).

Elaborative processing involves adding extra information to what needs to be remembered. The success of study techniques that use elaborative processing, like the PQ4R method developed by Thomas & Robinson in 1972, has been documented. These techniques could be beneficial for third-level students while studying text material. In fact, many third-level psychology textbooks recommend these techniques as a method for studying the book. The techniques typically instruct students to generate questions before reading the material and then attempt to answer these questions while processing the material. This approach encourages a deeper and more elaborative processing of the text material (Anderson, 2000:193).

Students often find it easier to remember information from movies and novels, rather than from lectures and textbooks. This is because movies and books are typically more engaging and encourage deeper thinking (Anderson, 2000). In line with this, research suggests that the depth of processing is more important for retention than the length of time spent rehearsing the information.

According to the levels of processing or depth of processing theory, meaningful and deep processing of information is

suggested to improve retention (Anderson, 2000) compared to shallow processing through passive rehearsal. In contrast, rote memorization involves superficial processing and is not very effective for successful information recall (Feldman, 2010). These findings have practical implications for third level students who are usually school leavers. While second level education encourages rote learning, it is discouraged in third level education, which can pose challenges for new students.

Recall involves recovering a particular piece of information. Retrieval cues, which are stimuli aiding in the retrieval of information from long term memory, play a crucial role in recall. During exams, students heavily depend on these retrieval cues. In contrast, recognition takes place when a student can recognize prior exposure to specific material upon being presented with a stimulus and can differentiate it from other information (Feldman, 2010). Lectures introduce new material to students, and later during self-study, recognition may take place. Furthermore, recognition can also occur during exams that consist of multiple choice questions.

Explicit memory refers to the conscious recollection of information, such as coursework details, classmates, and daily life aspects by students. Conversely, implicit memory involves memories that affect a person's life without their conscious awareness. An example is classical conditioning which can lead to fear when entering a teacher's office due to past negative experiences (Gazzaniga and Heatherton, 2006). Flashbulb memories are extraordinary memories that are easier to recall than ordinary ones. However, these types of memories are not particularly important for students compared to the general population.

It is widely believed that memories are partly constructed and influenced by the meaning attributed to events. Constructive memory processes involve schemas and autobiographical memories. According to Gazzaniga and Heatherton

(2006: 286), individuals tend to recollect their past attitudes and beliefs as consistent with their current ones, often modifying their memories when their attitudes change. For instance, a student striving to make a favorable impression on his new circle of friends may alter his memories of previously liking heavy metal music. If his new friends have a strong interest in this genre, his mild liking for heavy metal during secondary school could be transformed into an intense passion for heavy metal music.

Hermann Ebbinghaus conducted the first thorough investigation of human memory. His research on forgetting, known as the forgetting function (1885), revealed that memory initially decreases rapidly but then declines at a slower rate over time (Anderson, 2000). Ebbinghaus's work also indicated that relearning familiar information is typically faster than learning entirely new material (Feldman, 2010). Consequently, students may benefit from adopting a structured and consistent study strategy rather than cramming new content before exams.

Forgetting is essential for remembering, even though it may seem contradictory. In order for humans to remember important information, they need to forget irrelevant and insignificant information. It is important to note that information stored in long-term memory can be forgotten for various reasons like decay, cue-dependent forgetting, failure to properly encode the information initially, and interference. Proactive interference occurs when prior information hinders the retention of new information. On the other hand, retroactive interference happens when new information impairs the retention of old information (Gazzaniga and Heatherton, 2006). By utilizing effective studying methods such as the keyword technique, organizational cues, efficient note taking, practice and rehearsal, and rejecting claims that drugs enhance memory, a third level student can improve their

ability to retain information (Feldman, 2010).

Memory and thinking are closely connected. Thinking can be defined as the manipulation of mental representations of information, and these mental representations are stored in the mind through memory (Feldman, 2010: 220). People use two fundamental types of representations on a daily basis: symbolic and analogical representations. Symbolic representations include concepts, which categorize objects, episodes, and people based on similarities. An example of a concept is a prototype. Analogical representations are mental images of objects or events that are reproduced in the mind (Gazzaniga and Heatherton, 2006). Mental imagery, such as visualizing new classrooms, buildings, and faces, can help new third level students become familiar with their surroundings quickly. Additionally, mental imagery has been shown to enhance sports skills like athletics for students involved in sports (Feldman, 2010).

Humans possess the capacity to engage in intricate thinking, which involves contemplating their experiences, strategizing for various aspects of life, and resolving everyday challenges. Third level students frequently exhibit cognitive processes like reasoning, problem solving, decision making, and judgement throughout their academic journey (Eysenck and Keane, 2010).

Reasoning involves inferring new knowledge from existing knowledge or, in simpler terms, the process of making decisions (Anderson, 2000: 314). Students regularly make decisions based on their existing knowledge, such as determining which books to borrow or whether to use recreational drugs at a college party. In these situations, they draw conclusions and make choices using the information they have (Feldman, 2010: 223).

When making decisions, heuristics are often used. Heuristics are cognitive shortcuts or rules of thumb that require minimal thinking and typically lead to positive solutions. On the other hand, algorithms are procedures that, if

followed correctly, will lead to a solution. Heuristic thinking often occurs unconsciously because the processing capacity of the unconscious mind is limited. One advantage of heuristic thinking is that it allows for multitasking, such as talking on a mobile phone while cycling, as demonstrated by students (Gazzaniga and Heatherton, 2006: 306). For example, a student on a tight budget may always opt for the cheapest product while shopping at a supermarket. When it comes to decision making, these quick rules of thumb often result in positive decisions (Gazzaniga and Heatherton, 2006).

Everyday, students at the third level face challenges like managing a limited budget, using household appliances effectively, or studying for a specific subject. The process of problem solving typically involves three stages: preparation, production, and judgment. The first stage involves understanding and identifying the problem. In the second stage, possible solutions are considered, sometimes using a heuristic like means-ends analysis. The final stage is the evaluation of a solution's effectiveness. Cognitive approaches to problem solving require logical and rational thinking, but obstacles like functional fixedness and mental set can still arise (Feldman, 2010).

The hypothesis of linguistic relativity proposes that language shapes and influences our perception of the world, suggesting that "language produces thought" (Feldman, 2000). Typically, a student's vocabulary expands during college. Consequently, if language truly affects thought, it could directly influence the level of depth experienced by a student.

Recent research has shown that language has a significant impact on thinking, although the relationship between language and thinking is complex (Feldman, 2000: 234). However, language plays a crucial role in the processes of thinking and reasoning (Potter and Wetherwell, 2005: 9). Studies have proven

that individuals who can speak multiple languages have cognitive advantages compared to those who only speak one (Feldman, 2000). As the majority of students entering higher education have proficiency in at least one foreign language due to the second level education curriculum, this can positively influence their academic performance.

Language, the act of conveying information through symbols and rules (Feldman, 2010: 230), is considered the most fundamental and widespread form of human interaction, making it a crucial cognitive skill (Potter and Wetherwell, 2005). Some research suggests that language differs from other cognitive abilities, particularly in how children acquire it (Anderson, 2000).

Initially, when children attempt to use language, they engage in babble which resembles spoken language but lacks meaning. This typically occurs between three to twelve months of age. Around two years old, children start using telegraphic speech where they only use essential words for communication without unnecessary ones. However, by age three, children may misuse language rules through overgeneralization (Feldman, 2000).

Language plays a crucial role in the lives of older children, adults, and third-level students. It is the primary means through which they engage in various activities like talking, writing, reading, and socializing. These activities are not mere abstract concepts but serve as outlets for action (Potter and Wetherwell, 2005: 9). Therefore, the impact of language on third-level students should not be underestimated.

There are three main theories about language development: the learning approach, the nativist approach, and the interactionist approach. The learning approach suggests that language is a skill that is acquired. The nativist approach argues that humans have a natural ability for language. On the other hand, the interactionist approach combines elements of both theories

(Gazzaniga and Heatherton, 2006).

When students reach the third level, they undergo a transition into young adulthood where they often establish their identity and explore their true selves. Language plays a crucial role in this process as it is a key indicator for people to evaluate or describe an individual. Certain students, especially those who are easily influenced, may willingly or unknowingly modify their language to conform with their new social circle. For example, a student hailing from a rural region in Ireland might adopt the terminology and accent associated with the affluent D4 area while pursuing arts at Trinity College - an institution predominantly attended by students from Dublin's south side.

Conclusion: The effective utilization of three abilities largely determines the success of third level students in college, encompassing their academic achievements, social and general life skills, and adaptability to a new environment.

The theories surrounding memory, thinking, and language greatly affect individuals of all age groups, from infants to senior citizens. The early development of these processes is vital for children's future academic and social accomplishments. Likewise, adults must continuously employ their memory and thinking abilities to avoid decline or impairment. The saying "use it or lose it" holds particular significance as people grow older.

The significance of these three cognitive processes is highly praised and highlighted in western culture. Evaluations of intelligence and education are made with respect to these capacities. The advertising industry revolves entirely around these processes. The consumer industry in the western world heavily relies on memory, thinking, and language for its survival, as demonstrated in this essay. It is alarming to consider that thinking and memory can be influenced, disrupted, and even

erased. This raises additional concerns when contemplating the impact of mass advertising, media, the internet, and other mechanisms of western society that exert daily influence on these processes.