Short-term memory (STM) Essay Example for Free

Short-term retrospection ( oblivious-term retentivity) Essays t s known n imageton gong nto the brn s processed t severl stges. Frst mnutes we remember somethng refers to mmedte memory. t ncludes brefly sve nformton tht wll be not demand n short perod fter t ws receved. Wth slew who hve hed njury, mmedte memory cn be good or t cn be bd. The enigma for most hed-njured tribe, however, s wth short-term memory (STM). Ths knd of memory s defned s cash in singles chipsng memory whch process nformton from the sensory regsters (Charles G. Morris and Albert A. Maisto).n cse one focuses the ttenton on stmulus n the sensory regster, t s utomtclly sved n ths/her STM. STM lsts untl the new nformton s stored nd tkes plce of the old one. Some of the nformton tht went through the STM wll dspper nd some wll be converted to your log-term memory (LTM). Studes suggest tht STM cn hold stave s much nformton s cn be repeted or rehersed n 1. 5 to 2 seconds. The next type of memory or sy ng, the next stge of trnsformton the nformton s the nformton tht we recll fter dy, week or yer.t refers to Long-term memory (LTM). LTM hs quite dfferent cpcty thn STM. nformton s not stored for short perod, save cn be stored for mny yers. We encode our memores n mny wys, ncludng shpes, sounds, smells, tstes, nd other wys. When we ttempt to remember lst of tems we re usully more lkely to remember the frst tems (prmry effect) nd the lst tems thn the mddle tems. Ths s clled the serl poston effect. For most hed-njured large number, ther long-term memory tends to be good.fter one get hed njury, short-term memory snt workng, so nformton hs hrd tme gettng to long-term memory. For exmple, hed-njured people my double or trple ther usul study tme n cookeryrng for test the next dy. By the tme they get to the exm, they re completely blnk on the mterl. The lttle events of the dy re sometmes forgotten, mkng lfe fly by when the one looks bck t events tht hve hppened snce the njury. Whe n spekng of brn njury nd memory t s mportnt to menton two common thngs tht hppen wth people wth hed njures retrogrde nd nteror grde mnes.mnes mens you wooly-minded memory tht you once hd. ts s f someone hs ersed prt of your pst. Retrogrde mnes mens you hve lost memores for events PROR to the cc notch. For some people, retrogrde mnes cn cover just mnute or even few seconds. n other words, theyll recll the cr comng rght t them but re unble to recll the moment of mpct. For other people, retrogrde mnes my ffect longer perods of tme. The lst three or four hours pror to the ccdent re gone. hd one ndvdul who hd lost the lst yer of hs lfe.s people get better from ther hed njures, long-term memores tend to return. However, memores tend to return lke peces of jgsw puzzle these bts nd peces return n rndom order. n generl, the smller the degree of retrogrde mnes, the less sgnfcnt the hed njury s (Spreen et al. , 1995). nother form of memory loss s clled nteror grde mnes. n ths cse, events mentionNG the ccdent hve been ersed. good prt of tht s due to the brn njury tself. Complex systems n the brn re njured. The chemcl blnce n the brn s upset.s brn chemstry averagelzes nd brn systems begn workng, memory lso strts to work. ve hd ptents who hve spent severl months n the hosptl but re only ble to recll the lst to two to three weeks of ther sty. There re resons why the STM does not work n those who hve brn njury. The reson les n the wy the brn works. s we know the nformton flows n through the mddle of our brn nd brnches out lke tree. forwards tht nformton goes to dfferent res, t goes through chnnelng/flterng system.ts lmost lke ml roomths nformton goes nto ths box, nd tht letter goes nto tht box. When the brn s njured, these mddle res get pressed upon becuse of swellng (pressure pushes down on the brn). The mddle sectons of the brn re lso restng on the bone of the skull. Becuse of forwrd nd bckwrd movement of the brn n n ccdent, they get sheered or torn. problem de velops when there s lrge flow of nformton comng n whch the brn cnt process, or when nformton s not beng sent to the rght plce.So the ml room of the brn s not dong ts job. There s lso second type of memory problem. Once nformton s stored n the brn, the brn hs hrd tme fndng t. For exmple, you sw move but you cnt recll the nme of the ctor n the move. You cn vsulze who the ctor s, but cnt come up wth hs nme. People typclly descrbe tp of the tongue type of thng know wht wnt to sy but just cnt get t out. ts lmost s f the brn s syng, serchng, serchng nd not fndng.Severl mnutes lter, t just comes to you. So there re bsclly two knds of memory problems storge problems nd retrevl problems. n concluson would lke to sy tht t s very mportnt to mprove the memory nd mke regulr exercse whch wll contrbute to ths process. The known fct s tht people use ther memory not to the fullest extent nd not even to the hlf of ther rememberng bltes.Bibliography 1. Ashley MJ. Traumatic brain injury rehabil itation. Boca Raton, FL CRC Press 1995.2. Anderson, V. Moore, C. progress at Injury as a Predicator of Outcome Following Pediatric Head Injury A Longitudinal Perspective, Child Neuropsychology, 1995, 1, 187-202. 3. Charles G. Morris and Albert A. Maisto. Understanding Psychology. 4. Russ, R. M. , et al. Predictors of Outcome Following Severe Head Trauma follow out Data From the Traumatic Coma Data Bank, Brain Injury, 1993, 7, 101-111. 5. Spreen, O. Risser, A. Edgell, D. Developmental Neuropsychology, Oxford University Press, 1995.