Types of long-term memory systems

1. Discuss different types of long term memory systems.

According to Jones & Macken (2018), long term memory is defined to be as the memory that refers to unlimited storage and is maintained for a more extended period. It can even extend to the lifetime. The two major types of long term memory include declarative (explicit memory) and non declarative (implicit memory). Declarative memory is further divided into two types of memory that are named episodic memory and semantic memory. Explicit memory is defined as the information that can be consciously evoked, while implicit memory includes the components of the unconscious memory. For example, different abilities of the skills. The four different types of implicit memory are procedural, associative, non associative and priming. The question will discuss different types of long term memory systems. Other than this, the functioning and the neuronal components involved in memory processing will also be a part of it.

The explicit memory refers to association with the information that can be consciously evoked as dictated above. The two types of explicit memory in which episodic memory is responsible for keeping personal experiences, while semantic memory performs its role by storing information regarding facts. According to the theoretical perspectives, episodic memory involves the capability of an individual to store, learn and retrieve the components of the long term memory. These components are about personal life experiences. These types of memories are responsible for storing the information related to both the place and the time of any event (along with the detailed information of the event). Different neural components take part to make sure the proper functioning of episodic memory. The main components of the brain include the hippocampus, cortical and subcortical structures, and the circuits of the brain associated with the temporal lobe. The cortices present near the hippocampus plays their role by interacting with both the cortical and the subcortical structures. Here, the cortical components associate with both the perceptions and the cognitions. In contrast, the temporal lobe is responsible for mediating the manufacturing of the memory network (the data for the long term memory is stored within these areas). Three different structures related to the hippocampus named the perirhinal, entorhinal, and Parahippocampal cortices.

All these cortices perform different roles for the processing of long term memory. Semantic memory is another type of explicit memory and is based on logical concepts and conceptual knowledge. This type of memory supports the reasoning and the planning of the future. Also, perceptual processing is a part of this memory that supports different types of perceptual experiences. These experiences include the ability of the human being to remember the past and imagine the future using the supra model experiences. The two central representations within this model include the specific modality and the supra model modality. These representations are responsible for ordering the neuronal combinations effective and supporting the mental presentations ideally.

Furthermore, non declarative memory is defined as the memory responsible for encompassing all the unconscious memories (including skills and abilities) and has four different types. Procedural memory is defined to be the memory that includes habits and skills. Here the participants are responsible for recalling both the motors and the executive skills (Walker et al., 2017). The information is recalled to implement the complex procedures that refer to intellectual skills. According to Fittss team model, the three phases involved in learning involve the cognitive, associative, and procedural phases. The second type of memory is associative memory that refers to classical and operant conditioning. It involves the retrieval of information by associating it with other information (Patton et al., 2018). Both the conditioned and the unconditioned philosophies are involved in increasing learning; like classical conditioning, a close association supports learning between two different stimuli. Non associative memory is the third type of memory which includes habituation and sensitisation. This type of memory refers to the newly learned behaviour that includes exposure to an isolated stimulus (Tian, 2018). The memory has a molecular biological bias here. Habituation includes the consumption of acetylcholine, while sensitisation involves the presence of serotonin. The last type of this memory is priming. It is defined as an effect that involves exposure to specific stimuli that influences the other response to stimuli represented later. The priming capacity proves out to be highly effective to increase the learning memory of the individuals (Sacktor & Hell, 2017).

So, to conclude, the above discussion reflects the molecular processes of memory consolidation involving both retrieval and decay. Also, long term memory is associated with the synaptic strength of the neurons associated with the hippocampus. The chemical associates with LTM is dopamine. Some of the inquiries also include a detailed investigation of the molecular processes that are involved in memory processing (Wang & Li, 2018). It is all about the discussion on long term memory.

2. Changes take place during adolescence. Discuss this in relation to social and cognitive changes.

According to Barch et al. (2018), most of the changes within the body take place during the time of adolescence, as it is a time when the growth spurts. These changes can be either associated with cognitive or social changes. Also, the five leading characteristics that take part in these changes include biological growth and development (which also involves the cognitive changes) and the undefined status, search of the self, social pressure and the increased decision making. This discussion will reflect on both the cognitive and the social changes within the individuals during their adolescence.

Let us first discuss the cognitive changes that take place during adolescence. This period is responsible for the transitions from childhood to adulthood. During the early stages, the adolescents develop intellectual processing, including advanced reasoning skills, logical thought processes, and the ability to think hypothetically. It means that the individuals move towards developing the complex thinking processes that boost the processing of the logical operations. The five main areas of cognitive development include attention, memory, processing speed, organisation, and metacognition (Lehalle, 2020). This mental capacity development proceeds with the ability of adolescents to think abstractly. A theoretical perspective of Piaget also indicates adolescent cognitive development. He presented different stages of cognitive development names as formal operations, hypothetico deductive reasoning, propositional thoughts, imaginary audience and the personal fable. Other than this, two different perspectives are associated with cognitive development. These perspectives are named the constructive and the information processing perspective. Here the constructive perspective relates with the stage theory approach, and the information processing involves the cognitive development of the thinking process as a whole. Precisely, the main areas of improvement within this situation include the development of selective attention and the divided attention. It involves the ability of an individual to focus on multiple stimuli at a single time. After that, in memory, the adolescent experiences improvements in both the working and the long term memory(Van der Graaff et al., 2018). Then comes up the brains processing speed in which the adolescents think fast than the previous age of the development. The organisation is another stage of cognitive development that makes an individual aware of this own thoughts, due to which he/ she can think and remember information highly effectively (Luciana et al., 2018). The last cognitive change in the human brain functions involves metacognition, which means that adolescents can analyse and monitor the cognitive activity taking place within their mind. Different researchers presented diverse perspectives of the cognitive developmental approach to depicting the changes that occur within the human brain. So, this is how adolescence develops cognitions increasing the mental processing (Mandy et al., 2018).

Moreover, adolescence is associated with cognitive development, but it also includes the social impact. Different social activities take part in the development of the individual. One of the significant components is peer pressure and other psychosocial changes. Different social components are involved here, and adolescents have to accomplish all these social dimensions to adjust to society. The primary tasks that need to be accomplished within this stage include independence, body image, peer relations, and identity. These social components are responsible for the better development of adolescents, and they are more notable. In this stage, the individuals spend most of their time with their peers, and also they tend to take part in romantic relationships. This is how they develop socially. Other than this, different interpersonal skills are also developed, and the individual gets to confidence to take in different situations by giving multiple perspectives (Orben et al., 2020). These social accomplishments are also related to the emotional growth of the individual. Also, societal patterns determine the development of an individual socially. This time of adolescent development also involves social change, and there are different contexts that the individual is supposed to experience. The increased exposure to social situations also increases the individuals capacity to become more tolerant of both opinions and interests. They also get to worry less regarding the approval. The sociologists present multiple theoretical perspectives to analyse the social change that takes place within the adolescent period. Like the theory of social development, the individuals demand more independence and privacy within this ate and do have control over their emotions. This is how social development stages let these individuals fit in society for better well being (Zhou et al., 2018a).

To conclude, the entire discussion reflects about different cognitive and behavioural changes within humans during their adolescence time. Surviving successfully within this time help them grow into better individuals that can easily fit into the world. Piagets theory describes cognitive development better in different stages, while the theory of adolescent development descried as social and emotional regulation (Zhou et al., 2018b).

References:

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