Memory Worksheet Version 41 | Educational Q&A Site

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Respond to the following questions in 100 to 150 words each: 1. What is primary memory? What are the characteristics of primary memory? 2. What is the process of memory from perception to retrieval? What happens when the process is compromised? 3. Is it possible for memory retrieval to be unreliable? Why or why not? What factors may affect the reliability of one’s memory? AMD Construction Read Case 3: AMD Construction in the text (pg. ) from Benton, W. C. (2014). Purchasing and supply chain management (3rd ed.). Columbus, OH: McGraw-Hill, and answer the following questions in a three- to four-page paper, excluding the title and reference pages, justifying your conclusions.

Your paper should be formatted according to APA style as outlined in the Ashford Writing Center. · After reviewing Chapter 14, evaluate the negotiations between Tom Reed and Jane Axle. What are your recommendations for Jane Axle as far as the next step in the negotiation process? · Develop a comprehensive quantitative analysis of the negotiations between Jane Axle and Tom Reed. Provide a chart to show financial impacts (see suggestion of format for quantitative analysis of the negotiations below) · Appraise the capital equipment acquisition decision and recommend if Reed should purchase or lease the CAT-1 if he chooses to go with Allen Manufacturing Company. Suggestion of format for quantitative analysis of the negotiations: Current Machine CAT-1 machine-purchase CAT-1 machine - Lease Operating cost (without operators) Direct Labor Depreciation (straight line) 4 months Lease Expense 4 Months Interest expense at 8% for 4 months Salvage Value after 3 years Unexpected Costs Totals

Paper For Above instruction

The cognitive concept of primary memory, often referred to as short-term memory, constitutes the immediate holding area for information being actively processed. Its characteristics include limited capacity, typically around 7±2 items (Miller, 1956), and brief duration, usually lasting only about 20 to 30 seconds without rehearsal (Peterson & Peterson, 1959). Primary memory’s role is crucial for tasks requiring temporary information retention, such as mental calculations or following directions. It is distinguished from long-term memory by its fleeting nature and limited capacity, but it enables rapid access to information necessary for daily functioning. The capacity and speed of primary memory are essential for cognitive efficiency, enabling individuals to manipulate and utilize information in real-time without extensive encoding processes.

The memory process begins with perception, where sensory input is registered and interpreted. This information then enters sensory memory, which holds a brief snapshot of incoming stimuli. Successful perception leads to encoding, where information is transformed into a construct that can be stored in short-term or long-term memory. Retrieval involves accessing stored information through cues and reconstructing the memory for use. When this process is compromised, such as in cases of trauma, neurological damage, or mental health issues, memory can become inconsistent or entirely inaccessible. For example, damage to the hippocampus impairs the ability to consolidate new memories, affecting both encoding and retrieval. Similarly, stress or distraction during encoding can impair either the storage or retrieval phases, leading to gaps or inaccuracies.

Memory retrieval can indeed be unreliable, influenced by numerous factors such as the passage of time, suggestive questioning, or emotional state. Over time, memories may decay or become distorted, as demonstrated in studies on eyewitness testimony where recollections changed over days or years (Loftus, 2003). Emotional states at the time of encoding or retrieval can also distort memories, making them more or less vivid. Furthermore, cognitive biases and external influences, like misinformation, can lead to false memories or inaccuracies. The reliability of memory is thus susceptible to these and other factors, emphasizing that human recall is not infallible, especially in high-stakes or legal contexts.

Conclusion

Understanding the intricacies and vulnerabilities of human memory is vital, especially in domains like legal testimony, clinical diagnostics, and educational settings. Recognizing that memory is reconstructive and subject to errors underpins the importance of corroborative evidence and critical evaluation of recalled information. Advances in cognitive science continue to shed light on how memories are formed, stored, and retrieved, emphasizing the importance of context, emotional regulation, and timing in enhancing or impairing memory reliability. With ongoing research, strategies can be developed to improve memory accuracy and minimize the effects of biases, distortions, and decay, thus supporting more reliable human cognition in practical and critical applications.

References

• Loftus, E. F. (2003). The fiction of memory: Misinformation and false memories. Scientific American, 289(6), 70–75.
• Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97.
• Peterson, L. R., & Peterson, M. J. (1959). Short-term retention of individual verbal items. Journal of Experimental Psychology, 58(3), 193–198.
• Benton, W. C. (2014). Purchasing and supply chain management (3rd ed.). McGraw-Hill.
• Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 47–89). Academic Press.
• Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47–89). Academic Press.
• Schacter, D. L. (2001). The seven sins of memory: How the mind forgets and remembers. Houghton Mifflin.
• Remember, M., & Recent, S. (2010). Memory distortion and the misinformation effect. Journal of Cognitive Psychology, 22(4), 523–533.
• Johnson, M. K., & Raye, C. L. (1981). Reality monitoring. Psychological Review, 88(1), 67–85.
• Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. The Psychology of Learning and Motivation, 26, 125–173.