Cognitive Processes Differ for Students Essay

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It also breaks down the inevitable hierarchies that may exist in a class between students who believe they 'aren't as smart' as their peers.

Address how information is transformed into knowledge as it passes through the three stages of sensory, short-term, and long-term memory in these students. Cite examples of strategies employed during working memory to ensure processing into long-term processing.

The sensory memory stage is very transient. "Sensory memory briefly holds the tremendous amount of information coming in from the senses. Unless you focus your attention on some part of that information, the memory disappears in about one second" (Bennoit 2001). To retain the memory of a particular sight, sound, smell, texture or taste, the individual must usually be mindful and conscious of creating the memory. He or she must make an association with the sensory stimuli and currently-existing knowledge. Auditory memory tends to last a few seconds longer than other types of sensory memory, but even this aspect of memory is transient unless it is converted into short-term memory.

Short-term memory is called the 'problem solving' area of memory and reflects input from sensory memory and information recalled from long-term memory. "Most of the contents of working memory are lost after about 30 seconds, but some is converted to long-term memories" (Bennoit 2001). Long-term memory involves encoded short-term memory, which then can be retrieved to use in moment-by-moment cognitive processes.

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"Simple repetition (maintenance rehearsal) may help keep things in STM, but it does not work especially well at getting things into LTM. More effective is to repeat the information in some new meaningful way. This is called elaborative rehearsal because you elaborate on the material" (Bennoit 2001).

Long-term memory works best when the learner is actively engaged with the material. Asking questions, making connections between new and previous knowledge, and making the information meaningful to the learner are all valuable strategies to improve one's long-term memory. Visualization, explaining the material to another person, reinforcing the knowledge through over-learning, and comparing it and contrasting it with another database of knowledge are all ways to improve the chances that memory will be encoded (Bennoit 2001). Understanding why a memory may likely be forgotten can improve recall -- decay or not using information is a common reason for a failure of retrieval, as is failing to encode the memory in the first place with adequate learning. Emotional reasons such as repression of unpleasant memories, or having difficulty learning something new because of previous knowledge that interferes with the old (such as learning to use a hand break on a bicycle after learning with a pedal brake) are other possibilities (Bennoit 2001).

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