Abstract
There exist specific techniques that can be used in the classroom to develop attention and memory. This paper shows how valuable information and concepts can be memorized by students using a variety of techniques, such as music, repetitiveness, and visual aids. This paper also shows that there are several techniques a teacher can use to motivate students to capture their attention. These include working from students' strengths and interests, making the students active participants in learning, and varying teaching methods.

From the Paper
"An additional technique that teachers may utilize to promote memorization is repetitiveness. Many of us may recall the use of flash cards in school when we were younger. The teacher would show us a card with a sight word on it, and then show it again, and yet again. At such a ripe age it was quite possible that we were not able to comprehend the importance of this repetitiveness; however with enough practice we were able to commit those sight words to memory. "Early introduction of Dolch Sight Words, preferably in kindergarten during the regular academic year, with systematic daily practice and reinforcement provided throughout kindergarten and first grade, will lead to early reading success and preclude much of the need for remediation in later grades," (picturemereading.com)."

Tags:visual, aids, music, IQ

Abstract
This paper examines the mental faculty of recovered memory and the neurological mechanisms involved in retaining and recalling past experiences. It takes a particular look at the controversy among psychologists regarding repressed memory and whether or not it actually exists. The paper asserts that much scientific research supports the validity of repressed memory. The paper also points out, however, that this research does not address whether repressed memories are true or false, such as in the case of testimonies when dealing with abuses or crimes. The paper concludes that such accounts should indeed be taken very seriously and should be critically examined in relation to other evidence.

From the Paper
"False memories are memories that were distorted or even created within and outside of the therapeutic context. Patients with psychological distress see a therapist as a source of help in their search for an "effort at meaning" (Clansy, cited in Furtado, 2003). Patients' memory is extremely susceptible that the subtlest suggestion made by a doctor can alter or create false experiences such as memories of abuse. They can be created by the use of several techniques, such as recovered memory therapy, hypnosis, guided imagery, and dream interpretation (Davis, Loftus, & Follette, 2001). An experiment carried out by Dr. Nader and Dr. Shafe may give a neurobiological insight into how memories are updated. Using the fear conditioning process, they trained rats to associate a tone with an electric shock. Once the memory was consolidated, they presented the tone and immediately injected a drug that would inhibit the production of proteins. The fact that the animals reacted instead of freezing at the sound implied that the memories became vulnerable to suggestions, and that the production of new proteins were needed to store them back into long-term storage (Blakeslee, 2000)."

Tags:recall, neurology, brain

Abstract
One of the most interesting areas of scientific research these days is the brain. This paper discusses the important cerebral functions of memory storage and development of reality and consciousness. It shows how the brain is capable of storing past events in one of its several compartments, but it has to be done efficiently or else past events would encroach upon recent ones thus blurring the boundaries between conscious and unconscious worlds.

From the Paper
"But while man does need to be able to recall past events, it is equally important for him to be able to separate past from present. For this he needs to know what reality is and where he is today and now. This may appear rather puzzling to someone who has just undertaken the study of brain, but it is nonetheless worth pondering. How does man know who he is and what reality actually is? In other words, in order to qualify as a normal rational human being, man needs to be able to separate conscious reality from the unconscious. But consciousness is not something tangible, it is one of those cerebral functions that cannot be explained in concert terms."

Tags:language, processing, Michael, Lemonick, Frontal, lobes

From the Paper
"The purpose of this research is to examine the character of experimental evidence that shows that mnemonical techniques are successful in eliciting, retrieving, or discovering information. The plan of the research will be to set forth the theory of mnemonics in general terms, then to show the problems and processes associated with the application of this theory as revealed in various experiments and studies.

Mnemonic theory refers to a branch of learning psychology that is concerned with the art or science of improving the efficiency of the memory--in regard to either recall as such or to the accuracy of recall. A good deal of research has been done into mnemonics as a device of learning and memory, with regard to everything from standard memory recall to reading proficiency. Mnemonics is described as a form of information processing."

Abstract
This paper explains how the human memory works and includes detailed information about the complexity and the exact organs of the brain and how these organs affect memory. Included are the differences between long term and short term memory and tips on how to remember information more efficiently.

From the Paper
"Perhaps the most important thing scientists have found is that there is no single memory system in the brain. Instead, human memory is divided into at least two broad categories. These can be affected by disease, injury or aging. The first on is explicit memory. Explicit memory is the system that stores concrete knowledge like faces, names, and multiplication facts. This is the knowledge that a person can call up consciously. Implicit memory is the way the brain stores information that isn't assimilated or called up consciously.(Colliers Encyclopedia CD-ROM) Examples of this are shooting a basketball or stopping a car."

Tags:brain, long, memory, remember, short, term, recall, forgetting, explicit, implicit

Abstract
This paper analyzes the so-called "Repressed Memory Syndrome." The author discusses how the issue is controversial in that as the so-called victims are winning large settlements in courts, the number of therapists and cases is rising dramatically. While most psychiatrists admit that repressing traumatic memories does indeed happen, many do not believe in the existence of Repressed Memory Syndrome. The paper makes this case by discussing a slew of psychiatric evidence, all of which suggests that memory is not absolute, memories can certainly be created and that the tools therapists use to revive memories can actually help create them. The most damning evidence against RMS has been findings which suggest that the social and legal goals of the rememberer can influence memory. The author closes by arguing that more research needs to be done into how memories are created and how they can be distinguished from false ones, so that actual victims of child abuse need not be trivializes.

Abstract
This paper looks at how the different advances in brain imaging-techniques have contributed to scientists increased ability to understand the concept of memory. It looks at the advent of Computed Tomography (CT), Magnetic Resonance Imaging (MRI) and Positron Emission Tomography (PET), and what they have meant to the increased ability to understand and treat brain, and memory disorders.

From the Paper
"For example, fMRI was found useful for research by Awh and colleagues (1999) to observe brain activations during the performance of a spatial working memory task. In this investigation, subjects were given a spatial working memory task and a control task. Using fMRI the researchers found a functionally distinct, region that showed sustained activity during the spatial working memory task, confirming the location for the neural bases for that function. In the past, researchers who wanted detailed studies of human brain activity struggled because they lacked effective investigative tools. In experiments with humans the best technologies brought only limited success in mapping the processes of consciousness."

Tags:brain, ct, eeg, imaging, memory, mri, neuropsychology, neuroscience, pet, psychology, scan, amnesiac, cognative, personality, changes, human, brain, patients, techniques

Abstract
This paper explores what false memory is and how and why we use it. It also explores the difference between semantic and phonological processing. The effects of false memory and the varying factors influencing it including thought processing and time before encoding are investigated and discussed thoroughly. The papers also compares this experiment to other similar studies. The results are consistent across all participants and support the theory of false memory effects efficiently.

From the Paper
"One hypothesis that can be looked at is: HA: False memory effects are influenced by the depth of processing at encoding. HO: False memory effects are not influenced by the depth of processing at encoding. This can be studied by looking at the empirical results and searching for a large difference between the amount of unstudied critical words and the amount of unstudied unrelated words that are "remembered" across the field of participants. Another hypothesis that can be tested is: HA: False memory effects occur for phonological as well as semantic associates of encoding lists. HO: False memory effects occur for only phonological associates of encoding lists. From the results, it cannot be proven that these types of false memory effects absolutely exist, but can be strongly argued that they do. The larger amount of participants used the better the result that we can achieve."

Tags:disorder, psychology, dream

Abstract
The paper describes how caffeine increases stimulation of the central nervous system. The paper relates how, if taken in low doses, caffeine is an effective stimulant that can enhance the cognitive functions of memory and attention. The paper points out, however, that a high dosage of caffeine can have undesirable effects such as restlessness, irritability and anxiety.

From the Paper
"Although caffeine can be found naturally in many foods, it can also be found in some non-prescription drugs, such as sleep suppressants, to fight drowsiness (Josephy, 1997; Westen, Burton, & Kowalski, 2006). Caffeine is used as an ingredient in these drugs because of its ability to increase the activity of neurons and other cells by stimulating the central nervous system (Goodenough, Wallace, & McGuire, 1998; Harte et al., 1991). However, caffeine does not act by altering the communication between neurons. Instead, it acts by speeding up the metabolic rate of all cells. This increase in cellular metabolism occurs from the increased production of glucose due to caffeine (Goodenough et al.). Further to this, caffeine blocks adenosine receptors, leading to an increased stimulation of the central nervous system (Smit & Rogers, 2000)."

Tags:neurons, mood, alertness, irritability, anxiety, abstinence, addiction

Abstract
This paper discusses how a great number of students with learning disabilities are at high risk for educational failure because they often have difficulty remembering materials covered in school and how their teachers can help these students improve their performance and their long term success through mnemonic instruction. It examines various studies on the topic and reviews relevant literature. It evaluates how the majority of research indicates that using basic phonetic instruction alone is insufficient, especially for students with learning disabilities. When basic skills are taught in conjunction with mnemonic strategies, memory improves because well established pictures in the memory bank to link new information and trigger a strong electrical impulse to help recall the new information. The research studies have consistently shown that mnemonic strategies can be taught to students of all ages and of all levels of learning disabilities. Studies have also shown that when students are taught mnemonics to help them study, they begin to use mnemonics on a regular basis and also begin to make up their own memorization techniques.

From the Paper
"The traditional theory of learning, which has been used in the past as a supplement to the mass schooling approach of the early 19th century, is that in order for a student to learn complex skills such as reading, he must first become adept at making sense of the smallest components of the language (for example letters) and then advancing to larger components (for example sounds, words, and sentences). Phonics supporters generally agree that by employing "the direct approach" in regards to instruction, as well as providing an undeviating focus on logical sequencing, students will effectively learn to identify words quickly and consistently, as well as improving their spelling, vocabulary, handwriting, listening, and thinking skills (Share and Stanovich, 1995)."

Tags:children, memory, bank, teachers, phonetic, language, skills