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 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
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
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
The paper discusses the movie "Memento" which is a neo-noir-psychological thriller about a former insurance fraud investigator. During a burglary his wife is raped and murdered and he sustains a brain injury, resulting in loss of short term memory. The paper uses the movie as a background for discussing memory loss and states that "memory" is one of the key elements that separates human beings from animals. It is one of the basic building blocks of personality. The movie "Memento" is concerned with all aspects of memory, especially the manipulation of it. The paper continues by discussing various case histories of memory loss.

From the Paper
" Our class discussion has often mentioned that who we are is shaped as much by our experiences as by our environment (nurture/nature). Memory can also be unreliable, not to mention easily influenced. Although memories are skewed by perspective, they are critical to the human experience. Memento is concerned with all aspects of memory, especially the manipulation of it. Manipulation of memory means that Leonard must struggle to avoid being manipulated by various people who would clearly like to use him. This movie's approach to telling us the story in reverse chronological order and as two separate, alternating narratives is probably accurate to how people struggling with memory loss experience life. As viewers this progression clarifies the puzzle - but then our memories are in tact aren't they?"

Tags:hippocampus, anterograde, amnesia, independent, mechanisms

Abstract
The paper states that the topic of recovered memories and false memories with respect to childhood sexual abuse is closely connected to memory issues of amnesia and delayed recall. The paper comments that although it is impossible to determine exactly how common amnesia and delayed recall are in cases of child sexual abuse, research does indicate that both phenomena occur with respect to child sexual abuse. The paper suggests that one explanation for why it does not occur, may be related to the types of abuse experience, in that repeated abuse may be more likely to cause amnesia or delayed recall.

Outline:
Introduction
Research concerning child sexual abuse and amnesia
Disagreement of the literature
Amnesia
Delayed Recall
Prevalence
- problems with determining prevalence
Suggested Explanations
- Type of Trauma
Conclusion

From the Paper
"The literature is also somewhat convoluted on the subject, as some researchers find traumatic events are encoded in more detail than non traumatic events, while others find that traumatic events are forgotten altogether. Such is the case when amnesia occurs. Amnesia refers to a loss of memory, most often of declarative memory as opposed to procedural memory (how to tie your shoe laces) (Colman, 2003). Although vivid intrusions of traumatic images and sensations are some of the most dramatic expressions of Post Traumatic Stress Disorder (PTSD), a disorder commonly associated with childhood sexual abuse, the loss of recollections for traumatic experiences is also well documented. Research suggests that for some victims of trauma, having no recall of the abuse is based on more than just ordinary forgetting associated with the passage of time, their young age at the time of trauma, or lack of salience of the traumatic event"

Tags:trauma, child, brutalization, sexual, abuse, memories

Abstract
The paper examines the extensive research which has been completed on the physiological effects of nicotine - the addictive substance found in cigarettes - on the human body. The paper discusses the findings of this research which shows that nicotine, although addictive, may have some properties that could be considered beneficial in regards to learning and memory, particularly some tasks involving the consumption of nicotine before the completion of a specific memory/learning task.

Subtitles:
Nicotine Metabolites and the Neuropharmacological Effects of Nicotine
Is Nicotine Beneficial in Cognitive Functions?
Nicotine Interactions: Possible Improvement of Working Memory in Rats Environmental Influence, Nicotine, and Short-Term Memory

From the Paper
"The study by Crooks and Dwoskin (1997) say that many people that smoke cigarettes because of the immediate stimulation on the CNS that elevates mood and arousal. Smoking cigarettes causes the tobacco to release nicotine metabolites, which are probably responsible for the main effects on the CNS. Nicotine metabolites are thought to effect dopaminergic neurotransmission, and thus creating pleasurable feelings and an increased state of arousal. Different subtypes of nicotine metabolites could be present in different types of tabacco, therefore yielding many different feelings and reactions by the CNS. The reaction by the CNS is thought to be caused primarily by the nicotine metabolites, and not the nicotine itself. (Crooks & Dwoskin, 1997)."

Tags:CNS, metabolites, tobacco, receptor, psychotic

Abstract
Through examining what is known of the etiology of Capgras Syndrome and its similarities and differences from other facial recognition disorders, this paper shows how a disorder such as Capgras can provide interesting insight into the functioning of human memory.

From the Paper
"Capgras Syndrome is a rare disorder in which an individual suffers from delusions that one, or a few highly familiar people have been replaced by (Edelstyn & Oyebode, 1999). While the patient is capable of acknowledging that the "impostor" looks identical to the "missing person," they lack any sense of emotional attachment and therefore insist that the person is psychologically different, or absent. The disorder often occurs in conjunction with paranoid schizophrenia, but 25 to 40% of the cases are associated with organic disorders such as dementia, head trauma, epilepsy or cerebrovascular disease (Edelstyn & Oyebode, 1999).Neuropsychologists have linked Capgras to damage to the right hemisphere, specifically the frontal and temporal lobes, but damage often exists bilaterally (Edelstyn & Oyebode, 1999). The specific causation of Capgras Syndrome is not known. Similar brain damage does not always result in Capgras Syndrome, and thus cognitive psychologists argue that cognition plays a role in creating Capgras Syndrome. Structural damage to the brain creates some gap in a person's ability to recognize faces, but it is cognition that is responsible for a patient filling in this gap with the delusion that impostors have replaced familiar acquaintances and loved ones (Edelstyn & Oyebode, 1999). Cognitive psychologists use this to explain why some patients with identical brain damage fail to develop Capgras Syndrome while others do (Edelstyn & Oyebode, 1999). However, despite their theory, it is difficult to test empirically and thus the majority of the literature focuses on neuropsychological explanations for Capgras Syndrome."

Tags:alzheirmer, cognition, cognitive, disorders, neurophysiology, neuropsychology, prosopagnosia, psychopathology

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