Texas A&M University – Corpus Christi
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07 Cognitive Psychology: Module 14
No full textModule 14: Long-Term Memory
Perry was preparing for his first meeting with his study and his study group, when he got a text message from “Study Buddy”. It read, “Garry, Jerry, Mary, and Larry will be joining us too. It should be a good group, since Larry said he knows you from another class.” Who the heck is Larry? Perry thought to himself. He swung his backpack over his shoulder and headed to the library. Perry arrived at the designated meeting spot, and other member of the group started to arrive. Last, was a person Perry immediately recognized and could not believe he had forgotten in the first place. “Hi Larry,” said Kerry (that’s Study Buddy). Perry immediately started to remember working with Larry on a class presentation two semesters ago. He remembered the topic of the presentation, the other members of their group, that they regularly met at the campus coffee shop to work, and so on.
How is it that Perry forgot the name of someone he worked closely with but then remembered all of these details once Perry recognized Larry’s face? In this chapter, we’ll discuss the factors of long-term memory that contribute to our ability to remember information for years, as well as why we forget information, even when it is very important.
If information makes it past short-term memory, it may enter long-term memory, memory storage that can hold information for days, months, and years. The capacity of long-term memory is large, and there is no known limit to what we can remember. Although we may forget at least some information after we learn it, other things will stay with us forever.
Long-term memory is the continuous storage of information. Unlike short-term memory, the storage capacity of long-term memory has no (known) capacity limits. It encompasses all the things you can remember that happened more than just a few minutes ago to all of the things that you can remember that happened days, weeks, and years ago. If you think of memory like how computers work, the information in your long-term memory would be like the information you have saved on the hard drive. Information might not be on your mind (your short-term memory), but you can pull up this information when you want it, at least most of the time. Not all long-term memories are strong memories. Some memories can only be recalled through prompts. For example, you might easily recall a fact, “What is the capital of the United States?” or a procedure, “How do you ride a bike?” but you might struggle to recall the name of the restaurant you had dinner when you were on vacation last year. A prompt, such as that the restaurant was named after its owner, who spoke to you about your shared interest in soccer, may help you recall the name of the restaurant
Men performing on the saxophone
No full textMen performing on the saxophone as another plays the pian
Three ladies in a white dress
No full textThree ladies in a white dress smiling for the picture at a Hous
Sociedad Concordia
No full textSociedad Concordia Mexican American Women's Organzation Group Pictur
Topic 2: Software development process
No full textIn this module, you will learn about:
Software development process (SDP),
Essential steps of SDP,
Waterfall software development lifecycle(SDLC) mode
Topic 6: Inheritance
No full textIn this module, you will learn about:
Inheritance,
Subclasses and Superclasses,
Protected Access,
Method Overridin
Does providing COVID-19 education to jail inmates and staff increase knowledge and willingness to vaccinate?
No full textA dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Nursing Pracitce in Nursing Practice.Background: Jail inmates and staff have a higher incidence of COVID-19 infection and related complications, including death, yet are less likely to vaccinate against COVID-19. Purpose: The purpose of this quality improvement initiative was to determine if providing an educational activity on COVID-19 and vaccine safety and efficacy in a local county jail could increase COVID-19 vaccine knowledge and willingness to vaccinate in jail inmates and staff. Methods: A pretest and posttest design was used to assess change in vaccine perceptions prior to and after an educational activity intervention educating on COVID-19 and vaccine safety and efficacy. The sample size consisted of 24 jail inmates and 23 jail staff. Results: A paired sample t-test revealed an increase in vaccine knowledge and willingness to vaccinate among jail inmates and staff. Conclusion: This project revealed that jail inmates and staff can be engaged in education that can result in decisions that promote health and decrease healthcare costs. The results of this project can also be extended to other preventative infectious diseases and used in the management of acute and chronic conditions.Nursing PracticeCollege of Nursing and Health Science
Conference Proceedings: 2023 Symposium for Student Innovation, Research, and Creative Activities
No full textThe 2023 Symposium for Student Innovation, Research, and Creative Activities (SSIRCA) was sponsored by the Division of Research and Innovation, in collaboration with the College of Education and Human Development, the College of Engineering, the College of Liberal Arts, the College of Nursing and Health Sciences, the College of Science, and the Mary and Jeff Bell Library. SSIRCA was additionally supported by the Honors Program, the McNair Scholars Program, and Louis Stokes Alliance for Minority Participation Program. Students from all colleges at TAMU-CC were invited to give presentations, and their faculty members were encouraged to participate by helping to review presentation proposals and evaluate presentations
