individual differences please edit

Running head: INDIVIDUAL DIFFERENCES 1

Learning and Memory: Types and Problems

Humans are a very complex species subsisting in the universe. One of the intricate systems that contribute to their complexity is their neural system encompassing the brain as the major element (Horowitz & Turan, 2008). The human brain can be compared to an office of an organization or institution. Whereas an office is the region in an institute where all the activities and undertakings of the company are controlled from, the brain is that part of the human head that manages and controls all the activities and undertakings of the entire body (Terry, 2009). Learning and memory are examples of these proceedings. The human brain manages both the initiation and sustenance of these activities. As such, any condition that interferes with the working or the structure of the brain has effects on the learning processes and memory. This paper is an assessment that discusses the practical ways to apply in the personal life in the effort of understanding individual diversities in learning and memory as Cherry & LeCompte, (1999) writes. In the route of achieving this objective, the paper uses a learning context as an example and tool of illustrating some critical situations and points for easy understanding. Comment by DrG: Of what? Comment by DrG: This is not clear Comment by DrG: Your paper needs a strong introduction. The introduction provides you with an opportunity to capture your reader's attention and to provide an overview of your paper. Then add your thesis statement “the purpose of this paper is to…”

The Learning Context: Studying for an Exam

Studying is part of learning, in fact on and the core way in which learning occurs. The undertaking significantly involves memory, and so the brain. For learning to be termed as successful, a person ought to be able to recall what he or she learned, or the information that he or she received or gained (Horowitz & Turan, 2008). The aptitude to recall is determined by the memory of the individual. Revising for an exam is one situation in which studying occurs. In this process, the brain of an individual is often hugely involved. As a result, both learning and memory participates in the process since the person student has to gain information and be able to remember it when in the exam room. Gaining of information is learning while recalling is associated with memory. Comment by DrG: What do you mean? Comment by DrG: You need to write in clear sentences Comment by DrG: What do you mean?

Types of memory and learning involved in studying for exams

Exam revision includes several types of learning. The number of these types dictates the success in learning of an individual according to Horowitz & Turan, (2008). When there several types involved, the chances of a successful learning process are high as compared to a few. Sensory memory, short-term memory, and long-term memory are the three common types of memory involved in studying for examinations according (Terry, 2009). The later, sensory memory is the frequent of all these sorts of exam situations. This memory takes the information being gained and accurately stores it but very briefly. Students cannot rely on sensory memory since it lasts for a very short period. Essentially, it sets the basis for short-term memory according to Cherry & LeCompte, (1999). Comment by DrG: What do you mean by revision? Comment by DrG: What types? Comment by DrG: Of what? Comment by DrG: Explain what these are and how they work

Short-term memory itself records a succession of events and or information. Other than being substantial in studying for examinations, the memory is responsible for recording information and such issues like telephone numbers. Studying for an exam is a short-term objective (Horowitz & Turan, 2008). As such, the kinds of memory used are these two, which as well have short life spans. Usually, after sitting exams, most students tend to forget all the information they stored during the studying exercise.

Problems associated with learning and memory

Comparative to most human situations, there are some challenges involved with memory and learning. Since these two factors are closely linked, any component or issue that affects one of them pose the same or associated effect to the other either directly or indirectly (Cherry & LeCompte, 1999). Memory is connected to such complications like amnesia and forgetting among others. Forgetting is a defect of the memory. It is the disability of the memory to hold on the information until the required time. Forgetting has diverse effects on the learning process. This process cannot be said to have successfully occurred if the received information cannot be stored and retrieved from the memory at the appropriate time of need (Terry, 2009).

On the other hand, learning is associated with such challenges like the Central Auditory Processing Disorder. This condition is a disability of the sensory-related to dispensations of sounds. An individual perceives sound but cannot decode to get the meaning. The condition interferes with learning of students in such context like those in classes during lectures (Horowitz & Turan, 2008). Another similar learning problem is the visual processing disorder. This condition is the one in which individuals are unable to process images. In case of these conditions, learners find it difficult to successfully learn in such contexts like where presentations involving pictures and diagrams are used (Cherry and LeCompte, 1999). Comment by DrG: How does this align?

Case study

The learning and memory problems affect the learning experiences of individuals in several ways. The result of this is that; for example, two persons learning the same topic or issue may understand it in diverse ways (Horowitz & Turan, 2008). Consider an example of a classroom context. Often there are two broad categories of students in these situations, those that have short-term memory and those that boost long-term memory (Cherry & LeCompte, 1999). These two groups of people may not go through the process of learning a particular topic or subject and come out with the same perception and degree of understanding. The extent of storing the same information as well will come out in variation. The students with short-term memory tend to understand the topic and will store it accurately, but the process will be short lived. This event sits in contrast of that of the students with long-term memory. The level of taking in information and comprehension may be similar to that of the short-term memory, but this one lasts for long periods (Horowitz & Turan, 2008). As such, people with long-term memory will be able to remember information learned some long time ago than those with short-term memory irrespective of the situation that they learned the topic at the same time. Comment by DrG: You need to be sure that you are addressing the questions asked: 1.Describe a learning context of interest—for example, learning a foreign language, studying for an exam, or remembering names at a party. Feel free to use an example from one of the other assessments in the course. Describe the types of memory and learning involved and the memory and learning problems involved (for instance, problems with memory such as forgetting, amnesia, and the tip-of-the-tongue effect). Write up a case study where two people learn and experience a learning situation differently. Note that you can contrast circumstances involving memory deficits and also circumstances of exceptional performance. 2. Find at least three peer-reviewed research articles that help you understand individual learning differences. In other words, how could the result change due to individual differences such age, gender, or culture? Summarize these sources. Apply the scholarship you have found to explain how the individuals in your case study learn and remember differently. Describe the methods and measures used in research that seeks to understand individual learning differences. 3. How would you apply the knowledge you have gained regarding individual differences and learning and memory in your personal or professional life?

Factors that influence and affect learning and memory

Age is one of the prime components that affects and manipulates the learning process and ability to remember the gained information. Gender and culture are other factors among the several that exist. According to Cherry & LeCompte, (1999), young persons have the highest ability to learn successfully and remember as compared to aging individuals. They have vast information on this topic in their work by the title ‘Age and individual differences influence prospective memory’. In this article, Cherry & LeCompte, (1999) explains that the ability of youths to learn easily and be able to remember is attributed to the active state of their brain. Old people learn slowly and are very forgetful because their brain is as well aging. The state reduces the activeness of their brain and so the ability to concentrate and learn. The aptitude to store information for a long time and be able to remember it is similarly reduced. Comment by DrG: good

On the other side, Ackerman, et al. (2001) pose that gender plays a role in the ability to learn and remember. However, they argue that this role is indirect as its facilitated by other determinants such as individual differences. Otherwise, Ackerman, et. al, (2001) in their article ‘Determinants of individual differences and gender differences in knowledge’ explains that most learning situations have seen males smarter than females in learning and recalling information. Comment by DrG: how did they assess this?

Application of the knowledge gained regarding individual differences in learning, and memory in personal or professional life

One crucial acquaintance on this topic is that memory and learning are closely related and so goes hand in hand. As such, individuals have to make sure that their memory and state of mind is fit before engaging in a learning process. The rationale is that in case of any problem in the brain, and likewise the mind of an individual the ability to remember and, so the learning process of the individual will significantly be affected. The product is that no objective will be met in the whole process of learning. Therefore, professionals have to advise students of the appropriate situations of learning and revising for exams alongside the strategies. Comment by DrG: this needs to be fully addressed Comment by DrG: Your conclusion should synthesize rather than repeat the main ideas verbatim. Usually, the first sentence of the conclusion is a rephrasing of the thesis. The conclusion reminds the reader what your paper is about and allows you to make a final point without introducing new information.

References Comment by DrG: These do not follow APA rules

Ackerman, P. L., Bowen, K. R., Beier, M., & Kanfer, R. (2001). Determinants of individual differences and gender differences in knowledge. Journal of Educational Psychology, 93 (4), 797–825. 
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Brooks, M. (2004). Extreme measures: The dark visions and bright ideas of Francis Galton. London, UK: Bloomsbury.
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Cherry, K. E., & LeCompte, D. C. (1999). Age and individual differences influence prospective memory. Psychology and Aging, 14 (1), 60–76. 
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Horowitz, L. M., & Turan, B. (2008). Prototypes and personal templates: Collective wisdom and individual differences. Psychological Review, 115 (4), 1054–1068. 
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Terry, W. S. (2009). Learning and memory: Basic principles, processes, and procedures (4th ed.). Boston, MA: Allyn and Bacon.

Thank you for sharing your thoughts here in your unit 5 assignment. It is always a good idea to outline your plan for writing before you put pen to paper.  The introductory paragraph should introduce the problem and tell readers what you plan to present in the body of your paper.  Subsequent paragraphs should follow the same form, introductory statement, evidence to support a logical flow of ideas related to that statement leading to a concluding statement that provides a segue into the next main idea.  Before presenting recommendations, you must summarize the evidence, tying it to facts presented in your report with citations of sources.  Conclusions should follow so that you make it absolutely clear to readers what important evidence and main ideas you want them to carry with them into your recommendations.  Without a clear summary and conclusion, readers will have no clear idea what you are talking about and will be left to their own imagination.

You do need to fully and clearly answer all questions asked for this assignment. Turnitin indicated that your paper has an 11% match – nice job!! You chose excellent references to support your work. You followed some APA formatting rules but had some errors.

I recommend that you contact your coach and your tutor to help you as you edit your papers. You will want to use all of our resources, Smarthinking, the writing center and iGuide APA resources. I look forward to reading your future papers!

Good luck and keep working hard!