Memory refers to the psychological processes of acquiring, storing, retaining, and later retrieving information. There are three major processes involved in memory: encoding, storage, and retrieval. Human memory involves the ability to both preserve and recover information. However, this is not a flawless process.
The document summarizes the stages of memory, including sensory memory, short-term/working memory, and long-term memory. It discusses key aspects of each memory stage, such as capacity, duration, and functions. For example, it notes that sensory memory can hold many items at once but only retains information for a very brief period of 0.3 seconds for visual information. The document also reviews theories of forgetting, such as interference and motivated forgetting. Finally, it discusses the biological basis of memory in the brain and conditions that can impair memory, such as amnesia and dementia.
The document summarizes key concepts about human memory processes. It describes the three main stages of memory as sensory memory, short-term/working memory, and long-term memory. Sensory memory briefly stores images and sounds, while working memory actively processes information over short periods. Long-term memory passively stores unlimited information for long durations. The document also discusses encoding, storage, retrieval, forgetting through interference and failure to encode, and theories of memory organization and decay.
This document provides an overview of memory processes including encoding, storage and retrieval. It discusses the different types of memory like sensory memory, short-term memory, working memory and long-term memory. The document also examines factors that influence memory like forgetting, false memories, eyewitness testimony and the impact of culture on memory.
Memory involves three main processes: encoding, storage, and retrieval of information over various time periods. There are three main types of memory based on duration: sensory memory (milliseconds), short-term memory (seconds to minutes), and long-term memory (relatively permanent storage). Memories can also be classified based on the nature of the information (declarative vs procedural) and the temporal direction of retrieval (retrospective vs prospective). Several models have been proposed to explain memory processes and storage structures, including the modal model, working memory model, levels of processing model, and Tulving's model. Factors like emotion, depth of processing, rehearsal and associations can influence memory formation and retrieval.
Memory involves three main processes - encoding, storage, and retrieval. There are two main types of memory - explicit memory which we are consciously aware of, and implicit memory which is unconscious. The Atkinson-Shiffrin model describes memory as having three stages - sensory memory, short-term memory, and long-term memory. Information is encoded and either maintained briefly in sensory memory or transferred to short-term memory through rehearsal before being consolidated into long-term memory. Factors like decay, interference, and insufficient cues can lead to forgetting over time.
Memory can be defined as the mental processes used to receive, encode, store, and retrieve information over time. There are two common models of memory: the traditional three-stage model involving sensory memory, short-term memory, and long-term memory; and the encoding, storage, and retrieval model. Information is encoded, stored for varying lengths of time, and then retrieved from memory storage. There are several factors that can contribute to forgetting, such as serial position effects and interference, as well as theories like decay theory. Problems with memory can arise from organic causes like injury or disease, or constructive processes involving eyewitness testimony or repressed memories.
Memory can be defined as the mental processes used to receive, encode, store, and retrieve information over time. There are two common models of memory: the traditional three-stage model involving sensory memory, short-term memory, and long-term memory; and the encoding, storage, and retrieval model. Information is encoded, stored for varying lengths of time, and then retrieved from memory storage. There are several factors that can contribute to forgetting, such as serial position effects and interference, as well as theories like decay theory. Problems with memory construction and retrieval can also occur.
Memory can be defined as the mental processes used to receive, encode, store, and retrieve information over time. There are two common models of memory: the traditional three-stage model involving sensory memory, short-term memory, and long-term memory; and the encoding, storage, and retrieval model. Information is encoded, stored for varying lengths of time, and then retrieved from memory storage. There are several factors that can contribute to forgetting, such as serial position effects and interference, as well as theories like decay theory. Problems with memory can arise from organic causes like injury or disease, or constructive processes involving eyewitness testimony or repressed memories.
The document summarizes the stages of memory, including sensory memory, short-term/working memory, and long-term memory. It discusses key aspects of each memory stage, such as capacity, duration, and functions. For example, it notes that sensory memory can hold many items at once but only retains information for a very brief period of 0.3 seconds for visual information. The document also reviews theories of forgetting, such as interference and motivated forgetting. Finally, it discusses the biological basis of memory in the brain and conditions that can impair memory, such as amnesia and dementia.
The document summarizes key concepts about human memory processes. It describes the three main stages of memory as sensory memory, short-term/working memory, and long-term memory. Sensory memory briefly stores images and sounds, while working memory actively processes information over short periods. Long-term memory passively stores unlimited information for long durations. The document also discusses encoding, storage, retrieval, forgetting through interference and failure to encode, and theories of memory organization and decay.
This document provides an overview of memory processes including encoding, storage and retrieval. It discusses the different types of memory like sensory memory, short-term memory, working memory and long-term memory. The document also examines factors that influence memory like forgetting, false memories, eyewitness testimony and the impact of culture on memory.
Memory involves three main processes: encoding, storage, and retrieval of information over various time periods. There are three main types of memory based on duration: sensory memory (milliseconds), short-term memory (seconds to minutes), and long-term memory (relatively permanent storage). Memories can also be classified based on the nature of the information (declarative vs procedural) and the temporal direction of retrieval (retrospective vs prospective). Several models have been proposed to explain memory processes and storage structures, including the modal model, working memory model, levels of processing model, and Tulving's model. Factors like emotion, depth of processing, rehearsal and associations can influence memory formation and retrieval.
Memory involves three main processes - encoding, storage, and retrieval. There are two main types of memory - explicit memory which we are consciously aware of, and implicit memory which is unconscious. The Atkinson-Shiffrin model describes memory as having three stages - sensory memory, short-term memory, and long-term memory. Information is encoded and either maintained briefly in sensory memory or transferred to short-term memory through rehearsal before being consolidated into long-term memory. Factors like decay, interference, and insufficient cues can lead to forgetting over time.
Memory can be defined as the mental processes used to receive, encode, store, and retrieve information over time. There are two common models of memory: the traditional three-stage model involving sensory memory, short-term memory, and long-term memory; and the encoding, storage, and retrieval model. Information is encoded, stored for varying lengths of time, and then retrieved from memory storage. There are several factors that can contribute to forgetting, such as serial position effects and interference, as well as theories like decay theory. Problems with memory can arise from organic causes like injury or disease, or constructive processes involving eyewitness testimony or repressed memories.
Memory can be defined as the mental processes used to receive, encode, store, and retrieve information over time. There are two common models of memory: the traditional three-stage model involving sensory memory, short-term memory, and long-term memory; and the encoding, storage, and retrieval model. Information is encoded, stored for varying lengths of time, and then retrieved from memory storage. There are several factors that can contribute to forgetting, such as serial position effects and interference, as well as theories like decay theory. Problems with memory construction and retrieval can also occur.
Memory can be defined as the mental processes used to receive, encode, store, and retrieve information over time. There are two common models of memory: the traditional three-stage model involving sensory memory, short-term memory, and long-term memory; and the encoding, storage, and retrieval model. Information is encoded, stored for varying lengths of time, and then retrieved from memory storage. There are several factors that can contribute to forgetting, such as serial position effects and interference, as well as theories like decay theory. Problems with memory can arise from organic causes like injury or disease, or constructive processes involving eyewitness testimony or repressed memories.
Memory can be defined as the mental processes used to receive, encode, store, and retrieve information over time. There are two common models of memory: the traditional three-stage model involving sensory memory, short-term memory, and long-term memory; and the encoding, storage, and retrieval model. Information is encoded, stored for varying lengths of time, and then retrieved from memory storage. There are several factors that can contribute to forgetting, such as serial position effects and interference, as well as theories like decay theory. Problems with memory can arise from organic causes like injury or disease, or constructive processes involving eyewitness testimony or repressed memories.
Cognitive Level of Analysis: Cognitive ProcessesMackenzie
This document discusses cognitive psychology and cognitive processes. It provides information on key topics including:
- The mind and cognition are based on mental representations and processes like perception, memory, language, and attention.
- Cognitive psychology studies how the human mind acquires and uses knowledge through cognitive processes and representations.
- Working memory models have evolved from a single-store model to include multiple components like the central executive, phonological loop, and visuospatial sketchpad.
- Memory is reconstructive and influenced by schemas, which can lead to distortions. Eyewitness memory reliability has been questioned.
- Technology like PET scans and MRI scans have provided insights into brain activity during cognitive tasks.
This document discusses human memory and its stages. It describes memory as having three stages - encoding, storage, and retrieval. Encoding involves processing incoming information. Storage refers to retaining information over time. Retrieval involves recovering stored information. It also discusses models of memory like the Atkinson-Shiffrin model which describes sensory memory, short-term memory and long-term memory. Mechanisms of forgetting like trace decay and interference are also summarized.
این پاورپوینت در کارگاه تخصصی توانبخشی حافظه توسط دکتر فائزه دهقان ارائه شده است. برای دریافت اطلاعات بیشتر در مورد این کارگاه به وب سایت فروردین مراجعه فرمایید.
https://farvardin-group.com
1. This document summarizes key concepts related to cognitive processes and memory, including models of memory like the multi-store model and theories of forgetting.
2. It describes research on memory conducted by pioneers like Ebbinghaus and covers topics such as encoding specificity, the context dependent nature of memory, and interference-based theories of forgetting.
3. Memory is explained as involving sensory memory, short-term memory, and long-term memory, and long-term memory is further divided into declarative and non-declarative memory according to Tulving's model.
Memory is the faculty of retaining and recalling past experiences. It involves encoding, storing, and retrieving information over time. The traditional model of memory involves three stages - sensory memory, short-term memory, and long-term memory. Sensory memory holds information for less than one second, short-term memory for seconds to minutes, and long-term memory indefinitely. Factors like encoding strength, interference, and decay affect how information is forgotten over time.
Eds 220 week 10 cognitive approach to learningEvrim Baran
The document discusses cognitive approaches to learning, including the information processing model of memory. It describes how information moves from sensory registers to short term and long term memory through encoding, storage, and retrieval processes. It discusses strategies like chunking, rehearsal, and elaboration that can aid remembering. It also addresses forgetting through time decay and interference over short and long terms.
There are three main types of memory: sensory memory, which briefly stores perceptual information; short-term memory, which retains information for around 20 seconds; and long-term memory, which can store information for years. Information is encoded from sensory memory into short-term memory and then must be rehearsed to be consolidated into long-term memory. There are three main types of long-term memory: semantic, episodic, and implicit. Memory is influenced by encoding, storage, and retrieval processes and can be impaired by conditions like amnesia.
The document summarizes the multi-stage model of memory, including sensory memory, short-term/working memory, and long-term memory. It discusses the functions, capacities, and durations of each memory stage. Encoding and retrieval processes are described for transferring information between memory stores. Factors that influence memory, such as encoding specificity, interference, and forgetting, are also summarized.
The document describes information processing theory, which focuses on how knowledge enters and is stored in memory. It discusses the three main stages of information processing: encoding, storage, and retrieval. Encoding involves sensing information and attending to it. Storage concerns where and how long information is kept in memory. Retrieval is bringing information back from storage. The theory also describes the sensory register, short-term memory, and long-term memory. Information first enters the sensory register briefly before passing to short-term memory for around 18 seconds or long-term memory for indefinite storage. The goal of information processing is acquiring, storing, and retrieving knowledge effectively.
MEMORY, PROCESS AND FOGETTING IN PSYCHOLOGYAYONELSON
This document provides an outline for a lesson on memory. It defines memory and describes the three stages of memory: encoding, storage, and retrieval. It discusses the multi-store model of memory proposed by Atkinson and Shiffrin, including sensory memory, short-term memory, and long-term memory. The document also outlines four theories of forgetting: decay theory, motivated forgetting theory, interference theory, and cue-dependent forgetting theory. Finally, it briefly mentions the types of memory disorders.
Memory involves three main processes: encoding, storage, and retrieval. Encoding involves receiving input and transforming it into a code. Storage involves putting the encoded information into memory. Retrieval involves accessing stored information when needed. There are two main theories of memory formation: the information processing theory and the level of processing theory. The information processing theory views memory as operating similar to a computer, with information passing through sensory registers, short term memory, and long term memory. The level of processing theory suggests that deeper analysis and encoding of information at the semantic or meaning level leads to better memory compared to more shallow processing.
This document provides information about memory for physiotherapy and nursing students. It defines memory as the reproduction of past experiences without the presence of the original stimulus. It discusses the nature and types of memory, including sensory memory, short-term memory, and long-term memory. It also covers factors that influence memory like age, intelligence, motivation, and sleep. Developmental theories of memory like the information processing theory are explained. Different methods for memorizing information are outlined, such as the spaced repetition method and chunking. Factors that can lead to forgetting, like interference and failed retrieval processes, are also described.
A comprehensive presentation explaining facts about various type of memory models, causes of amnesia, forgetting. Subject has been clarified with examples and illustrations.
Memory involves three main processes: encoding, storage, and retrieval. There are three main memory stores: sensory memory, short-term/working memory, and long-term memory. Sensory memory briefly stores sensory inputs and information transfers to working memory with attention. Working memory actively processes information for around 30 seconds unless rehearsed. Information can then be encoded into long-term memory for indefinite storage. Memories can be forgotten due to encoding failures, interference, or decay over time if not accessed.
Memory involves three main processes: encoding, storage, and retrieval. There are three main memory stores: sensory memory, short-term/working memory, and long-term memory. Sensory memory briefly stores sensory inputs and information transfers to working memory with attention. Working memory actively processes information for around 30 seconds unless rehearsed. Information can then be encoded into long-term memory for indefinite storage. Memories can be forgotten due to encoding failures, interference, or decay over time if not accessed.
The document discusses the key stages and types of memory:
1) Sensory memory briefly stores sensory information, working memory actively processes information, and long-term memory stores information more permanently.
2) There are three main types of memory - implicit procedural memory which affects behavior unconsciously, and explicit episodic and semantic memory which can be consciously recalled.
3) Memories are encoded, stored, and retrieved, but can also be forgotten due to interference, failure of encoding or retrieval, or decay over time if not rehearsed.
The document discusses the three main stages of memory: sensory memory, short-term/working memory, and long-term memory. It describes the functions, capacities, and durations of each memory store. It also discusses various memory processes like encoding, storage, retrieval, and forgetting. Key factors that influence memory like interference, encoding specificity, and the biological basis of memory formation in the brain are also summarized.
Emotions are complex psychological states involving subjective feelings and physiological responses that are often expressed through facial expressions and body language. Understanding emotions is crucial for comprehending human behavior and interactions between individuals. The document discusses different types of emotions, how they are conveyed through facial expressions and gestures, cultural variations in emotional expression, and strategies for regulating emotions through cognitive appraisal and social support. Effectively expressing and interpreting emotions enhances communication and psychological well-being.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Memory can be defined as the mental processes used to receive, encode, store, and retrieve information over time. There are two common models of memory: the traditional three-stage model involving sensory memory, short-term memory, and long-term memory; and the encoding, storage, and retrieval model. Information is encoded, stored for varying lengths of time, and then retrieved from memory storage. There are several factors that can contribute to forgetting, such as serial position effects and interference, as well as theories like decay theory. Problems with memory can arise from organic causes like injury or disease, or constructive processes involving eyewitness testimony or repressed memories.
Cognitive Level of Analysis: Cognitive ProcessesMackenzie
This document discusses cognitive psychology and cognitive processes. It provides information on key topics including:
- The mind and cognition are based on mental representations and processes like perception, memory, language, and attention.
- Cognitive psychology studies how the human mind acquires and uses knowledge through cognitive processes and representations.
- Working memory models have evolved from a single-store model to include multiple components like the central executive, phonological loop, and visuospatial sketchpad.
- Memory is reconstructive and influenced by schemas, which can lead to distortions. Eyewitness memory reliability has been questioned.
- Technology like PET scans and MRI scans have provided insights into brain activity during cognitive tasks.
This document discusses human memory and its stages. It describes memory as having three stages - encoding, storage, and retrieval. Encoding involves processing incoming information. Storage refers to retaining information over time. Retrieval involves recovering stored information. It also discusses models of memory like the Atkinson-Shiffrin model which describes sensory memory, short-term memory and long-term memory. Mechanisms of forgetting like trace decay and interference are also summarized.
این پاورپوینت در کارگاه تخصصی توانبخشی حافظه توسط دکتر فائزه دهقان ارائه شده است. برای دریافت اطلاعات بیشتر در مورد این کارگاه به وب سایت فروردین مراجعه فرمایید.
https://farvardin-group.com
1. This document summarizes key concepts related to cognitive processes and memory, including models of memory like the multi-store model and theories of forgetting.
2. It describes research on memory conducted by pioneers like Ebbinghaus and covers topics such as encoding specificity, the context dependent nature of memory, and interference-based theories of forgetting.
3. Memory is explained as involving sensory memory, short-term memory, and long-term memory, and long-term memory is further divided into declarative and non-declarative memory according to Tulving's model.
Memory is the faculty of retaining and recalling past experiences. It involves encoding, storing, and retrieving information over time. The traditional model of memory involves three stages - sensory memory, short-term memory, and long-term memory. Sensory memory holds information for less than one second, short-term memory for seconds to minutes, and long-term memory indefinitely. Factors like encoding strength, interference, and decay affect how information is forgotten over time.
Eds 220 week 10 cognitive approach to learningEvrim Baran
The document discusses cognitive approaches to learning, including the information processing model of memory. It describes how information moves from sensory registers to short term and long term memory through encoding, storage, and retrieval processes. It discusses strategies like chunking, rehearsal, and elaboration that can aid remembering. It also addresses forgetting through time decay and interference over short and long terms.
There are three main types of memory: sensory memory, which briefly stores perceptual information; short-term memory, which retains information for around 20 seconds; and long-term memory, which can store information for years. Information is encoded from sensory memory into short-term memory and then must be rehearsed to be consolidated into long-term memory. There are three main types of long-term memory: semantic, episodic, and implicit. Memory is influenced by encoding, storage, and retrieval processes and can be impaired by conditions like amnesia.
The document summarizes the multi-stage model of memory, including sensory memory, short-term/working memory, and long-term memory. It discusses the functions, capacities, and durations of each memory stage. Encoding and retrieval processes are described for transferring information between memory stores. Factors that influence memory, such as encoding specificity, interference, and forgetting, are also summarized.
The document describes information processing theory, which focuses on how knowledge enters and is stored in memory. It discusses the three main stages of information processing: encoding, storage, and retrieval. Encoding involves sensing information and attending to it. Storage concerns where and how long information is kept in memory. Retrieval is bringing information back from storage. The theory also describes the sensory register, short-term memory, and long-term memory. Information first enters the sensory register briefly before passing to short-term memory for around 18 seconds or long-term memory for indefinite storage. The goal of information processing is acquiring, storing, and retrieving knowledge effectively.
MEMORY, PROCESS AND FOGETTING IN PSYCHOLOGYAYONELSON
This document provides an outline for a lesson on memory. It defines memory and describes the three stages of memory: encoding, storage, and retrieval. It discusses the multi-store model of memory proposed by Atkinson and Shiffrin, including sensory memory, short-term memory, and long-term memory. The document also outlines four theories of forgetting: decay theory, motivated forgetting theory, interference theory, and cue-dependent forgetting theory. Finally, it briefly mentions the types of memory disorders.
Memory involves three main processes: encoding, storage, and retrieval. Encoding involves receiving input and transforming it into a code. Storage involves putting the encoded information into memory. Retrieval involves accessing stored information when needed. There are two main theories of memory formation: the information processing theory and the level of processing theory. The information processing theory views memory as operating similar to a computer, with information passing through sensory registers, short term memory, and long term memory. The level of processing theory suggests that deeper analysis and encoding of information at the semantic or meaning level leads to better memory compared to more shallow processing.
This document provides information about memory for physiotherapy and nursing students. It defines memory as the reproduction of past experiences without the presence of the original stimulus. It discusses the nature and types of memory, including sensory memory, short-term memory, and long-term memory. It also covers factors that influence memory like age, intelligence, motivation, and sleep. Developmental theories of memory like the information processing theory are explained. Different methods for memorizing information are outlined, such as the spaced repetition method and chunking. Factors that can lead to forgetting, like interference and failed retrieval processes, are also described.
A comprehensive presentation explaining facts about various type of memory models, causes of amnesia, forgetting. Subject has been clarified with examples and illustrations.
Memory involves three main processes: encoding, storage, and retrieval. There are three main memory stores: sensory memory, short-term/working memory, and long-term memory. Sensory memory briefly stores sensory inputs and information transfers to working memory with attention. Working memory actively processes information for around 30 seconds unless rehearsed. Information can then be encoded into long-term memory for indefinite storage. Memories can be forgotten due to encoding failures, interference, or decay over time if not accessed.
Memory involves three main processes: encoding, storage, and retrieval. There are three main memory stores: sensory memory, short-term/working memory, and long-term memory. Sensory memory briefly stores sensory inputs and information transfers to working memory with attention. Working memory actively processes information for around 30 seconds unless rehearsed. Information can then be encoded into long-term memory for indefinite storage. Memories can be forgotten due to encoding failures, interference, or decay over time if not accessed.
The document discusses the key stages and types of memory:
1) Sensory memory briefly stores sensory information, working memory actively processes information, and long-term memory stores information more permanently.
2) There are three main types of memory - implicit procedural memory which affects behavior unconsciously, and explicit episodic and semantic memory which can be consciously recalled.
3) Memories are encoded, stored, and retrieved, but can also be forgotten due to interference, failure of encoding or retrieval, or decay over time if not rehearsed.
The document discusses the three main stages of memory: sensory memory, short-term/working memory, and long-term memory. It describes the functions, capacities, and durations of each memory store. It also discusses various memory processes like encoding, storage, retrieval, and forgetting. Key factors that influence memory like interference, encoding specificity, and the biological basis of memory formation in the brain are also summarized.
Emotions are complex psychological states involving subjective feelings and physiological responses that are often expressed through facial expressions and body language. Understanding emotions is crucial for comprehending human behavior and interactions between individuals. The document discusses different types of emotions, how they are conveyed through facial expressions and gestures, cultural variations in emotional expression, and strategies for regulating emotions through cognitive appraisal and social support. Effectively expressing and interpreting emotions enhances communication and psychological well-being.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Psychologists use the scientific method to conduct studies and research in psychology. The basic process of conducting psychology research involves asking a question, designing a study, collecting data, analyzing results, reaching conclusions, and sharing the findings
Fields of psychology.Sensation,Perception pptxresearch gate
Fields of psychology
Work with people who have mental or personal problems (such as marital problems, social difficulties, depression, eating disorders, etc.).
Administer psychological tests to diagnose and administer therapy to help patients understand themselves and others better.
Work in his/her own clinic, in private clinics with other psychologists, mental hospitals, industry, drug rehab centers, homeless shelters, or school systems
Learning is “a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning” (Ambrose et al, 2010, p. 3). The change in the learner may happen at the level of knowledge, attitude or behavior.
This document provides an overview of the main parts of speech: nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and prepositions. For each part of speech, examples are given and sentences are provided for students to practice identifying the different parts of speech. The document also distinguishes between prepositions and conjunctions.
The word psychology is derived from two Greek words “psyche” and “logos”.
Psyche means soul (life) and logos means knowledge (explanation) or the study of the soul.
Behaviors involving a consistent indifference to traditional ideas of “right and wrong” or regularly disregarding other people's feelings, needs, or personal rights in pursuit of individual enjoyment or achievement may be antisocial personality disorder.
Sociopathy is the official term for antisocial personality disorder (APD), while psychopathy is unofficial diagnosis and is not considered an APD
Welcome to today's presentation on the complex relationship between mental disorders and crime.
We will delve into the intersection of these two topics, exploring the impact of mental disorders on criminal behavior.
The National Institute of Mental Health (USA) defines childhood trauma as; “The experience of an event by a child that is emotionally painful or distressful, which often results in lasting mental and physical effects.” However with the right support it is possible to recover even from extreme early trauma.
Structural, biochemical or electrical abnormalities in the brain, spinal cord or other nerves can result in a range of symptoms. Examples of symptoms include paralysis, muscle weakness, poor coordination, loss of sensation, seizures, confusion, pain and altered levels of consciousness
Lethality" refers to the capability or potential of causing death. It is commonly used to describe the degree or extent to which something, such as a weapon, disease, or substance, can cause fatal harm to living organisms, including humans.
🠶 Lethality Assessment
Lethality assessment is a process used to evaluate the potential risk or danger posed by an individual, typically in the context of interpersonal violence or self-harm. It involves assessing various factors to determine the likelihood of a person causing harm to themselves or others.
Sociological approaches suggest that crime is shaped by factors external to the individual: their experiences within the neighborhood, the peer group, and the family. are shaped by between people's everyday movements through space and time.
The theory assumes that people, at birth have neither a motivation to commit crime nor to conform.
Polygraph Testing Management Plan through Psychotherapy CBT, Behavior Therapy...research gate
Polygraph Testing Management Plan through Psychotherapy CBT, Behavior Therapy, REBT
Polygraph testing involves the use of an instrument which detects and measures some of the physiological changes that take place in the human body when a person lies. These tests are particularly prevalent in the retail industry.Polygraph tests are used frequently in many fields, such as law enforcement, national security, and private investigations. The exam is typically broken down into four phases: the initial interrogation and pre-test phase, the in-test (polygraph exam), and the post-test phase.The primary purpose of the polygraph test in security screening is to identify individuals who present serious threats to national security. To put this in the language of diagnostic testing, the goal is to reduce to a minimum the number of false negative cases (serious security risks who pass the diagnostic screen).
Islam presents a unique and comprehensive view of the concept of society. For, it perceives it as an association formed in accordance with the Divine revelation contained in Quran and the Sunnah of the prophet, synthesising material, and the spiritual aspects of human life.
Crime under Islamic law consists of any disobedience to God's commandments which is punishable in this world through the legislator. One general category of crime consists of those offenses revealed in the Holy Quran with specified punishments that cannot be modified or altered.
There are a number of rights that may be affected by a criminal act, such a rights of Allah, rights of individuals, and rights of state, Muslim jurists classified crimes as applied throughout Islamic history appears to present three categories Hadd, Tazir and siyasah.
In Islamic psychology, learning is seen as a lifelong process that is essential for personal growth, spiritual development, and intellectual enrichment. Islamic teachings emphasize the importance of seeking knowledge and understanding the world around us in order to fulfill our purpose and achieve success in this life and the hereafter.
Islamic psychology recognizes that individuals have different learning styles and preferences, and it encourages the use of a variety of teaching methods and techniques to accommodate these differences. Islamic teachings emphasize the importance of experiential learning, which involves active engagement with the material being studied and the application of knowledge in practical situations.
Islamic psychology also emphasizes the importance of developing critical thinking skills and the ability to reason and analyze information. Islamic teachings encourage individuals to seek knowledge from a variety of sources and to approach learning with an open mind and a willingness to question assumptions and challenge conventional wisdom.Overall, Islamic psychology emphasizes the importance of developing a lifelong love of learning and a commitment to personal growth and intellectual development. It encourages individuals to seek knowledge, develop critical thinking skills, and apply what they learn in practical situations in order to achieve success and fulfillment in this life and the hereafter.
Motivation, Hope and Fear in Islam.pptxresearch gate
In Islam, motivation, hope, and fear are seen as important psychological states that can influence an individual's behavior and spiritual well-being.Motivation in Islam is often linked to the concept of intention (niyyah), which is the underlying motivation or purpose behind an individual's actions. Islamic teachings emphasize the importance of having a pure and sincere intention in all actions, and this can serve as a powerful motivator for individuals to strive for excellence and seek the pleasure of Allah.Hope (raja) is another important psychological state in Islam, which refers to the expectation of reward and the anticipation of success. Islamic teachings encourage individuals to cultivate hope in Allah's mercy and forgiveness, and to have confidence in their ability to overcome challenges and achieve their goals.Fear (khawf) is also an important psychological state in Islam, which refers to the sense of awe and reverence that individuals feel towards Allah's power and majesty. Islamic teachings encourage individuals to turn a healthy fear of Allah's punishment, which can serve as a deterrent against sinful behavior and a motivator for seeking repentance and forgiveness.Overall, Islamic psychology recognizes the importance of motivation, hope, and fear in shaping an individual's behavior and spiritual well-being. Islamic teachings encourage individuals to cultivate a pure and sincere intention, to have confidence in their ability to succeed, and to maintain a healthy fear of Allah's punishment in order to achieve success and fulfillment in this life and the hereafter.
Reward and Punishment in Islamic psychology.pptxresearch gate
In Islam the concept of reward and punishment are subject to freedom. Without freedom, there would have been no punishment, for an evil done under compulsion is not punishable. 19The man is rewarded whenever he does something good, and is punished when he does something foul.The concept of reward and punishment means that in the long run good deeds produce good results and evil deeds lead to a world of evil. Man's intention is thus important for the long-term "reward" of a good world.
Reinforcement means you are increasing a behavior, and punishment means you are decreasing a behavior. Reinforcement can be positive or negative, and punishment can also be positive or negative. All reinforcers (positive or negative) increase the likelihood of a behavioral response.
Islamic law divides crime into three categories: (1) Hudud, which are acts prohibited by God and punished by defined mandatory penalties; (2) Quesas crimes, which have a specified punishment in the Qu'ran and Sunna, with the decision to inflict it resting with the victim's closest kin as the avenger of the physical ...
At least four different types should be noted: (1) positive reinforcement; (2) avoidance learning, or negative reinforcement; (3) extinction; and (4) punishment. Each type plays a different role in both the manner in which and extent to which learning occurs.
Humans needs According to islamic psychologyresearch gate
Islamic psychology is based on the teachings of the Quran and the traditions of the Prophet Muhammad. It recognizes that humans have innate physiological, social, intellectual, emotional, spiritual, and self-actualization needs that must be fulfilled for overall well-being. Islam promotes fulfilling these needs through encouraging strong family bonds and community support, seeking both religious and secular knowledge, acts of worship, pursuing excellence, moral and ethical conduct, and finding a balanced lifestyle. Fulfilling all human needs through Islamic principles can lead to greater psychological and spiritual well-being.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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2. Memory
• Memory is today defined in psychology as the
faculty of encoding, storing, and retrieving
information (Squire, 2009).
3. Memory Processes
• Encoding--transforming information into a form
that can be entered and retained in the the memory
system
• Storage--retaining information in memory so that it
can be used at a later time
• Retrieval--recovering information stored in memory
so that we are consciously aware of it
4. Memory
• Psychologists have found that memory includes
three important categories:
• Sensory memory
• short-term memory
• long-term memory
5. Three Stages of Memory
• Three memory stores that differ in function,
capacity and duration
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Sensory
Memory
Attention
Encoding
Retrieval
Maintenance Rehearsal
6. Sensory Memory
• Function —process for basic physical
characteristics
• Capacity—large
• can hold many items at once
• Duration—very brief retention of images
• .3 sec for visual info
• 2 sec for auditory info
• Divided into two types:
• iconic memory–visual information
• echoic memory– auditory information
• Attention is needed to transfer information
to working memory
Sensory
Input Sensory
Memory
7. Sensory Memory
• Visual sensory memory—brief memory of an image
or icon. Also called iconic memory.
• Auditory sensory memory—brief memory of a
sound or echo. Also called echoic memory.
• Auditory sensory memories may last a bit longer than
visual sensory memories
8. Short Term or Working Memory
Working or
Short-term
Memory
Sensory
Input
Sensory
Memory
Attention
9. Short-Term Memory
• Function—conscious processing of information
• where information is actively worked on
• Capacity—limited (holds 7+/-2 items)
• Duration—brief storage (about 30 seconds)
Working or
Short-term
Memory
Sensory
Input
Sensory
Memory
Attention
10. Maintenance Rehearsal
• Mental or verbal repetition of information allows
information to remain in working memory longer than
the usual 30 seconds
Working or
Short-term
Memory
Sensory
Input
Sensory
Memory
Attention
Maintenance Rehearsal
11. Long-Term Memory
• Once information passes from sensory to
working memory, it can be encoded into
long-term memory
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Sensory
Memory
Attention
Encoding
Retrieval
Maintenance Rehearsal
12. Long-Term Memory
• Function—organizes and stores information
• more passive form of storage than working memory
• Unlimited capacity
• Duration—thought by some to be permanent
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Sensory
Memory
Attention
Encoding
Retrieval
Maintenance Rehearsal
13. Long-Term Memory
• Encoding—process that controls movement from
working to long-term memory store
• Retrieval—process that controls flow of information
from long-term to working memory store
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Sensory
Memory
Attention
Encoding
Retrieval
Maintenance Rehearsal
14. Chunking
• Grouping small bits of information
into larger units of information
• expands working memory load
• Which is easier to remember?
• 4 8 3 7 9 2 5 1 6
• 483 792 516
15. Automatic vs. Effortful Encoding
• Automatic processing
• Unconscious encoding of information
• Examples:
• What did you eat for lunch today?
• Was the last time you studied during the day or night?
• You know the meanings of these very words you are
reading. Are you actively trying to process the
definition of the words?
16. Automatic vs. Effortful Encoding
• Effortful processing
• Requires attention and conscious effort
• Examples:
• Memorizing your notes for your upcoming
Introduction to Psychology exams
• Repeating a phone number in your head until
you can write it down
17. Types of Long-Term Memory
• Explicit memory—memory with awareness;
information can be consciously recollected;
also called declarative memory
• Implicit memory—memory without
awareness; memory that affects behavior but
cannot consciously be recalled; also called
nondeclarative memory
18. Explicit Memory
• Declarative or conscious memory
• Memory consciously recalled or
declared
• Can use explicit memory to directly
respond to a question
• Two subtypes of explicit memory
19. Explicit Memory
• Episodic information—information about
events or “episodes”
• Semantic information—information about
facts, general knowledge, school work
20. Episodic Memory
• Memory tied to your own personal experiences
• Examples:
• What month is your birthday?
• Do you like to eat caramel apples?
• Q: Why are these called explicit memories?
• A: Because you can actively declare your answers to these
questions
21. Semantic Memory
• Memory not tied to personal events
• General facts and definitions about
the world
• Examples:
• How many tires on a car?
• What is a cloud?
• What color is a banana?
• Does NOT depend on tying the item to your past
23. Procedural Memory
• Memory that enables you to perform specific
learned skills or habitual responses
• Examples:
• Riding a bike
• Using the shift stick while driving
• Tying your shoe laces
• Q: Why are these procedural memories implicit?
• A: Don’t have to consciously remember the steps
involved in these actions to perform them
• Try to explain to someone how to tie a shoelace
24. How are memories organized?
Clustering--organizing items into
related groups during recall from
long-term memory
25. Semantic Network Model
• Mental links between concepts
• common properties provide basis for
mental link
• Shorter path between two concepts =
stronger association in memory
• Activation of a concept starts decremental
spread of activity to nearby concepts
27. Measures of Retrieval
• Recall—test of LTM that involves retrieving memories
without cues, also termed free recall
• Cued recall—test of LTM that involves remembering an
item of information in response to a retrieval cue
• Recognition—test of LTM that involves identifying correct
information from a series of possible choices
• Serial position effect—tendency to remember items at the
beginning and end of a list better than items in the middle
28. Cont..
• The tendency to recall the first items in a list is called
the primacy effect
• the tendency to recall the final items in a list is called
the recency effect.
29. encoding specificity principle
• The principle that when the conditions of
information retrieval are similar to the conditions of
information encoding, retrieval is more likely to be
successful.
30. Encoding Specificity
– When conditions of retrieval are similar to conditions
of encoding, retrieval is more likely to be successful
– You are more likely to remember things if the
conditions under which you recall them are similar to
the conditions under which you learned them
31. Encoding Specificity
• Context effects—environmental cues to recall
• The tendency to recover information more easily
when the retrieval occurs in the same setting as the
original learning of the information
• State dependent retrieval—physical, internal factors
• Mood Congruence—factors related to mood or
emotions
• An encoding specificity phenomenon in which a
given mood tends to evoke memories that are
consistent with that mood.
32. Flashbulb Memories
• Recall of very specific images or details about a vivid,
rare, or significant event
• May seem very vivid and specific, but they are not
more accurate than ordinary memories
• Can you remember where you were when you heard
about the terrorist attacks on the World Trade Center
and the Pentagon?
33. Memory Distortion
• Memory can be distorted as people try
to fit new info into existing schemas
• Giving misleading information after an
event causes subjects to unknowingly
distort their memories to incorporate
the new misleading information
34. Forgetting
• The inability to recall information that was previously
available.
encoding failure
• The inability to recall specific information because of
insufficient encoding of the information for storage
in long-term memory
What causes forgetting?
• Psychologists have identified several factors that
contribute to forgetting, including encoding failure,
decay, interference, and motivated forgetting.
35. Why do we forget?
• Forgetting
can occur
at any
memory
stage
Retrieval from long-term memory
Depending on interference, retrieval
cues, moods, and motives, some
things get retrieved, some don’t
Long-term storage
Some items are altered or lost
Short-term memory
A few items are both noticed
and encoded
Sensory memory
The senses momentarily register
amazing detail
36. Forgetting as retrieval failure
• Retrieval—process of accessing stored information
• Sometimes info is encoded into LTM, but we can’t
retrieve it
Retrieval failure
leads to forgetting
Retrieval
X
Encoding
Short-term
memory
Long-term
memory
37. The Forgetting Curve
• Ebbinghaus (1885) created new material to
memorize: thousands of nonsense syllables.
• A nonsense syllable is a three-letter combination,
made up of two consonants and a vowel, such as
WIB or MEP.
• It almost sounds like a word, but it is meaningless.
38. Cont..
• Ebbinghaus carefully noted how many times he had
to repeat a list of 13 nonsense syllables before he
could recall the list perfectly.
• To give you a feeling for this task, here’s a typical list:
• ROH, LEZ, SUW, QOV, XAR, KUF, WEP, BIW,
CUL, TIX, QAP, WEJ, ZOD
39. Cont..
• Once he had learned the nonsense syllables
• Ebbinghaus tested his recall of them after varying
amounts of time, ranging from 20 minutes to 31
days.
• He plotted his results in the now-famous Ebbinghaus
forgetting curve
40. The Forgetting Curve
Hermann Ebbinghaus
first began to study
forgetting using
nonsense syllables
Nonsense syllables
are three-letter
combinations that
look like words but
are meaningless
(ROH, KUF)
46. Interference Theories
• “Memories interfering with memories”
• Forgetting NOT caused by mere passage
of time
• Caused by one memory competing with or
replacing another memory
• Two types of interference
47. Two Types of Interference
Types of Interference
Retroactive
Interference
Proactive
Interference
48. Retroactive Interference
• When a NEW memory interferes with
remembering OLD information
• Example: When new phone number
interferes with ability to remember old
phone number
49. French 101
Mid-term
exam
Retroactive Interference
• Example: Learning a new language
interferes with ability to remember
old language
Study French
papier
livre plume
école
Study Spanish
papel
libro pluma
escuela
retroactive interference
50. Proactive Interference
• Opposite of retroactive
interference
• When an OLD memory
interferes with remembering
NEW information
• Example: Memories of
where you parked your car
on campus the past week
interferes with ability find
car today
52. Decay Theories
• Memories fade away
or decay gradually if
unused
• Time plays critical
role
• Ability to retrieve
info declines with
time after original
encoding
Average
percentage
of
information
retained
0
10
20
30
40
50
60
70
80
90
100
20
mins
1
hr
8
hrs
24
hrs
2
days
6
days
31
days
Interval between original learning
of nonsense syllables and memory
test
100%
53. Decay Theories
Biology-based theory
When new memory formed, it creates
a memory trace
a change in brain structure or chemistry
If unused, normal brain metabolic
processes erode memory trace
Theory not widely favored today
54. Forming False Memories-
Amnesia
• Amnesia—severe memory loss
• Retrograde amnesia—inability to remember past
episodic information; common after head injury;
need for consolidation
• Anterograde amnesia—inability to form new
memories; related to hippocampus damage
55. Cont..
Dementia
• Progressive deterioration and impairment of
memory, reasoning, and other cognitive functions
occurring as the result of a disease or a condition.
Alzheimer’s disease (AD)
• A progressive disease that destroys the brain’s
neurons, gradually impairing memory, thinking,
language, and other cognitive functions, resulting in
the complete inability to care for oneself; the most
common cause of dementia