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Example research essay topic: Long Term Memory Short Term Memory - 1,072 words

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... in at least three different areas: the specific aspect of life in which the story takes place, the mathematical procedures that can be applied to the problem, and the logic and language of the story (Grauberg p. 81). The area of spatial organization seems to be the hardest to teach children. There are serious doubts about methods and transfer and there seems to be very little information about the frequency and severity with which spatial disability occurs (Grauberg p. 101). Spatial ability is the ability to see and understand the relationships between shapes, spaces, or areas. This area can be noticed in the childs early years as they play with toys dealing with shapes and placing.

When dealing with word problems a teacher should analyze the problem out loud. This allows the child to hear the breakdown of the word problem. Teachers should explain their thinking as they test the choice of schema and algorithm. (Thomas p. 202) The final area that effects children with language impairments is memory. Early research on children with MD suggested that they were deficient in two areas of mathematical cognition: retrieval of number facts and the ability to solve story problems. (Jordan p. 1) This area is directly related to organization. memory is organized and structured, and the more efficiently it is organized, the more successfully it will function (Grauberg p. 124). Therefore if more problems lye in the childs organizational skills then more problems are bound to exist in their memory.

There are at least two parts to a persons memory, long-term memory and short-term memory. Long-term memory has an unlimited amount of storage space however; one can not always recall what they are looking for from the storage space. What makes a teachers job so difficult with regards to long term memory is that all of the organization that goes on in the long term memory is done in a very personal way so, when recalling information it can be difficult to recall exact specifics. Learning matter can be offered in a way that the teacher considers well-organized and therefore likely to be remembered and easily produced, but it is by no means certain that all children will accept the organization and store it accordingly in their long-term memory. (Grauberg p. 127) Short-term memory can also be called primary memory. It holds what we need for the present. Unfortunately the information that is stored in short term memory can very easily thrown away.

Its content, supported by consciousness, can be easily accessed, altered and worked with; but, as the name suggests, any information stored in it is liable to fade away quickly. (Grauberg p. 127) The short-term memory is also called the working memory because there is always room for more information. While memory might cause difficulty to language impaired children some feel as though it is not a prominent feature in these children others feel that the children can not seen to escape it. A weak memory I not a feature that is peculiar to children with language difficulties. (Grauberg p. 130) Many teachers seem to complain that their students memory is their largest problem. One does not need to have been teaching a long time in a school with language impaired children to find that anchoring facts in long-term memory takes a lot of targeted effort; that the number of times which can be held in working memory is low, and that word-finding problems among the children are widespread and severe. (Grauberg p. 130) The main problem that lies in children with language impairments is that they seem to have difficulties with vocabulary and auditory tests appear low. In reference to long-term memory and the childrens mathematical skills the children seems to have the most problem with learning to count. These difficulties may occur for a long time which, can affect all further number work.

The children can not recall what certain numbers amount to and they have to keep learning the equation while normal children learn these amounts quicker. Short-term memory however, brings up other problems with mathematical skills. Children seem to have problems with all mental arithmetic. They will not be able to keep a number question in mind while they hear it, let alone while they think about it. (Grauberg p. 131) Numerical problems in either written or oral form will give the children problems this is because they often forget the beginning before they get to the end. Following instructions is also a problem for children with language disabilities. The information that the teachers are looking for is unavailable to the students so they can not provide it for the teachers.

While some of the first problems that occur with children who have difficulties with symbolic understanding share those problems that children with memory problems have. However, these problems are made worse by those with memory problems. Children with memory deficits may experience the same problems, but they are made worse because the children find it hard to remember the names of first numbers and, more importantly, they find it hard to remember the names in the right sequence. (Grauberg p. 133) Much like the other problems that exist in these children the problem of memory can be helped. One has to realize that in both forms of retrieval problems help can only be very indirect; the child needs to learn strategies for self-help. (Grauberg p. 160) of course this solution is easier said then done. The main idea is to turn a difficult free recall into a simpler easier cued recall. This new cued recall can also be called recognition.

Making up cue games is also a good way to help. The child can begin to recognize the numbers through their associations in the games. As seen above there are many problems within the educational system that seem to go unadvised. The main problems that occur in children with language disabilities are symbolic understanding, lack of organizational skills, and poor memory skills. These problems can be helped if teachers and parents are willing to put in the time and effort. Bibliography Grauberg, Eva. Elementary Mathematics and Language Difficulties.

London: Where 1998. Thomas, David A. Children, Teachers, and Mathematics. Boston: Allyn and Bacon, 1991. Jordan, Nancy C. , & Hanich, Laurie. (2000). Mathematical Thinking in Second-Grade Children with Different Forms of LD.

Journal of Learning Disabilities, 33 (6), 567 - 578.


Free research essays on topics related to: short term memory, find it hard, storage space, working memory, long term memory

Research essay sample on Long Term Memory Short Term Memory

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