Memory as a Component of Cognitive Ability Module

Authors

  • Juris Firsts <span>Rīgas 1. medicīnas koledža</span> (LV)
  • Ineta Robiņa <span>Rīgas 1. medicīnas koledža</span> (LV)
  • Velga Bunne <span>Rīgas 1. medicīnas koledža</span> (LV)

DOI:

https://doi.org/10.17770/sie2015vol1.325

Keywords:

memory, cognitive ability, higher education, process of learning

Abstract

The work deals with the process specificity that affects the learning environment. The authors characterize the cognitive ability formation specificity analysing memory as its significate component. Memory as a cognitive ability formation component has great importance in the process of learning. Memory extention is a substantial component of the learning process dynamic development assurance that gives rise to innovative solutions in accordance with the changing environmental demands, and it contributes to the mission, vision and goal achievement of the named institution as well.

 

 

Downloads

Download data is not yet available.

References

Abbot, B. (2002). Human memory. Fort Wayne: Indiana University-Purdue University at Fort Wayne, Psychology Department. Retrieved June 22, 2002, from http://users.ipfw.edu/abbot/120/LongTermMemory.html

Anderson, L., & Krathwohl, D. (Eds.). (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Boston, MA: Longman.

Burgess, N. et al. (2001) Memory for events and their spatial context: models and experiments. Philos. Trans. R. Soc. Lond. B Biol. Sci. 356, 1493–1503.

Cornoldi, C., Rigoni, F., Venneri, A., & Vecchi, T. (2000). Passive and active processes in visuo-spatial memory: Double dissociation in developmental learning disabilities. Brain and Cognition, 43, 117−120.

Hatch, N.W. & Dyer, J. H. (2004). Human capital and learning as a source of sustainable competitive advantage. Strategic Management Journal, 25, 1155–1178.

Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. http://www.edpsycinteractive.org/topics/cognition/infoproc.html

Krakauer, J.W., & Shadmehr, R. (2006). Consolidation of motor memory. Trends in Neurosciences, 29: 58-64

Lee, K., & Kang, S. (2002). Arithmetic operation and working memory: Differential suppression in dual tasks. Cognition, 83, B63-B68.

Miyake, A., & Shah, P. (1999). Models of working memory: Mechanisms of active.

Serban, A. M. & Luan, J. (2002). Overview of knowledge management. New Directions for Institutional Research, 113, 5–16.

Steyn, G. M. (2004). Harnessing the power of knowledge in higher education. Higher Education, 124, 615-631

Storm, B. C. (2011). The benefit of forgetting in thinking and remembering. Current Directions in Psychological Science 20:291– 295.

Stukalina, Y. (2008). How to prepare students for productive and satisfying careers in the knowledge-based economy: Creating a more efficient educational environment. Technological and Economic Development, 14, 197–207.

Tilak, J. B. G. (2002). Knowledge society, education and aid. Compare, 32, 297-310.

Valtners A. Praktisko darbu apraksts cilvēka fizioloģijā.(1999). Rīga: Mācību grāmata.

Vorobjovs. A., Kudiņš. A. (1996). Psiholoģijas pamati. Atmiņa. Rīga: Mācību apgāds.

Wang Y. and Wang Y. (2006). Cognitive informatics models of the brain. IEEE Trans. Syst., Man, Cybern. C, Appl. Rev., vol. 36, no. 2, pp. 203–207, Mar.2006.

Downloads

Published

2015-05-16

How to Cite

Firsts, J., Robiņa, I., & Bunne, V. (2015). Memory as a Component of Cognitive Ability Module. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 1, 121-132. https://doi.org/10.17770/sie2015vol1.325