China
Africa
Explore chapters and articles related to this topic
Reinforcement and Recollection of Reactions
Published in L.S. Vygotsky, V.V. Davydov, Silverman Robert, Educational Psychology, 2020
Münsterberg is entirely correct when he says that to enrich one’s mental life, it is far more essential to know how to easily put together concepts than to posses an extensive store of concepts. The 26 letters of the English alphabet is sufficient to compose all of Shakespeare’s plays. Thus, the economic principle of our memory manifests itself in the infinite diversity of those conventional systems by means of which such complex spiritual values as the plays of Shakespeare may be stored and transmitted in concise and convenient form. It’s all a matter of how efficiently and how cleverly mnemonics accomplishes this task. Hardly anyone could have any doubt as to the enormous economy of thought the alphabet has created. In popular mnemonic techniques, the complexity of the necessary associations very often do not shorten, but on the contrary, even lengthen the path of recollection. Instead of a single simple path, a mnemonic technique often creates a whole set of roundabout and indirect paths that only hamper recall. The harm of such mnemonic techniques should be perfectly clear.
Cognitive symptoms related to memory
Published in Aurora Lassaletta, Ruth Clarke, The Invisible Brain Injury, 2019
With my children, I have been learning school topics; I have attended training days in certain areas of psychology that interest me; and of course I have kept learning in various neurofunctional rehabilitation programmes. To learn properly, I feel like the world would need to turn at fewer revolutions per minute; to understand a film in English now, or to follow an interesting talk, I would need it to be slower. This is because I process information slowly. But another problem is that this learning, as well as taking so much effort, does not last long. Like other people affected by brain injury, I am still aware of the difficulty in retaining what I have learned (Roberts, 2014). Since I forget things more easily, I have to choose carefully the most important things on which to focus my attention. For specific information I use the rules of mnemonics, which are creative and help me to remember everything from email passwords to the name of a new physiotherapist. Following brain injury, the resources for processing information are limited and this means that learning processes slow down or begin to require more effort. This is because of a failure with information coding (attention) or storage (memory), or with recovering or remembering what has been learned (executive component) (Christensen and Uzzell, 1999).
What can we do about all this?
Published in Patrick Rabbitt, The Aging Mind, 2019
Some readers may be interested to know what they can do to improve their memories. The short answer is that all of many hundreds of different mnemonic systems do work quite well but with the serious catch that they are all tedious to learn and we may need to master inconveniently many of them because each is useful only for a particular, restricted, kind of information such as faces, names or sequences of numbers or playing cards. The classical Greek and Roman device of using memory walks is more flexible and general than most.
Misconceptions and the misappropriation of nursing: an ironic response
Published in Contemporary Nurse, 2022
In part, this is because the very idea of using NURSE as a mnemonic is a continuation of the inter-professional challenges nursing has encountered for centuries. Many nurses continue to struggle with the challenges of working in a female-dominated profession, which historically has been and continues to be, seen as subservient to medicine and medical (and male) dominance. Nursing also continues to struggle with the notion that cure is the doctor’s work, and care is the nurse’s work. Rather than being abstract ideas, the power imbalance is a persistent and significant problem that leads to nurses being overworked, undervalued, and underpaid in comparison with their medical colleagues who enjoy superior social and economic status. Gender and power issues in nursing are inexorable and inescapable as evidenced by some professional societies continuing to ascribe nurses a lower membership status and denying them voting rights (Haematology Society of Australia and New Zealand HSANZ, 2022).
The Cincinnati Prehospital Stroke Scale Compared to Stroke Severity Tools for Large Vessel Occlusion Stroke Prediction
Published in Prehospital Emergency Care, 2021
Remle P. Crowe, J. Brent Myers, Antonio R. Fernandez, Scott Bourn, Jason T. McMullan
An ideal prehospital screening tool for LVO provides a balance between predictive performance and ease of use. In the face of similar predictive performance characteristics among tools examined in this study, the CPSS meets many of the ideal qualitative features for a prehospital LVO prediction scale, including short length, binary scoring (absence or presence of symptoms), avoidance of items that are challenging for a prehospital provider to score or recognize (27). Further, use of the FAST mnemonic can help providers readily recall the elements of the examination. Nevertheless, the CPSS does not include gaze deviation, which has been identified as an important predictor of LVO (28). Further, changes in balance and gaze deviation are predictive of posterior circulation stroke (29). The Balance Eyes Face Arm Speech Time (BEFAST) scale takes the elements of the CPSS and incorporates gaze deviation and changes in vision (eyes), as well as changes in balance. Future studies should evaluate the use of the BEFAST instrument for predicting LVO, particularly to improve detection of occlusions of the basilar artery. The Cincinnati Stroke Triage Assessment Tool (C-STAT) was specifically designed to assess stroke severity in patients with an abnormality detected by CPSS (25); this study did not evaluate the potential benefit of two-level screening strategies.
Visual and auditory verbal long-term memory in individuals who rely on augmentative and alternative communication
Published in Augmentative and Alternative Communication, 2020
Michal Icht, Yedida Levine-Sternberg, Yaniv Mama
Another factor that may affect memory performance of individuals who rely on AAC is the use of memorization techniques (or mnemonics) to improve memory functioning and compensate for memory deficits (Light & Lindsay, 1991). Because memorization and remembering constitute basic and essential functions for daily performance, learners actively use mnemonic devices, which are learning aids to improve memory (Carlson, Heth, Miller, Donahoe, & Martin, 2009). Mnemonics make use of elaborative encoding, retrieval cues, and imagery as tools to encode information in a way that allows for efficient storage and later retrieval. Commonly used mnemonics are often verbal, but may also be visual, kinesthetic, or auditory. For example, children remember the alphabet by singing the ABCs (music mnemonics). Mnemonics use is considered effortful and requires motivation and attention. Yet, with practice and training, strategy use may become easier and even automatic, and a learner may be able to successfully apply more complex and sophisticated strategies (Flavell, 1970; Makela et al., 2019). Given the key role of mnemonics in learning, identifying suitable memory enhancement strategies and practicing to allow strategy mastery are important for learners as well as for educators.