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Module code: HRPYC81 Research Report for project 4813, Assignment 62 Title of study: INVESTIGATING THE EFFECT AGING HAS ON SHORT-TERM MEMORY TASKS IN A HEALTHY BRAIN . R51,59
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Module code: HRPYC81 Research Report for project 4813, Assignment 62 Title of study: INVESTIGATING THE EFFECT AGING HAS ON SHORT-TERM MEMORY TASKS IN A HEALTHY BRAIN .
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Module code: HRPYC81 Research Report for project 4813, Assignment 62 Title of study: INVESTIGATING THE EFFECT AGING HAS ON SHORT-TERM MEMORY TASKS IN A HEALTHY BRAIN .Detailed working, solutions, memo, notes & explanations.Nicola-Anne Downes HRPYC81 Assignment 62, Project 4813 Student number:...

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  • September 20, 2023
  • 54
  • 2023/2024
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Module code: HRPYC81
Research Report for project 4813, Assignment 62
Title of study:
INVESTIGATING THE EFFECT AGING HAS ON
SHORT-TERM
MEMORY TASKS IN A HEALTHY BRAIN .

,Nicola-Anne Downes HRPYC81 Assignment 62, Project 4813
1
Student number: 39556018 Unique Reference 735594

Contents

1. Abstract ..............................................................................................................................3
2. Introduction ........................................................................................................................4
3. Literature Review ...............................................................................................................6
3.1 Overview ......................................................................................................................6
3.2 Memory stages ..............................................................................................................7
3.2.1 Encoding stage ..................................................................................................7
3.2.2 Storage stage .....................................................................................................7
3.2.3 Retrieval stage ..................................................................................................8
3.3 Short-Term Memory and Sensory Memory ...................................................................8
3.3.1 Sensory Memory (SM) .....................................................................................8
3.3.2 Short-Term Memory (STM). ...........................................................................8
3.3.3 Short-Term Memory and Sensory Memory Compared. ..............................9
3.4 Working Memory (WM) ...............................................................................................9
Figure 1 ................................................................................................................................................ 9
Figure 2 .............................................................................................................................................. 10
Figure 3 .............................................................................................................................................. 10
3.4.1 Working Memory in relationship with Short -Term Memory .................. 11
3.5 Long-term Memory (LTM) ......................................................................................... 11
3.5.1 Procedural memory......................................................................................... 11
3.5.2 Declarative memory ....................................................................................... 11
3.5.3 Implicit Memory Priming. ............................................................................. 11
3.6 STM Enhancement ...................................................................................................... 12
3.6.1 Chunking .......................................................................................................... 12
3.6.2 Mnemonics ....................................................................................................... 12
3.7 Biological aspects of memory...................................................................................... 12
3.8 Cognitive aspects of memory ...................................................................................... 13
3.9 The effect of age on memory ....................................................................................... 14
3.10 Delineating short-term/working memory for researching purposes ............................ 14
3.11 Research Questions ................................................................................................... 15
4. Method ............................................................................................................................. 16
4.1 Participants ................................................................................................................. 16
4.2 Ethics .......................................................................................................................... 16
4.3 Apparatus .................................................................................................................... 17
4.4 Research Design .......................................................................................................... 17
4.5 Methodology ............................................................................................................... 17
5. Reliability and validity...................................................................................................... 17
6. Data Collection ................................................................................................................. 18

,Nicola-Anne Downes HRPYC81 Assignment 62, Project 4813
2
Student number: 39556018 Unique Reference 735594

7. Data Analysis ................................................................................................................... 19
7.1 Phonetic Loop Tests .................................................................................................... 19
7.2 Spatial Tests ................................................................................................................ 21
8. Results .............................................................................................................................. 22
8.1 Group Structures ......................................................................................................... 22
8.2 Phonetic Loop Test words recalled correctly ............................................................... 22
8.3 Phonetic Loop Test words falsely recalled ................................................................... 22
8.4 Phonetic Loop Results AFTER memory chunking techniques trained.......................... 22
8.5 Spatial Tests String Length of correct digits recalled sequentially. ............................... 24
8.6 Spatial Tests String Length of correct digits recalled sequentially AFTER memory
chunking techniques trained .............................................................................................. 24
9. Discussion ........................................................................................................................ 24
10. Limitations and future recommendations ........................................................................ 26
11. Significance of this research ........................................................................................... 26
12. Concluding remarks ........................................................................................................ 26
Reference List ..................................................................................................................... 27
Plagiarism Declaration.......................................................................................................... 30
Addendum A: Consent Form ................................................................................................ 31
Part I: Information Sheet ................................................................................................... 31
Part II: Certificate of Consent ............................................................................................ 33
Addendum B: Questionnaires ............................................................................................... 34
Addendum C: Data Analysis................................................................................................. 38




List of Abbreviations:


Functional Magnetic Resonance Imaging (fMRI)
Short-Term Memory (STM)
Working Memory (WM)
Long-Term Memory (LTM)

, Nicola-Anne Downes HRPYC81 Assignment 62, Project 4813
3
Student number: 39556018 Unique Reference 735594




Investigating The Effect Aging Has On Short-Term Memory Tasks in A Healthy Brain




1. Abstract

The decline in memory as we age has long been thought to be a product of normal aging.
Short term memory studies in the earlier years, up to the late 1990s, seemed to support
this belief. Short-term memory holds information temporarily that other mental
processes require (Cowan, N et al, 1999), and air-traffic controllers must remember
large amounts of current information in order to not cause air collisions.
Memory studies in growing body of cognitive neuroscience research show that the brain
is adaptive and makes adjustments to compensate for declines in certain areas. These
studies have far-reaching consequences and should be used to inform retirement ages
and training policies as older adults are ‘quite capable of performing at high levels of
proficiency on fast-paced demanding real-world tasks’ (Nunes & Kramer, 2009).
A sample of 30 participants, divided by age into two groups where one group was 20 to
40 years old, and the older group were all between 50 to 70 years old, were tested. The
short-term memory functions, based on Baddeley’s working memory model, have two key
processes. The Visuo-Spatial and Phonological Loop processes hold information in the
short-term memory for a few seconds only. The central executive acts as a supervisor
and coordinates what happens to this information (McCleod, Working Memory, 2012).
The research conducted on these two key areas in this study confirmed that there is a
while there is difference in short-term memory performance when two different age
groups were tested, it is unclear what impact these differences would have in reality,
beyond a test environment. What is clear is how learning a memory enhancement method
such as the ‘Chunking’ technique, short-term and working memory performance was
markedly improved across both age groups.


Key Words

Short-term memory, working memory, long-term memory, chunking, cognition, priming,
regency

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