Cognitive Processes
Running head: COGNITIVE PROCESSES
Cognitive Processes
Kimberly Benoit
University of Phoenix
Abstract
Cognitive processes helps to obtain information and make conscious and subconscious assumptions about the world around us. There are five conventional senses are utilized in this complex process as a way of gathering information. Cognitive processes are unobservable; researchers remain to study ways to come up with behaviors or measures of performance to mirror cognitive processes (Robinson-Reigler & Robinson-Reigler, 2008). The intention of this paper is to describe memory, language and learning. Explanation of these cognitive processes will be carefully explored. A summarization of these studies will evaluate and research methodologies used.
Cognitive Processes
When a child is born the process of learning begins to take place. A child has to learn how to crawl, stand, and walk and later on run. At the preschool age children learn how to write their names and recognize shapes and numbers. However, before an individual can apply what he has learned, one has to undergo a cognitive process. Cognitive processes can be used one without the other but they cannot be used alone. There are a few cognitive processes, but only three will be discussed. The three processes are memory, language, and learning. The stages of processing include steps required to form, use, and modify mental representation in a cognitive task.
Memory
Memory refers to the processes that are used to obtain, store, retain and later retrieve information. There are three major processes involved in memory; they are encoding, storage and retrieval (Denise Boyd, 2002). In order to make new memories, information must be transformed into a working form, which occurs through the process known as encoding (Gregory Robertson-Riegler, 2008). Once information has been effectively encoded, it must be stored in memory for later use. The retrieval process allows us to bring stored
Cognitive Processes
Kimberly Benoit
University of Phoenix
Abstract
Cognitive processes helps to obtain information and make conscious and subconscious assumptions about the world around us. There are five conventional senses are utilized in this complex process as a way of gathering information. Cognitive processes are unobservable; researchers remain to study ways to come up with behaviors or measures of performance to mirror cognitive processes (Robinson-Reigler & Robinson-Reigler, 2008). The intention of this paper is to describe memory, language and learning. Explanation of these cognitive processes will be carefully explored. A summarization of these studies will evaluate and research methodologies used.
Cognitive Processes
When a child is born the process of learning begins to take place. A child has to learn how to crawl, stand, and walk and later on run. At the preschool age children learn how to write their names and recognize shapes and numbers. However, before an individual can apply what he has learned, one has to undergo a cognitive process. Cognitive processes can be used one without the other but they cannot be used alone. There are a few cognitive processes, but only three will be discussed. The three processes are memory, language, and learning. The stages of processing include steps required to form, use, and modify mental representation in a cognitive task.
Memory
Memory refers to the processes that are used to obtain, store, retain and later retrieve information. There are three major processes involved in memory; they are encoding, storage and retrieval (Denise Boyd, 2002). In order to make new memories, information must be transformed into a working form, which occurs through the process known as encoding (Gregory Robertson-Riegler, 2008). Once information has been effectively encoded, it must be stored in memory for later use. The retrieval process allows us to bring stored
References: Colman, A. M. (2006). Oxford Dictionary of Psychology. Oxford, New York: Oxford University Press. Denise Boyd, H. B. (2002). Lifespan Development. Boston: Pearson. Gregory Robertson-Riegler, B. R.-R. (2008). Cognitive Psychology Applying the science of the mind. Boston, MA: Pearson Education. Reuters, T. (2012). Impact Factor. Psypress, Volume 26. Robin Kowaski, D. W. (2005). Psychology 4th Edition. Hoboken, N.J.: John WIley & Sons.