Memory: Lifespan Development - Term Paper Example

? Memory (Lifespan Development) Memory (Lifespan Development) Memory development in human beings forms part of the lifespan development process. This process is portrayed in the early stages of child development and becomes a life-long process throughout the development of an individual. Memory development can, thus be categorized into three parts: central executive, phonological loop and the visual memory (Gathercole, 2003). The executive memory is responsible for the regulatory function such as problem solving and control of actions. On the other hand, the phonological loop is tasked with the complex task of retention and manipulation of information in certain domains in the brain. Lastly, the visual memory provides a platform for memory storage in terms of visual or graphic features. However, all the sections complement one another in the process of effective memory development. Understanding memory construction is essential in comprehending the process of memory development (Schneider, 2005). In layman terms, memory is thought to operate as a recording device upon which memories are encoded. However, this represents a misinterpretation of the actual case. In the actual sense, memories are constructed. This is owed to complex processes involving encoding and recalling of encoded messages by the employment of molecular mechanisms. Thus, since this process of memory construction is based on perceived notions, misinformation results in poor remembrance of the occurrence of events. Factors Influencing Memory Development Language and Culture Memory development is, thus, dependent on several factors. However, language and culture offer the most influence with regard to memory development (Fivush and Nelson, 2004). This implies that the employment of different forms of language and cultural settings significantly affects the process of memory development. Memory development strategies could also be employed in furthering memory development. Interference from Previous Knowledge Research has revealed that the process of memory development among the adults is immensely hampered by existing knowledge acquired (Gathercole, 2003). This implies that in the event of acquiring new memories, adults tend to relate these memories with existing memories. This, in turn, impedes the process of acquiring new memories, thus, impeding memory development. This interference impedes both memorization and retrieval of new memories. This, therefore, explains why young children are fast at grasping and storing new information as opposed to old people (Collier and Bhatt, 2003). However, in some instances, prior information may contribute positively towards the establishment of desired memories. Odors and Emotions Research has revealed that odors and emotions could be used in the reactivation of new memories (Gathercole, 2003). This implies that certain odors could be employed in the realization of desired memories latter stages of lifespan development. Similarly, emotions also have a significant impact on memory development. This is owed to the ability of emotions in influencing both the clarity and frequency of remembrance of certain events. The presence of emotions such as pain, excitement or joy during the occurrence of an event result in strong connections and interactions among the neurons associated with the simulation of the given event. Thus, this implies that future references to the given event would elicit faster connection and retrieval of the neurons concerned. This, therefore, explains why emotion boosts the remembrance of an event. Therefore, this explains the occurrence of certain disorders associated with memory such as stress and Alzheimer’s disease (Forstl, and Kurz, 2009). Such events are influenced immensely by an individual’s memory state. In the case of occurrence of stress, the fear resulting from traumatic events provides a strong and protective mechanism which enhances the remembrance of the event. On the other hand, AD occurs as a result of immense decline in the cognitive abilities of an individual due to various reasons. Processes of Memory Development As outlined, the ability to learn and memorize information is attributed to the cognitive domain. This domain has a significant impact on the lifespan development of an individual. The development of cognitive abilities is initiated at the infant stage (Peterson, 2011). At the infant stage, cognitive abilities are mainly enhanced through the process of touch. Through touching, infants are able to develop their perception and understanding of physical objects. In addition, the cognitive abilities may also be as a result of motions caused by primitive reflexes. The environment also significantly contributes towards the development of the infant’s habits and behaviors. However, at this stage, the memory of the infant is still extremely premature. This implies that the infant fails to remember various positions of objects. In other words, if an object were to be retrieved from a certain existence, the infant would not manage to recall that position in subsequent occurrences. However, the infants exhibit certain reflex cognizance. For instance, they are able to recognize and relate with their mothers. Besides, the infants are also able to sense discomfort such as wet diaper, thus reacting by crying. The infants recognize and respond to various actions such as tickling. These short cognitive abilities gradually develop into more complex abilities. These abilities include the ability for numerical cognizance. This refers to the ability to make numerical representation and be involved in basic addition and subtraction procedures (Demetriou, 2008). Other abilities include the ability to assess the impact of the surrounding environment and the ability to engage in basic reasoning process (Demetriou, 2008). All these abilities contribute significantly to the lifespan development of the memory of an individual. Therefore, the memory of an individual incurs steady development from the infancy stage to the adulthood stage. However, just like other components of lifespan development, memory development is not infinite (Demetriou, 2008). This implies that memory development occurs up to a certain phase beyond which the development process ceases to take part. This development process is replaced by a decline in the cognitive and memory capabilities (Demetriou, 2008). As outlined earlier, decline in cognitive abilities mainly begins at the middle adulthood phase of lifespan development. This decline is also accompanied by a decline in sensory keenness and reaction time (Demetriou, 2008). Thus, the ability to learn and internalize new information is significantly reduced. Therefore, this condition becomes more pronounced with advancement in years. The cognitive abilities become extremely minimal (Demetriou, 2008). This implies that old people may not be able to learn and grasp new information with ease as compared to young people. Moreover, old people may not be involved in the resolution of complex numerical and arithmetic problems. Besides, their memory with regard to basic day-to-day occurrences also declines gradually (Demetriou, 2008). The decline in memory in the process of lifespan development may be immensely attributed to advancement in years. However, memory decline may also be attributed to various factors. However, one other major leading causes of memory loss is sickness (Forstl, and Kurz, 2009). This implies that different sicknesses affecting the brain may result in the impairment of cognitive and memory capabilities. An example of a brain damaging disease that may result in the loss of memory capabilities is Alzheimer's disease. Alzheimer Disease Alzheimer's disease (AD) represents an advanced form of dementia. It refers to a severe decline in cognitive abilities. This results in critical decline in memory capability of the victim as opposed to a healthy individual. Moreover, AD worsens as it progresses and it has no cure. Therefore, AD progressively damages the individual’s memory and thinking abilities. In addition, AD also leads to loss of behavioral abilities as a result of loss of cognitive abilities (Johnson, Fragaszy and Cummins, 2003). Therefore, AD has devastating effects. The disease leads to gradual and irreversible deterioration of the brain. This, in turn, results in the impairment of body functioning. The impact on the brain also affects the victim’s critical and rational thinking and later affects the victim’s physiological abilities, since these abilities are mainly controlled by the brain. Thus, AD represents one of the broadest avenues towards memory loss amongst the late adulthood populations. There also exist problems in early detection and diagnosis of AD. This is owed to the fact that early symptoms of AD are closely related to the processes encountered by an individual in the event of natural aging. Therefore, this poses an immense challenge to effective early detection and prevention of AD. For instance, poor visual memory represents both an early symptom of occurrence of AD and a symptom of natural old age. Thus, in the event of the occurrence of poor visual memory, necessary caution should be taken and early diagnosis measures for the occurrence of AD carried out. This would, thus, lead to early detection of AD and contribute significantly towards its prevention. Improving Memory The risk posed by the occurrence of AD, which results in immense memory loss creates a need for memory improvement processes. Thus, research has revealed that cognitive functions can be improved through the employment of various lifestyle practices (Demetriou, 2008). These practices include memory exercises, physical fitness, healthy eating and reduced stress levels. Such basic practices could, thus, go a long way in boosting cognitive abilities for prolonged spells of time. This also sheds some light on the phenomenon of memory decline or loss with advancement in age. Conclusion Therefore, as outlined, the development of cognitive abilities forms part of the lifespan development process. These cognitive abilities are responsible for the memory capacity abilities of an individual and are divided into various categories. However, all categories are complimentary to each other in the effective process of memory development. The paper further outlines that memories, contrary to popular belief, are constructed as opposed to being recorded. This is owed to complex neurological functions involving encoding and recalling of encoded memories. This complex process is thus influenced by numerous factors such as culture and language; odors and emotions; and preconceived notions and ideas. The effect of these factors on cognitive abilities may result in the occurrence of disorders such as AD and stress. Whereas stress occurs as a result of overwhelming effect of certain emotions, AD occurs mainly as a result of advancement in an individual’s age. Thus, AD results in an immense and irreversible loss of the memory abilities of the victim. This, therefore, creates a need for the employment of effective methods of memory improvement such as healthy diet, physical fitness and memory exercises. AD is accorded preferential treatment since it poses an immense threat to memory loss in old age. There have been considerable advancements in the characterization and early diagnosis of AD. However, much still needs to be done regarding early detection and prevention of AD. This is owed to the magnitude of vagueness that exists between natural old age and early symptoms of AD. There exists an extremely thin line between the manifestations of natural old age and portrayal of early symptoms of the occurrence of AD. Thus, much work has to be done so as so come up with an accurate and precise distinction between natural aging and early symptoms of AD. References Johnson, P., Fragaszy, D. M., & Cummins, S. (2003). Common territories in comparative and developmental psychology: The quest for shared means and meaning in behavioral investigations. International Journal of Comparative Psychology, 16(3), 1–27. Peterson, C. (2011). Clinical practice: Mild cognitive impairment. New England Journal of Medicine, 364(23), 2227-2234. Demetriou, A. (2008). Cognitive development. 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