h2g2 The Hitchhiker's Guide to the Galaxy: Earth Edition

P.s. i think i will leave it as it is, there is only a short explanation of memory anyway and the bulk of the writing covers forgetting

Are you back now?

now im back

Going to work on this entry some more?

Yea I think so, I am quite happy with it but I will definetly work on it until it is suitable

So how's it going?
It looks great to me. I will point out that there are a lot of spurious line breaks. You could improve presentation by removing them. Can't think of a way to improve the content, myself.

You shouldn't use at all. It is not approved for Edited Entries, except in very specific places such as at the ends of lines of poetry.

ok

Done

Hi King Paol

I just posted a message in the wrong thread - should have come here - sorry!

I wanted to ask you if you can think of any examples of some of the processes you describe - I also wonder if it might not be easier for the average laperson to understand "approximately 7" or "7 (give or take a couple)" as many people find it difficult to switch from reading words to reading numbers.

I found this fascinating but difficult to read. I want to know more as our littl'un has just been diagnosed with STM issues. A lot of people will go searching for information on an issue in their life and if it is hard to understand, it gets a bit frustrating. I will read it again and try to give you some specifics..

Please keep working on this - I would love to see it in the EG!



Wilma

that would be a layperson, of course!

Ok, here goes - I hope this is more helpful...


Could you somplify the explanations and/or give examples of these cases?

1. Suffix Effect

2. Information is encoded in LTM based on Meaning. Information is stored in LTM based on the time the information has spent in STM, and is stored in the context in which it occurred with no time or capacity limit. Information is retrieved from LTM by some sort of search, finding a path to the memory via associations.

3. There are however some problems within LTM; Not all LTM memories stored with context, Information is not always stored relating to time in STM, some information gets lost.

4. Interference theory. In this theory forgetting occurs because of what has happened before or after learning. Retroactive interference is when information learned after learning interferes with recall. Proactive interference is when information learned before learning interferes with recall.

I would suggest also listing for this:

“Information in Long Term Memory can be split into two sections:

Episodic - autobiographical, stored relating to time and place
Semantic - general conceptual knowledge (meanings of words) not stored relating to time and place. “

and I would suggest the following corrections:

This of course does not apply to conditions such as Alzheimer’s and Amnesia, which are biological reasons for forgetting but for general forgetting these are the reasons >> This theory of course does not apply to conditions such as Alzheimer’s and Amnesia, which are biological reasons for forgetting but it does explain general forgetting.

were shown 16 numbers >>> were shown a sequence of 16 numbers
if it were at the end then it should>>> if it was at the end then it should

The tip of the tongue study was done by Brown and Mcneill 1966).>>> (The tip of the tongue study was done by Brown and Mcneill 1966) also might be worth explaining a bit about this study.

Keek It Organised >> Keep it organised


Please don't be daunted by all this - and of course you are free to change what you like or not - these are just suggestions... I do think this is a very important entry and would love to see it in the Guide.

Very well done to you!

Wilma

aarrgghh!

flippin' TYPO go away!!

simplify!!

somplify, indeed!

I'll see what I can do for you. Perhaps a simple summary/ concluding paragraph?

And btw I am sorry about the Little un'. Is he/she having problems keeping in any information or are you just having to use different methods.

That'll be great, King Paol! i will look out for the changes and read again - maybe then my brain will work

She is only 7. She has trouble with mostly literacy but also things like times tables etc She is actually very bright verbally and has a scary long term memory... but then again she is multi lingual, has problems with her hearing, etc. They've done some tests and the main thing that came out was that she had STM issues... I think she is just ADD like the rest of us but who am I to diagnose?? Just her mum...

Ok i have started making corrections now, take a look at Suffix effect down to interference theory and see if you like the changes.

I will change the gramatical/ spolliing (meant) mistakes later on tonight or tommorow.

That's great, KP, it is much easier t understand with the examples you have given



Wilma

Ok, thats all the changes made.

Looking good!

Here's a bit more to fix or think about:

HEADINGS:
Memory: How we forget and how we remember
Take the italics out of STM sub header

TYPOS:
(7+/- 2) >>> 7 (+or- 2)
Rapid serial readout (It... >>>Rapid Serial Readout (it ...
some - previously learned- information > some previously learned information
(an example of an association is, to use dog again, dog, animal, pet, childhood pet or current pet, pet name e.g Bengi. >> close the bracket
There are however some problems within LTM >>>However, there are some problems within LTM
decay theory; the >>>decay theory: the
“serial probe task”, the>>>“serial probe task”. The
remembered easier, >>>remembered more easily,

LINKS:
I believe you need to link this entry to relevant Edited Guide entries. Just site protocol from what I understand.

It is flowing much more fluidly and is starting to look very "readable". Please keep going with this, it is almost there!



Wilma