![]() At the same time, coding, storing and retrieving may constitute sub-processes that may also have feedback loops between them. Known as the information processing approach, learning is generally viewed as an aspect of coding, storing, and retrieving information (Berkson, 1993). The second approach of learning has to do with processing of information (Berkson, 1993). In this case, factors that influence learning are associated to particular stimuli that have particular responses and subsequently generalizing the impact of the stimuli to other similar stimuli and situations. In the first case, learning and memory has been explained to constitute aspects of habituation, conditioning, and discrimination learning (Berkson, 1993). ![]() Learning and memory within the body of psychology has been explained through two approaches. ![]() Experimental studies have shown that infants tend to store memories while still in womb and this has been reinforced through experimental studies by DeCasper and Fifer (1980) who tested babies memories about 12 hours after they were born (Goswami, 1998). Memory as a process begins to function when a child is in womb and it is from this aspect that learning is regarded to be functional before birth. As a result, memory is seen to be the storage of, and process of recalling what individuals have learned or experienced in the environment (Gormley and Lieberman, 2004). Giambattista Basile (1575-1632) observed that memory is “the cabinet of the imagination, the treasure of reason, the registry of conscience, and the council chamber of thought” (Gormley and Lieberman, 2004, p.3). ![]() On the other hand, “grounding problem has to do with how the symbols are mapped back onto the real world” (Pecher and Zwaan, n.d). Transduction problem has to do with how perceptual experiences are “translated into the arbitrary symbols and subsequently used to represent concepts” (Pecher and Zwaan, n.d). Nevertheless, this understanding has been found to exhibit problems as identified by numerous research work by Barsalou (1999), Glenberg (1997) and Pulvermuller in 1999 (cited in Pecher and Zwaan, n.d).įor instance, Barsalou identified the problem of transduction while Harnad (1990) identified the grounding problem (Pecher and Zwaan, n.d). Many traditional cognitive theories have postulated, “meaning of a concept consists of the links between the abstract symbol for that concept and the abstract symbols for other concepts or for semantic features” (Pecher and Zwaan, n.d). As a result of perception, individuals largely identify shapes and forms as being human beings and features of the environment and subsequently match up what is observed to what an individual would expect to see or observe (Hagtvedt, Hagtvedt and Patrick, 2008). As a result, there is creation of cognitive process of perception and individuals engage in internalizing all aspects that happen around them. Perception emanates from seeing or watching what is happening around or in the wider environment. Thus in this case thought process became an aspect of thinking that emanate from retrieval process. As a result, retrieval has been regarded to be part of thought process as it assists individuals in dealing with new situations or problems that may arise. In order for the stored information to be used later, there is always need for retrieval, this will generally involve retrieving, and having access to information stored sometime back (Groome and Dewart, 1999). Memory in this case act as a storage ‘bank’ in which information is stored for later use and in providing the necessary help to the individual in another setting. At this early stage, the brain starts to extract meaning from the input information and this is largely to make sense of the information.Īfter perception of information has taken place, there is emergence of another process that usually involve making some kind of record of the information received and this is what is known as the learning and memory storage (Groome and Dewart, 1999). The first type is the perception whereby information is taken by the sense organs through perception and later results into analysis of the information (Groome and Dewart, 1999). In most cases cognition processing are of three kinds: perception, learning, and memory storage, and thinking (Groome and Dewart, 1999). It is within this ream of understanding that this study aims at investigating the three types of cognitive processes and the extent research work has explored the three processes. Brains have been associated with cognition whereby various brains participate in processing information among organisms.
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