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a3_psy_3500 Impediments to Learning and Memory Capella University Learning and Cogni

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a3_psy_3500 Impediments to Learning and Memory Capella University Learning and Cognition Introduction I often describe memory as a pathway to my students who are still practicing their readin... g skills, high frequency words and times tables. The more they practice their words and retrieve them from the pathway, the smoother the path will be. These pathways make up the intricate part of our memories that establish both who we are but help us function as humans responding to stimuli, images, events, ideas and skills we need (Goldstein, 2019). Just as easily as pathways are made they can be neglected allowing weeds and stones to reclaim these pathways or colossal events can occur and completely disrupt the process in which we build and make memories. Three case studies illustrate not only the importances of our central memory processing process, but also the importance of lacking those central regions of the brain in which we are capable of remembering. Memory is defined as the entire formation in which we retain, retrieve and apply the stimulus, events, sensations that we have experienced in moments that are no longer in the present (Goldstein, 2019). Within the entire memory process there are major differences in the types and locations of memories processed. As we analyze three case studies we can see many similarities to the participants memory impairments generally but each case has many differences in causes and treatments going forward. Linda Alexander, Cathy Quinn and noto. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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