It has been determined that trauma alters memory, this mostly effects the episodic memories that individual has. When thinking about this statement it made me think about how abusers and the abused remember things so differently. This made me want to look further into the effects of trauma on memory. I found a study that focuses on Sexual trauma effecting episodic memory.

“Rape survivors with post-traumatic stress disorder (PTSD) show poorer episodic memory than rape survivors without PTSD, and poorer memory than non-victims.” (Jenkins, Langlais, Delis, & Cohen, 1998). This was determined with normal neutral memory tests. It was shown in a meta analysis conducted that individuals that have PTSD show verbal memory deficits. This of course makes sense when thinking about emotional stimuli, we are more likely to remember the emotional events versus the non-emotional events.

When interviewing individuals about the sexual trauma they experienced and then once again five years later, they discovered that the memory of the SA is always more consistent than any positive memories.  The study that I am specifically writing about though focuses on examining episodic memories in relation to non-autobiographical content.

Participants were recruited through advertisements in Quebec. The sample size ended up being 84 volunteers, 27 of which were SA survivors. 7 of these individuals meat the criteria on the CAPS (Jenkins, Langlais, Delis, & Cohen, 1998).  The researchers implemented a couple ways of collecting their data such as; A memory test that was based on the Wechsler Memory Scale 3rd Edition and questionnaires. They started with an initial interview, then did clinical interviews (questionnaires), and finished their study up with the memory task. Each individual listened to three recorded stories read by a female narrator, once complete they were asked to dictate every detail that they remembered from the stories.

The interviews proved that on average SA victims experience and display more signs of PTSD. The memory task showed that the SA survivors recalled less information from the neutral story that was read for them, they also recalled significantly less information when the emotional story was read. The recalled information for the more traumatic story did not differ much from the control group to the survivor group. After conducting ANOVA they determined that the survivors that met the diagnostic criterion on the CAPS showed no difference from the individuals that did not when in regards to; neutral, generally emotional, and trauma-related items (Jenkins, Langlais, Delis, & Cohen, 1998).

I found this determination especially interesting because I would think that the ones that had more diagnostic criteria would respond more to the generally emotional story. This is part of a small group of studies that have been created for this topic, I hope they continue to work on this, and maybe I could contribute to the research in the future.

Forest, M., & Blanchette, I. (2018). Memory for neutral, emotional and trauma-related information in sexual abuse survivors. European journal of psychotraumatology, 9(1), 1476439. https://doi.org/10.1080/20008198.2018.1476439

I’d like to talk about false memories, both how they can be made, and what they are to begin with. Unfortunately, I have discovered first hand what can effectively create them. False memory syndrome occurs when someone vividly recalls an event that went on in their life, however, never actually happened (Mendez, 2010). Although this syndrome can be triggered on it’s own, and is not something that people may regularly experience, nearly always can alcohol create a false memory (White, 2003). The explanation as to why alcohol can create false memories thanks to its ability to impair the hippocampus, the  area of the brain that is responsible for a person’s memories. First hand experience, I recall a time where I was in the situation where I had false memories thanks to alcohol. I truly believed that my favorite character from my favorite television show died, only to be told by my friend the next day that we never watched television to begin with. People who regularly consume alcohol are more likely to experience this syndrome in the long run rather then the times that they consume alcohol (Mock, 2018). False memory syndrome, unlike common misconception, is not classified recognized by the DSM-5. It’s explanation is because it is not a syndrome that requires any form of treatment, and instead is something that almost always, will not effect a person’s life.

Mental Imagery is a term that refers to the ability for an individual to re-create the sensory world in the absence of physical stimuli and include all the senses such as imagining tastes, smells, and experiences (Goldstein p. 298). Mental imagery plays a huge role in cognitive processes that include cognitive processing including creativity, problem solving, and especially imagination. An example of these motions is when athletes compete in a sporting event. Mental Imagery is one of the most important tools an athlete can have in competing, as mental imagery can be motivational, lower stress, and see the event/match/game before it even happens, in which can propel them to victory being in the right mental space.

In my personal experience of using mental imagery in athletics, I competed in sports most of my life. Wrestling in high school and college is a physical thing mentally as well as on the body physically. There were many ways and times I would use mental imagery like when I was cutting weight while running, I would visualize the end goal before I was even close to it. Visualizing your opponent, imagining certain maneuvers or possible ways that the match would go, smelling the sweat and blood, and the thrill of eventually getting your hand raised in the mental preparation leading up to that moment. Mentally preparing for the possibility of failure and losing could also be an outcome, having the mental image of how you will react or overcome adversity.  Imagining all these situations that you are mentally setting in your mind could be days, weeks, or even months before your match, building a key ingredient of success in wrestling and life itself, confidence.

Researching mental imagery and wrestling, I came across an undergraduate video presentation by Norman R. Manning from Limestone University in South Carolina, who talks about mental imagery in wrestling. In the presentation, he states how he conducted a survey to wrestlers that was administered by another person, so it was unbiased that consisted of four questions. These questions consisted of the following: Does mental imagery work? Does it not work? Compare your age to mental imagery working. How long have you been wrestling? (Manning). These surveys were given to twenty-one wrestlers and at the end of it the results were that out of the twenty-one wrestlers only four said mental imagery does not work, the other 17 said it does. Mr. Manning also states that several of the wrestlers said that the older they get, the more goals they set as a mental image and want to achieve them.

In conclusion, I believe it’s very clear that mental imagery is not only a motivating tool, but also a good preparation tool with the reason for that being the possibility of failure. The connection between imagery and cognitive psychology is a major theme in the history of psychology (Goldstein p. 298). Throughout the history of sports or everyday life for individuals, we all use mental imagery to set goals, visualize, and mentally prepare for situations to help us succeed and achieve goals.

References:

Goldstein, E. Bruce. Cognitive Psychology: Connecting Mind, Research, and Everyday Experience. Cengage, 2021.

Norman R. Manning. (2015, Autumn). Mental Imagery and Wrestling. https://jstor.org/stable/community.13378515

Flashbulb memories are a very special kind of memory and I find them to be one of the most interesting kinds that we have. Based on the textbook definition, they are “highly detailed, vivid memories for significant and highly emotionally charged events” (Goldstein 2021) that are so elaborate that you feel like you are right there in the moment again. Flashbulb memories feel like they are etched into your brain, including all of the sights, sounds, things you could feel and smell, the people around you, and just about everything surrounding the moment. Flashbulb memories can be a very important part of who you are, as they feel as though they represent very important moments in our life that become like a visual photograph to forever be remembered in our brains. Even though researchers argue that these memories are no more significant than others, it sure does feel like they are when you experience one.
Most people, when asked about flashbulb memories, have one in regards to the moment they found out about 911. For me, that’s not the case as I was only 2 years old at the time. My parents have both told me their memories, and it’s true, they are vivid and highly detailed, down to where they were in the moment and what clothes they were wearing. My greatest flashbulb memory is of the day that my first grandparent died. My dads mom had been sick for a while but was in a nursing home and getting care and all seemed to be well. I decided to go on a beach trip with my friends to celebrate our younger friend graduating high school. It was the second night that we were there when I got the text from my dad at 1:05 in the morning, “can I call you”. I remember feeling my heart instantly fall and I started to shake as I dialed the phone, knowing what was ahead somehow before he even told me. I remember his exact words “mommom has passed away, I am so sorry” and then i remember crying into my best friend’s arm until i fell asleep. Everything about the 5 minutes that it took to get that text and get off the phone with my dad has been forever ingrained in my brain now. I was forever emotionally changed from this event and it shows how this can become my flashbulb memory. It is crazy how powerful a memory can be and how much it can stick in your brain.
When researching more into flashbulb memories I found an interesting article from The MIT Press Reader that went into more detail on the significance and differences between flashbulb memories and normal everyday memories. When looking into this, they found some very interesting findings about the validity of these flashbulb memories over time. Based on research they followed, there was a decrease in the validity over time, however not in the confidence the person had in the memory. (MIT 2023) I found this super interesting because you would think that such important and crucial events, that do become so ingrained in your brain, could have an expiration date. It is also sad to think that you may not remember it as clearly and accurately one day as sometimes you are trying to hold on, and that’s all that is left.
Flashbulb memories are a very unique category of memories. They are detailed and intricate and stem from significant and emotionally charged events. They can play a significant part in understanding someone’s past. Even though they may become technically invalid one day, and it cannot be proven that they are any real different than everyday memories, it’s nice to hold onto the idea that they are.

Goldstein, E. B. (2021). Cognitive psychology: Connecting mind, research, and everyday experience. Cengage.

The MIT Press Reader. (2023, June 26). What are Flashbulb Memories? https://thereader.mitpress.mit.edu/what-are-flashbulb-memories/

Have you ever tried to solve a problem in a way that seemed unconventional? You may have participated in creative problem-solving. This is when you are thinking of a large number of solutions that are original, but useful as well (pg. 377). I work with children, and I constantly have to think of new ways to solve children’s problems such as unwanted behaviors they are displaying or maybe an issue they are having with a friend. Some strategies work with certain children and other strategies do not so this is where I have to get creative. Now, have you ever wanted to solve that problem in an unconventional way, but the more you reflected it seemed unreasonable? There were times when I wanted to try a different approach with a child, but I was stuck in my way because the strategies I used beforehand all worked with other children. Instead of thinking of creative ways to help this child, I stuck to what I knew, and this did not benefit them. Eventually, I did change my approach and it benefited the child greatly. There is research that suggests that reflecting on how people solve problems is important to their learning. Reflection is when you take the time to examine your thoughts and feelings. Researchers Rosseel and Anseel (2021), want to show and examine the effects of reflection on creative problem-solving to see if there are any discrepancies with the previous research.

One reason why they are questioning the effectiveness of reflection in creative problem-solving is that uncertainty is a defining factor of the creative process (Rosseel & Anseel, 2021). If you are taking the time to think if your idea is good, then this can hinder what makes it a creative idea. Creative solutions are not always the most logical and overthinking can lead to a hinderance of that. The next reason is that reflection is assumed to lead to better task performance. If you have a schema for how to solve a certain task, then you can reflect on that previous situation and use that schema to solve the current problem. This limits creativity because you are not coming up with new ways to solve a problem, but utilizing previous schemas that you know have worked before. Sometimes these schemas do not always work and do not allow for the flexibility that creative problem-solving might need since some situations are unique.

This article examines two different studies the researchers conducted. The first study asked participants to complete two creative problem-solving tasks and reflect on their creative approach in between all while being timed. They found that “task reflection without imaginative reflection hindered idea generation” (Rosseel & Anseel, 2021). Imaginative reflection is when individuals think about what other approaches, they could have used to solve a problem. The second study looks at how people can learn by elaborating on others’ experiences and they use the term “vicarious elaboration”. They are trying to make sense of others’ experiences by watching their behaviors and the consequences that they experienced. The researchers found that vicarious experience did not improve creative problem-solving. Both studies found that this did not lead to better outcomes than no reflection at all. This means that reflection can hinder our creative problem-solving abilities.

References

Rosseel, J., & Frederik, A. (2022). When reflection hinders creative problem-solving: A test of alternative reflection strategies. Journal of Business and Psychology, 37(2), 429-441

Goldstein, E. B. (2021). Cognitive psychology: Connecting mind, research, and everyday experience. Cengage. 376-380.

In Lesson 11, we learned about language and how we have the ability to capture it. According to our textbook, language is “a system of communication using sounds or symbols that enables us to express our feelings, thoughts, ideas, and experiences” (Goldstein, 2019). In other words, language can be used with words, actions, or symbols. For example, my boyfriend has a 2 year old Yorkshire Terrier named Asher. Besides barking, Asher has a set of buttons and bells to help him communicate with everyone. He has one button that says “play!” if he wants to play, “outside!” if he wants to use the bathroom or wants to go out for a walk, and “feed me please!” if he wants something to eat.

We also learned that language is creative as well. It can “provide a way of arranging a sequence of signals to transmit from one person to another, from the simple and commonplace to messages that have perhaps never been previously written or uttered in the history of the world” (Goldstein, 2019). This creation of words made it possible to create sentences and formed the hierarchical and and rule based nature of language. With the hierarchical nature of language, we can use a few words to create phrases, which can form longer sentences. With the rule based nature of language, phrases and sentences can be formed one way and not the other. For example, the sentence “The dog went on a walk” would be permissible for the English language; the sentence “Dog walk went” would not be permissible.

Going back to Asher, we created a way to help him communicate with us by using the buttons that say different phrases. Aside from the buttons and bells, he also taps on our leg if he wants attention or if he needs anything. He also brings his toys to my boyfriend and myself if he wants to play. Although Asher is a dog, his way communicating with us is to use various ways to show he wants to connect. Using his own language, this makes it universal and how powerful communication is, whether it is language between two humans or a human and an animal.

Goldstein, E. B. (2019). Cognitive psychology: Connecting mind, research, and everyday experience. Cengage.

The checkered chess battlefield offers more than just a thrilling contest of wits. It is a realm where strategy, calculation, and foresight intersect. While the objective – the elegant capture of your opponent’s king – seems simple, achieving it demands a sophisticated approach to problem-solving. Let us dive into the fascinating world of cognitive psychology to understand how the ancient chess game sharpens our minds and prepares us for challenges on and off the board.

At the heart of chess lies visual imagery. Picture yourself studying the board, each piece a symbol of potential. Arranging and rearranging these elements in your mind is a mental exercise in spatial reasoning, crucial for pinpointing vulnerabilities and plotting cunning maneuvers. (Goldstein, 2018, chapter 10)

However, mere visualization is not enough; planning is the key to victory. In chess, we plan from the very first move. From short-term tactical strikes to long-term strategic domination, a chess player must envision possibilities several steps ahead. As Charness (1981) demonstrated, expert players are masters at “thinking ahead,” simulating scenarios in their minds to predict outcomes and outwit their opponents.

While chess is a game of infinite possibilities, calculated choice is its backbone. Each potential move requires meticulous evaluation. Is exchanging pieces strategically wise, even if it means sacrificing a powerful piece for long-term positional advantage? Should your focus bolster an impenetrable defense, or is a surprise attack the path to victory? Beginners might rely on simple heuristics, such as “never leave your king exposed,” while more seasoned players adopt complex strategic principles, continuously weighing risks and rewards with every decision.

The chessboard is dynamic, as the tide can change in a battle. An opponent’s unanticipated move might dismantle your best-laid plans, forcing you to adapt, rework your strategies, and visualize new possibilities on the fly. This echoes the unpredictable and ever-changing nature of real-world problem-solving, where mental agility is paramount.

The cognitive benefits of chess extend far beyond its 64 squares. Research like that of Gobet and Simon (1996) reveals that chess expertise enhances pattern recognition. Players develop the ability to quickly process board configurations and identify familiar tactical motifs, allowing them to access past knowledge and respond rapidly in new contexts.

Chess is more than a pastime; it is a workout for your mind. Through visual imagery, planning, evaluation, and adaptability, chess strengthens our problem-solving abilities and prepares us to tackle the unexpected. So, next time you sit before the board, remember that each move is not just about winning the game but training your brain to think creatively, analyze critically, and become a strategy master. These skills will undoubtedly serve you well in all of life’s challenges.

REFERENCES

Goldstein, E.B. (2018). Cognitive Psychology: Connecting Mind, Research and Everyday Experience (Chapter 10: Visual Imagery). Cengage

Goldstein, E.B. (2018). Cognitive Psychology: Connecting Mind, Research and Everyday Experience (Chapter 12: Problem Solving and Creativity). Cengage

Charness, N. (1981). Searching for chess expertise. Memory & Cognition, 9(4), 387–397.

Gobet, F., & Simon, H. A. (1996). Templates in chess memory: A mechanism for recalling several boards. Cognitive Psychology, 31, 1-40.

“2nite;” “l8er;” “LOL;” “EZ;” “luv u”—these are some common examples of text messages I’m sure you have sent or received at least once in your life. Often, when texting friends and family, we tend to omit punction, avoid correct capitalization, and shorten words into single- or double-letter abbreviations without a second thought. Of course, when sending an email to a coworker or professor, or writing an assignment (like this blog post!), you would not typically follow these trends: instead, your writing would be formal, grammatical, and easy to follow.

cud u imgn if i wrote my whole blg like this?? tht wud be CRAY CRAY! LOL!!!

…and probably very difficult to understand. Text messages are usually sent in short bursts of one or two sentences each. Writing a whole post in this format would be both informal and almost illegible—hence why we don’t. However, this doesn’t mean that the way we text—textspeak, as it is labeled by some linguists—is any less important. As a matter of fact, some linguists view textspeak as its own language: John McWhorter, a professor of linguistics at Columbia University, created a Ted Talk discussing the beauty of textspeak as its own language (2013). He explained, “What texting is…is fingered speech. That’s what texting is. Now we can write the way we talk” (5:12). Think for a moment: When you’re speaking to someone else, are you actively considering what contraction of “you’re” you should be using? where your punctuations go? how long you should make your sentence? Usually, no. These are things you think about when writing—when writing an email or a speech or a formal essay—but not when you’re speaking. This goes for texting as well. Even with speech-to-text, people don’t often add every piece of punctuation they would were they writing something more formal; just enough to get their idea across in a legible manner.

Texting is essentially like multitasking: adolescents have become capable of turning the way they speak into a form of writing. If we look at texting the same way as most linguists do, we too would see that it is “a written communication designed to be as fast and flexible as spoken language” (Postan, 2020, para. 11). In our minds, we are quickly able to swap between the ways we write and text depending on the current context. We are bidialectal, in a sense. We have learned to communicate in a fast and efficient manner, by mixing the way we speak with the way we write. While it may be EZ to luk @ txtng & thnk, “Our generation is devolving,” this is proving to be far from the case. If anything, this unique form of communication shows just how creative humans are, as they continue to work together to evolve this whole new language, allowing them to write the same as they speak.

References:

McWhorter, J. (2013, February). Txtng is killing language. JK!!! [Video]. TED. https://www.ted.com/talks/john_mcwhorter_txtng_is_killing_language_jk/transcript?language=en&subtitle=en.

Postan, L. (2020, January 11). Impact of Texting on Language. BLEND. https://www.getblend.com/blog/impact-of-texting-on-language/.

The early years of life are such an incredible period for cognitive development. One principal aspect of early childhood development is language. Language is not only speaking, but communicating through listening, verbal cues, and sign language, and taking in information in other forms, like reading. As a parent of a 4-year-old and a 22-month-old, I am in awe as I watch my children learn how to communicate with others. I think a lot about the words I use in front of them. My son who is almost two is now starting to use more words, and I am constantly trying to get him to say words. I am constantly on the lookout for signs of delay, though I remind myself that all kids learn at their own pace. This got me thinking about what typical language development looks (or sounds) like, and how speech delay and other disorders affect language development in young children.

In early childhood, there are specific markers that parents and caregivers can watch for to make sure their children are on track. Currently, there isn’t enough evidence to suggest that physicians should use “formal screening instruments in primary care to detect speech and language delay,” (McLaughlin, 2011). However, there are guidelines on typical development in both receptive and expressive language modes for children. For example, according to asha.org, by 24 months, children should be able to use at least 50 words, put two words together, follow two-step instructions, among other things. If a child isn’t reaching the milestones, it could be for a number of reasons.

One reason a child isn’t meeting milestones could be that they have speech and language delay. In this case, as well as with some other language disorders, the language problem is the primary condition, meaning that it isn’t caused by another condition, Often, developmental speech and language delay can be addressed and improved with therapy and/or intervention.  (McLaughlin, 2011). This is why it is so important for parents to be open with their care providers, so that if the child needs extra assistance, they can access the help that they need to thrive.

Another reason for the missed milestones could be the result of another condition, such as autism spectrum disorder, cerebral palsy, childhood apraxia of speech, hearing loss, etc. According to Right Start Children’s Services, childhood apraxia of speech of speech is associated with problems in the Broca’s area of the brain (Right Start Services, 2022). “Broca’s area is involved in speech production, and damage to the area causes difficulty in producing speech,” (Course Content). Again, children experiencing delays caused by other conditions can benefit from speech-language therapy (McLaughlin, 2011).

As children grow, especially between the ages of 0-5, they learn so many skills. One of the most important pieces of their development is language. They learn, not only to talk, but to understand others around them, to socialize with their families and friends, through listening, speaking, sign language, and even reading. Cognitive impairments can make communication and language skills more challenging, which is why it is so important to be aware of. As we honor each individual child’s process of learning, we also get to watch their language blossom from barely communicating to telling full stories, which is incredible to witness.

References

McLaughlin, M.R., (2011, May 15). Speech and language delay in children. American Family Physician, 83(10), 1183-1188.

Right Start Children’s Services, (2022, April 21). What does delayed speech in toddlers look like?   https://www.rightstartservices.com/what-does-delayed-speech-toddlers-look-like/#:~:text=Oral%20Motor%20Problems%3A%20Many%20toddlers,making%20oral%20movements%20when%20speaking.