Information Processing Theory: A Case Study

In dual-process theories of the Mind there are two major information processing systems. System 1 and System 2, are theorized to support most forms of cognitive processing. Brain structures activated during System 1 processing are centered on the amygdala, the ventral striatum, dorsal cingulate cortex, ventromedial prefrontal cortex and lateral temporal cortex. System 2 processes information in a slow, effortful, conscious manner. Outputs of System 2 are experienced as generated voluntarily by the Self.

Clinical reasoning describes the thought process that leads to clinical decision (McCallister & Rose, 2000). The refinement of Clinical reasoning comes with knowledge and experience in the field. Hence, Tracy would not have the ability to use her clinical reasoning skills as well as a certified SP. Additionally, a concept within SP is the International Classification of Functioning (ICF). It is a framework that provides the consideration of the health and wellbeing of all people (O'Halloran & Larkins, 2008).

Informational Processing, from lesson 3.04 talks about 3 different types of processing. They are called, Visual, Acoustic, and Semantic. With visual processing, you processing things such as pictures or visual memories whilst learning. An example of this in my own life would be when I see pictures in a textbook, I process them as key points so that if a test had that picture on it, I’d remember that picture and know what it’s about or what information it 's towards regarding the test. The second one, Acoustic processing, this is processing with sound.

Sensory memory is snapshots of the environment around one. The purpose of sensory memory to prevent one from being overwhelmed

Nursing practice requires both critical thinking and clinical reasoning. Critical thinking is the process of deliberate higher level thinking to define a patient’s problem, examine the evidence-based practice in caring for the patient’s, and make options in the delivery of optimal care. Critical thinking involves the demarcation of statements of fact, judgment, and opinion. The progression of critical thinking requires the nurse to think imaginatively, use reflection, and engage in logical thinking (Alfaro-LeFevre, 2013). Critical thinking is a vital skill needed for the recognition of patient’s problems and the execution of interventions to endorse effectual care outcomes (Bittencourt & Crossetti, 2012).

Introduction The field of healthcare involves decision-making in every sphere of its life cycle. Decision-making can pose a challenge in cases where there is less or negligible domain-specific knowledge. Although there exists ample amount of understanding of the way the healthcare domain works, it has its share of uncertainties and complex situations that call for an explicit understanding of the relation between various occurrences of events, likely causes and effects that govern the domain. In such cases, experience plays a crucial role in assisting the decision-making process, and one such approach to medical reasoning is the Case-based reasoning (CBR) approach, that uses previous experiences to solve new problems.

The types of reasoning patterns tend to vary with the experience of the nurse. Novice nurse tends to rely on

Diagnostic reasoning is a process of generating and testing hypotheses (Stolper et al., 2011), which is done by transforming medical data into an actionable diagnosis that is important for the functioning of a nurse practitioner (Rajkomar & Dhaliwal, 2011). According to Pelaccia, Triby, and Charlin (2011), clinical reasoning refers to ‘the cognitive process that is necessary to evaluate and manage a patient 's medical problem’. That helps the clinician to make diagnoses and decisions. The diagnostic reasoning process is done by two cognitive systems, the first is called an intuitive system that occurs automatically based on the past experiences and knowledge (Rajkomar & Dhaliwal, 2011). The second system is explained as analytical, in which

Baddeley (2012) discusses this model and how it has evolved over the years. He introduces the basic components of their initial framework, which consist of the central executive that controlled information flow to and from two separate temporary storage systems: the phonological loop and the visuo-spatial sketchpad. He explains that the phonological loop refers to a temporary store of verbal information that can be maintained through rehearsal. He found an improved memory span for words that produce a sentence over unrelated words indicating that the phonological loop interacts with outside systems. To account for this interaction, he added another component to his model that interacts with long term memory, which he called the episodic

How reliable are the two models or theories of the cognitive process of memory, “|…|the process of maintaining information over time” (Matlin, 2005) , known as the multistore model (MSM) and the levels of processing model (LOP)? Both of these models have been widely criticized, but simultaneously they have improved our knowledge and understanding of how the process of memory works. In this essay both of these models of memory will be evaluated by presenting the strengths and limitations of each. The first model, the multistore model, was put forward by Atkinson and Shiffrin (1968) which suggests that the concept of memory involves three stores; the sensory stores, the short-term store (STS), and the long-term store (LTS).

Clinical reasoning is the process of thinking that guides an occupational therapist clinical practice (Shafaroodi, Kamali, Parvizy, Mehraban, O 'Toole, 2013). Seminal work by Fleming (1991) identifies three areas of the clinical reasoning thought process; procedural, Interactive and conditional (Robertson & Griffiths, 2012). Through my learning style of reader/writer my personal clinical reasoning is drawn strongly from the use of textbooks and research articles. As I transition from a student learning about practice to a new graduate being immersed in practice my natural reasoning process will be to access the literature. This will assist in transforming my procedural reasoning into conditional reasoning with practice (Robertson & Griffiths, 2009).

The scientists used a website called Science Buddies and they found an article in the website called Do the Eyes Have it? The scientists found out that there are different types of memory functions that store information for different periods of time. There is working memory which is reciting something to yourself over and over to remember it immediately measured in seconds. There is short-term memory which is what you remember over short periods of time, measured in minutes or hours. There is long-term memory which is what you remember over long periods of time, measured in days, weeks, months, or years.

Introduction According to information processing model, short term memory has a limited capacity to hold information (Atkinson & Shriffin, 1968). The span of short term memory is said to be limited to about seven items (+2) (Miller, 1956 as cited in Terry, 2000). Short-term memory is also an active memory where we do our active memory processing (Lefrancois, 2000). For this reason, several researches have called the short term memory the working memory store (Gordon, 1989).

Long term memory is the storage of memories over a long period of time. These memories are usually stored permanently and can be retrieved whenever necessary, usually aided by retrieval cues (Ericsson, K. A., & Kintsch, W., 1995). Two key features of long term memory are episodic and semantic memory. Episodic memory is related to memories of events that have happened in someone’s life, for example remembering your first day of school, whereas semantic memory is related to general knowledge and facts as well as helping us understand words and objects (Lee, A. C. H., Robbins, T. W., Graham, K. S., & Owen, A. M., 2002) for example knowing that London is the capital of England. Semantic and episodic memory have similarities as they are both categorised

When thinking about the ‘key features’ of long-term memory in order to answer this essay question, the first elements that come to mind are the different kinds of long-term memory that humans have in order to retain information, and which is the most effective/ important when comparing them all. The key features of long-term memory (LTM) that will be explored in this essay, as shown by Keane and Eysenck (2015), come under ‘declarative’ memory. Within declarative memory, both episodic and semantic memory is going to be evaluated and discussed. During the discussion; duration, capacity and accuracy will be examined and comparisons will be drawn between the features in order to choose to most effective feature of long-term memory. Evaluation