The phonological loops isresponsible for the storage of phonological memory, whereas the visuo-spatial system is responsible for handling visual information. The last slave, the episodic buffer, is responsible for integrating the two salves as well as handling any other information not covered by them.If a student is constantly taking in new information without taking a break, then they are most likely not retaining the information that was just read. While discussing the Attention Restoration Theory, Felstendiscussed the four properties that promote recovery from mental fatigue. The four properties are: being away, extent, fascination, and compatibility (Kaplan, 1989 p. The theory proposes various types of attentions, which are Directed attentionDirected attention refers solely to those tasks that need the full concentration of the brain, thereby requiring an individual to delay emotional reactions, as well as stopping thought that would destruct their lines of thought. The directed attention fatigue is the resultant effect of direct attention fatigue, which is the tiresome nature of the brain following prolonged direct attention. Effortless attention, on the other hand, refers to the attention the brain gives without the need for forced concentration, such as watching a movie for leisure. Restored attention refers to the attention that the brain gets following a change of brain functions. This may result from doing something else, which demand a person to use a different part of the brain, as well as taking walks to the wilderness or other natural environments.If students do one of these four properties, it will result in attention restoration. Working memory and attention restoration theory play hand in hand. When a student increases their short, scenic breaks while studying then they will eventually increase their working memory. If their working memory increases and allows them to retain information that is, more relevant, this will cause an increase in their academic performances. The feeling of being restored allowed students to be refreshed and study longer. They were not exhausted and were able to focus on the work at hand. The result was if students take breaks while studying, they did not suffer from attention restoration. Being relaxed and having a moment to catch up allows their working memory to expand. The more the student’s working memory expands the more knowledge the
Baddeley, A. (2003). Working memory: Looking back and looking forward.NatureReviewsNeuroscience, 4, 829-839. http://dx.doi.org/10.1038/nrn1201. In G.A. Bower (Ed.), The psychology of learning and motivation: advances in research and theory (Vol. 8, pp. 47–89), New York: Academic Press.
Felsten, G. (2009). Where to take a study break on the college campus: An attention restoration theory perspective.Journal of Environmental Psychology, 29, 160-167. http://dx.doi.org/10.1016/j.jenvp.2008.11.006
Lipka, S. (2011).Engineering Majors Hit the Books More Than Business Majors Do, Survey Finds. The chronicle of higher education.http://chronicle.com/article/Who-Hits-the-Books-More-Study/129806/
Kaplan, R.; Kaplan, S. (1989). The Experience of Nature: A Psychological Perspective.Cambridge University Press.ISBN 0-521-34139-6.
Importance of topic (First paragraph describing
topic, research question, prevalence and consequences
of behavior, and real-world importance) (20) _____15______
Summary of theory (defines and describes important
constructs of theory) (20) _____15______
APA Style (10) _____9.5______
TOTAL (out of 50): 39.5
Please type your essay title, choose your document type, enter your email and we send you essay samples