SEARCHING FOR CONNECTIONS
The understanding of personal trauma, be it physical, emotional or mental, is essentially achieved through making connections. Creating connections among various aspects of life, such as education and personal experiences, is a significant factor in overcoming the aftermath of any detrimental event. Through an increase of knowledge regarding the primary root of the problem, one is presented with an opportunity to grow and improve mentally as well as emotionally. Then, they are able to use the insight they obtained during that time and potentially apply it to future circumstances. However, this is not a passive process, but rather one that forces an individual to push themselves to search for connections among various pieces of information in order to create a path forward towards healing.
Making connections between past and present is a significant part of my life. My past has guided my academic pathway in more ways than I ever anticipated. As I mentioned in the about me section, during my sophomore year of high school, I suffered a major concussion that caused short-term memory loss and Attention-Deficit/ Hyperactivity Disorder (ADHD). Although the concussion was not expected to have a long-term effect, it did. The short-term memory loss subsided, but the ADHD did not. However, ADHD does have an impact on my memory due to the sensitivity of my attention-span. I am easily distracted, therefore I still struggle with focusing, doing simple tasks, guiding my attention, and understanding simple concepts. School became difficult as I had to retrain my brain to focus. The thought of my brain never returning to its normal state was at first devastating to me at the time. However, rather than letting it defeat me, I decided to gain more understanding on traumatic brain injuries and the long-term effects they could have in order to understand myself better. Not only that, but I also began taking more classes focused around cognitive functions.
During Fall of my sophomore year at the University of South Carolina Union, I enrolled in the
PSYC 455 Neuroscience course taught by Dr. Lee Morris. While taking this course, I learned about the
memory process and how memories are formed. During the course, we learned about the formation of
memories. The long-term memory process includes 4 stages. The first stage is the sensory memory.
The senses (vision, auditory,tactile, olfactory) intake all incoming information and hold it for
0 to 3 seconds. Oftentimes there is a residual effect of information that is left over from what was
recently perceived. That information then reaches the working memory (previously referred to as
short-term memory), which lasts for approximately 30 seconds. While in working Memory, the
information enters a phonological loop or the visuospatial sketchpad. The phonological loop is the
mental rehearsal of the input that the auditory senses just received. If the input is visual, the
visuospatial sketchpad will activate, which is the mental visualization of the input that was recently
perceived. However, due to my shortened attention span, it is easier for my working memory to be
disrupted, which is where my memory tends to fail me. The interruption of the phonological loop is
referred to as articulatory suppression. It prevents the mental rehearsal of what the sensory buffer
recently received. Therefore, I must take preventative measures to minimize distractions, such as
remaining in a quiet environment when studying. Without distractions, the information is able to be processed through the working memory stage properly, maximizing the potential for recalling the information. Removing disruption during the working memory stage allows the brain to efficiently process the input and forward it to the next phase. After information reaches the working memory phase, it must be repeated through a process referred to as memory consolidation in order to be stored in long-term memory. This process includes repeating or practicing information that is learned. Without repetition, the information could be lost and never stored in long-term memory. The stage following working memory is the intermediate memory. Intermediate memory receives the information that the brain has deemed significant to some extent. The time period for this stage ranges from a few hours to a few days. Major events or significant information will then reach the long-term memory stage, which could last years to a lifetime. Once I learned about the memory process, I was able to apply it to my studies. I understood the importance of minimizing distractions, rewriting my notes multiple times, and viewing the information in various formats.
Neuroscience: Memory Process Notes- Fall 2020
Upon returning to school after my concussion, I was required to use different learning styles than those I used prior to my concussion. In order to do well, I had to comprehend information in a profound way and understand the processes behind the information given. Not only that, but I also had to consistently rewrite my notes so that the information would be repeated. It was not until the Neuroscience course that I understood why repetition and making connections was significant in the learning process. We learned that there is a difference between memorizing and learning. Memorizing is useful when used just to pass a test. However, learning is more beneficial over time because one is fully understanding the concepts that were presented. Rather than just attempting to memorize the information that was given, I used outside resources to gain a deeper understanding of the concepts. After completing the course, I had a more thorough grasp on the functions of the brain. I then took the knowledge and applied it to my other classes, as well. This method allowed me to make connections with everyday life, which then increased the chance of successfully recalling the information. Taking neuroscience gave me the opportunity to learn how the brain works and ways to improve my memory by understanding the memory process.
The connections that I have created between courses have not only enhanced my
academic experience, but has also been beneficial to my personal life. When I began
taking courses that related to the brain, I never fathomed that there would be so much
insight that could be used in my life outside of school. All of my classes included
information that could be applied to other academic experiences. For example; my
neuroscience course provided materials that were covered again in my Cognitive
Psychology course. While neuroscience covered the long-term memory process, the
Cognitive Psychology course included information regarding the complication in the
process. I was able to combine the knowledge gained from both courses and connect
it to my personal experiences. Prior to the Cognitive Psychology course, I was unsure
about how ADHD affected my working memory. Additionally, the USC Union Research
club took a trip to Columbia to attend a talk at the Institute for Mind and Brain. The research talk was done by Dr. Steven Woltering, the Director of the Neurobiological lab for Learning and Development. He discussed the concept of attention hyperactive disorder and the signs of it in individuals. He explained how it can affect the persons daily life and relationships. The aspects of ADHD that he mentioned during his talk confirmed the explanations of the specific points in which my memory fails.
USC Union Research club at the Institute for the Mind and Brain - November 26, 2020
Connecting my personal life and academic experience changed my outlook on college. I realized that I had the opportunity to grow and learn more about the things I was passionate about. When discussing college with other students, many of them have yet to make the connection. They simply see school as more work for them and they are simply trying to pass. There is a distinct difference in the attitudes of students that connect their personal life and academics compared to the ones that do not. They tend to desire more insight into their topic of choice.