The phonological loops isresponsible for the storage of phonological memory, wereas the visuo-spatial system is responsible for handling visual information. Te last slave, te episodic buffer, i responsible for integrating the two salves as well as handling any other information not covered by them. I a student is constantly taking in new information without taking a break, ten they are most likely not retaining the information that was just read. Wile discussing the Attention Restoration Theory, Flstendiscussed the four properties that promote recovery from mental fatigue. Te four bing away, etent, fscination, ad compatibility (Kaplan, 1989 p.
Te theory proposes various types of attentions, wich are Directed attentionDirected attention refers solely to those tasks that need the full concentration of the brain, tereby requiring an individual to delay emotional reactions, a well as stopping thought that would destruct their lines of thought. The directed attention fatigue is the resultant effect of direct attention fatigue, wich is the tiresome nature of the brain following prolonged direct attention. Efortless attention, o the other hand, rfers to the attention the without the need for forced concentration, sch as watching a movie for leisure.
Rstored attention refers to the attention that the brain gets following a change of brain functions. Tis may result from doing something else, wich demand a person to use a different part of the brain, a well as taking walks to the wilderness or other natural environments. I students do one of these four properties, i will result in attention restoration. Wrking memory and attention restoration theory play hand in hand. Wen a student increases short, breaks while studying then they will eventually increase their working memory.
I their working memory increases and allows them to retain information that is, mre relevant, tis will cause an increase in their academic performances. Te feeling of being restored allowed students to be refreshed and study longer. Tey were not exhausted and were able to focus on the work at hand. Te result was if students take breaks while studying, tey did not suffer from attention restoration. Bing relaxed and having a moment to catch up their working to expand.
Te more the student’s working memory expands the more knowledge the. ..
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