memory (LTM). To elaborate, information about your environment is collected through your senses. This information is then entered into your STM, also called working memory (WM). From the STM, some of this information is rehearsed and eventually encoded into the LTM where it is then stored permanently. Alternate models have been proposed in regards to how information is processed. For instance, some argue that there is one type of memory in the brain which has different levels of processing within it. Nevertheless, the classical model poses memory as dual memory (short-term and long-term) model. Another related theory is the dual-code theory which splits the brain processes into two systems: an imaginal system and a verbal system. The imaginal system primarily stores concrete events and objects while the verbal system stores more abstract information from language. This theory also allows for knowledge transfer within both systems as images, expressed through verbal language, can be encoded and placed into the imaginal system. While these theories can be traced back to gestalt psychology, many of these theories were influenced by the rise of technology, neuroscience, and communications. Constructivism Constructivism is a philosophical perspective which argues that much of what one learns and understands about the world is constructed. Constructivists believe that knowledge is created within and reject the idea of pre-existing scientific knowledge waiting to be discovered. With that in mind, constructivists argue that learning needs to be structured so that they challenge students to make sense of new knowledge. Theories from two major psychologists, Piaget and Vygotsky, form the foundational ideas of constructivism: cognitive constructivism and social constructivism. Cognitive constructivism Cognitive constructivism, stemming from Jean Piaget's theories, sees learning as adding new information to cognitive structures that are already there. Piaget's theory claim that people cognitively develop by passing through several stages: sensorimotor, preoperational, concrete operational, and formal operational. The sensorimotor stage, which occurs from birth to around age 2, is when children act spontaneously to make sense of their world. Much of these actions are sensory in nature (e.g. touching) and rooted in present action. The preoperational stage occurs between ages 2 to 7 and is categorized by children being able to reflect briefly on the past and imagine the future. However, in the preoperational stage, most of one's thinking in this stage is still grounded in one's experiences in the present. The concrete operational stage, which occurs between ages 7