Field Dependence And Information Processing Models

People rely on incoming information and stored information to perform their everyday functions. However, humans have a natural capacity of how much information they can attain. We are unable to store all of our acquired information without different systems that organize our information. Working memory is one of these systems that temporarily holds and manages information for cognitive processing (119). Baddeley’s working memory model is made up of four components that allow for temporary information to be stored (109).

Atkinson’s and Shiffrin’s (1968) multi-store model was extremely successful in terms of the amount of research it generated. However, as a result of this research, it became apparent that there were a number of problems with their ideas concerning the characteristics of short-term memory. Building on this research, Baddeley and Hitch (1974) developed an alternative model of short-term memory which they called working memory. Baddeley and Hitch (1974) argued that the picture of short-term memory (STM) provided by the Multi-Store Model is far too simple. According to the Multi-Store Model, STM holds limited amounts of information for short periods of time with relatively little processing. It is

Research has shown that there is “greater activation in the left inferior frontal and medial temporal lobes” (Stanford, 2006, p. 208) during the encoding of words which were later remembered as compared to those which were forgotten. The sensations perceived by sensory nerves are decoded in the hippocampus of the brain into a single experience (Mastin, 2010). The hippocampus analyses new information and compares and asssociates it with previously stored memory (Mastin, 2010). Human memory is associative in that new information can be remembered better if it can be associated to previously acquired, firmly consolidated information (Mastin, 2010). The various pieces of information are then stored in different parts of the brain (Mastin, 2010). Though the exact method by which this information is later identified and recalled has yet to be discovered, it is understood that ultra-short term sensory memory is converted into short term memory which can then later be consolidated into long term memory (Mastin, 2010).

Scientists still to this day are studying whether long-term memories are fully lost. The purpose of human memory is to use past events to help guide their future actions, however; the human brain does not maintain perfect information of the past and is not reliable information. “The human brain can easily create false memories due to a misinterpretation of an event” (Carter 2009). “The chief explanations for forgetting include interference, retrieval failure, and constructive processes” (Loftus 2016). Memory interference happens when the remembering of specific material learned in the past blocks the memory formation of other new learned material. Human often experience having information “on the tip of their tongue” but are unable to recall

This essay addresses the working memory model which was proposed by Baddeley and Hitch (1974 in Smith & Kosslyn, 2007) as a response to Atkinson and Shiffrins (1968 in Smith, 2007) multi-store model. According to Baddely and Hitch the multi-store model failed to explain most of the complexities of the human memory and viewed it as being too simplistic. They argued that the short term memory store must have more components rather it being a single inflexible store as suggested previously by Atkinson and Shiffrin (1968). The working memory model is therefore an enhancement of the multi store model. According to Baddeley and Hitch working memory is a limited- capacity system that stores and processes information.

These models serve as guides to help us better comprehend how the arrangements of our internal architecture work. The modal model by Adkinson and Shiffrin of memory was one of the first models to give us an overview of the informational process over all the various memory types. It depicted the encoding process where the information gets in, storage conserves data and retrieval is initiated. Adaptive Control Thought (ACT) is a model that pinpointed the strengths of separate loops for implicit and explicit memories (Friedenberg & Silverman, 2012). This specific model also hypothesized as to how propositional information is organized in declarative memory. It clearly shows the relationship between the working and long term memory. It also validates the collaboration of some components of the working memory to the visuospatial sketchpad, articulatory loop and the executive control system (Friedenberg & Silverman, 2012). Kosslyn and Schwarts model of visual imagery impacted the way the human brain deals with images. According to this theory, the visual images are compacted within the same spatial characteristics of real world objects or the scenes they depict. Rotation of objects is an additional form that uses imagery to demonstrate conversions that can be applied to visual

To be stored in long-term memory, information must pass through several systems and processes. First, information is absorbed by the sensory memory system. When attention is focused on specific information it will pass to the short-term memory system. Information is then often rehearsed so that it is able to stay in short-term memory for a period of time. Eventually, the information can be encoded, by a variety of methods, into the long-term memory system.

Our learning process is a very complex thing. Our brains have to take in the information and turn it in to knowledge. In the article “The Biology of Learning” by Stephen Londe, it says that our brains go through this long process in order for us to memorize the information. However, every brain works differently, how we each have a different learning style, how we collaborate information, how sleep affects learning, and how it processes the information. According to The Biology of Learning our brains have to go through a long process to remember the new information learned. The process of learning is very complex, there is two major components of learning. The first major component is understanding the new information that

The brain memorization process is very complex. Known as engrams, the brain encodes the experiences “by strengthening the connections between groups of participant neurons” (Schacter, 1996). Once formed, engrams vegetate until familiar signals bring them back into memory. There are two types of encodings: shallow and elaborative. Used on a daily basis, the brain practices’ shallow encoding to store short-term memory. An example, in classroom practices of shallow encoding, is the homework page and exercises assigned. On the other hand, long-term memory storage happens thru elaborative encoding by creating associations and connections with prior knowledge. For instance, in a classroom

As the capacity of the human mind is inadequate, storing information into an external source is necessary to maximise memory (Williams & Woodman, 2012). Subsequent cueing aids the recovery of previously learned material, whilst not altering the processes by which new information is absorbed. This theory is known as “directed forgetting” (Lee, 2012; Williams & Woodman, 2012).

Some people have even referred to it as the brain’s “scratch pad” or “the brain’s Post-it note”. The working memory lasts longer than the sensory memory, anywhere from a couple seconds to a minute. However, unlike the sensory memory, the short-term memory can actually recognize, recollect, and process a small amount of information. This makes “the brain’s Post-it note” in a readily available state for the length of the memory. The readily available state makes the working memory appealing, however, the short-term memory has a limited capacity of a few facts. (Mastin) In terms of importance, the working memory is similar to the sensory memory. The short-term memory is the next step in retaining the memory into long-term memory. This is done by attention, consolidation, or association.

Memory is an essential segment within the human body, in which plays the role of being able to encode, store and retain and subsequently recall information from past experiences including previously learnt facts, figures, experiences, impressions, skills and habits (Source 2) . As memory can then be separated into different sub-units each one having its own speciality function within the memory that as a whole helps the memory function appropriately. It can firstly be broken down to Sensory memory, short –term memory (STM) and long-term memory (LTM). Immediately when a memory is generated it is stored, into STM and depending on its use eventually into LTM. The memory acts as a filter, processing through pieces of information and past experiences to evaluate whether it is useful or not.

Information processing is how the brain interrupts and holds onto the information learned at any given time. There are many different aspects that go into what information is stored, how long it is stored for, and how it is used. The first important concept is a script. A script allows a person to recall information on how an event will take place, this is true for remembering how to act in a classroom, what to do at the grocery store, or even the right way to act in social settings. The script is learned from passed experiences and is perfected over time. Scripts allow a person to engage in regular activities almost as though he or she is on

Memory is a huge area of interest as it affects our everyday life and without it we would be dramatically impaired. Multiple studies have been conducted to find out more about memory, such as the study by McDougall (1923) into implicit and explicit recognition, and the study by Bruner (1969) on different types of memory. However squire (2004) believed that more experiments testing how the brain stored information were needed. In the past decade, theories about memories have changed dramatically due to the increase in studies exploring memory (Zola-Morgan & Squire, 1993). One change of theory was the acknowledgement that there was more than one type of memory; long-term and short-term (Zola-Morgan & Squire, 1993; Schacter, 1987). Studies researching memory soon went on to distinguish between two types of long-term memory; declarative and non-declarative memory (Krupa, 2009). Declarative memory, also known as explicit memory, is the conscious memories we store about facts (semantic memory) and events (episodic memory) (Zola-Morgan & Squire, 1993; Byrne, ….). The opposite of this is non-declarative memory, also known as implicit memory. Non-declarative memory refers to our unconscious memory and skills and habits we learn such as riding a bike (Byrne, n.d.). It also includes simple forms of associative learning (conditioning) and non-associative learning as well (Byrne, n.d.).

Memory is defined as "the persistence of learning over time through the storage and retrieval of information." Our memory can be compared to a computer's information processing system. To remember an event we need to get information into our brain which is encoding, store the information and then be able to retrieve it. The three-stage processing model of Richard Atkinson and Richard Shiffrin suggests that we record information that we want to remember first as a fleeting sensory memory and then it is processed into a short term memory bin where we encode it ( pay attention to encode important or novel stimuli) for long-term memory and later retrieval. The premise for the three step process is that we are unable to focus on too much