Long Term Memory Storage

In the section “Tips from the Science of Memory-for Studying and for Life”, found in our textbook, “Experience Psychology”, the Arthur Laura A. King discusses the importance of study habits. She addresses the skills needed to turn short-term memory into long-term memory through organizing, encoding, rehearsing and retrieving the information we study and memorize. “No matter what the model of memory you use, you can sharpen your memory by thinking deeply about the “material” of life and connecting the information to other things you know.” (King. 2013).

Outline and evaluate research in to the duration, capacity and encoding information in short term memory.

Storage in human memory is one of three core process of memory, along with Recall and Encoding. It refers to the retention of information, which has been achieved through the encoding process, in the brain for a prolonged period of time until it is accessed through recall. Modern memory psychology differentiates the two distinct type of memory storage: short-term memory and long-term memory. In addition, different memory models have suggested variations of existing short-term and long-term memory to account for different ways of storing memory

The information processing model, the stages of implementing memories in the brain, can help students comprehend the steps to learning and retaining their objectives. Sensory memory is the first step of the process and deals with sights and sounds. If someone perceives the information, it is now a short-term memory. A long term memory is created when short-term memories are elaborated or revisited. This is an important studying tool. Students who revisit the material they learned, have a greater chance of mastering the material. I have the opportunity to hand out homework that revisits ideas multiple times. (pg. 81)

Long-term memory as it is obviously enough, intended for storage of information over a long period of time. Despite our everyday impressions of forgetting, it seems likely that long-term memory actually decays very little over time, and can store a seemingly unlimited amount of information almost indefinitely. Short-term memories can become long-term memory through the process of consolidation, involving rehearsal and meaningful association. Unlike short-term memory (which relies mostly on an acoustic, and to a lesser extent a visual, code for storing information), long-term memory encodes information for storage semantically (i.e. based on meaning and association). However, there is also some evidence that long-term memory does also encode

Long-term memory (LTM) is defined as information retained over time and is retrievable via various stimuli, such as through the five senses. LTM works in conjunction with working memory to receive and process information for storage (Sousa, 2011). With this knowledge, educators are able to tailor their instructional strategies for optimal results for students. Learners must be provided with various tools to help them organize and process the information being delivered in the classroom (Özel, 2009)

In the study of cognition, memory is essential. When studying types of memory, short term memory is essential to look at separately from other forms of memory. Short term memory is defined as being able to retain small amounts of information for approximately 30 seconds unless the person uses rehearsal (Goldstein 2011). Rehearsal is used to describe when someone constantly repeats information to remember it for a certain period of time. One of the questions in the field of cognitive psychology is how much can short term memory hold. Baddeley (1975) published an experiment that tested how much short term memory will hold. One researcher, Miller, had suggested that the “magic number” is seven. However, Baddeley chose to focus on how

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).

Memory is defined as “an active system that receives information…puts that information into usable form, organizes it as it stores it away and then retrieves the information from storage” according to the Revel definition. (Revel) The way that people learn varies among different personalities but is brought about by experience or practice, long term memories are those that pretty much stay with us permanently. Using this information to help students learn more efficiently and to keep that information with them I found this article on the APA website. According to the article there are three research proven ways to study that increase the comprehension of the students and preserve the information in long term memory. The three

Computers store data in memory, and simulate human memory when they achieve this. It might be easy to predict the mechanism of how computer memory works, but the function of human memory is much more sophisticated. Basically, the role of memory is to retain information, store them and retrieve when it is necessary. According to Bunuel (1984)," You have to begin to lose your memory, if only in bits and pieces, to realize that memory is what makes our lives. Life without memory is no life at all. Our memory is our coherence, our reason, our feeling, even our action. Without it, we are nothing" (pp.4-5). This simply illustrates the

Learning takes place every day in one’s life; whether by what is seen or said. However, how one retains what is learned can be quite different. It is either by learning large quantities of information in a short period of time or by spacing information into number of sessions.

There are three phases of memory; which are encoding, storage, and retrieval. According to Calvillo (2014); encoding is the processing of information so that it can be stored, storage is the retention of encoded representations over time, and lastly retrieval is the act of recalling or remembering stored information when it is needed. When students use these three phases in school properly it will lead to success in their academic career but if they just do minimal preparation and cut corners it will lead to a stressful time for the student. For example in the encoding process a good student would reread a section until they familiarize themselves with the new information. A bad student would just go over a section once and just keep on going on to new information even though they have not familiarized themselves with the new

The short and long term memory are two memories storages powerhouses within the brain that permit to save information that is retrievable by the individual command. Short-term memory is what we use when we try to hold a telephone number in our head just long enough to dial it (Presley & McCormick, 2007). Indeed, this short memory process gives the individual the ability to memory information that is relevant to perform a specific task such as calling. On the other side of the spectrum, long-term memory provides the individual to accesses large pieces of information that was acquire more than a few minutes ago or even a long time ago it could be years. The short and long term memory sometimes function together and in some occasion function independently. Furthermore, the important pinpoint right here is that in the education context the teacher must be informed and familiar with the short and long term memory concepts to effectively teach students.

The crucial factor of long term memory is how well organized the information is. This is affected by proper encoding (elaboration processes in transferring to long term memory) and retrieval processes (scanning memory for the information and transferring into working memory so that it could e used).

When students are immersed in a situation where they are required to memorize a certain amount of information in a limited period of time, students often use memory techniques in order to store a given information. Most studies have suggested; students resort to using short-memory as a tool in a last minute exam/quiz study session. Short-term memory is defined as a finite amount of information that can be temporarily stored and retrieved for up to 20 seconds. Short-term memory can also hold up to nine groups of stimuli in a given information (Weiten, Stalling, & Wasden, 2007). Models that have been used in the past demonstrate that short-term memory involves a rehearsal loop: the process of repeating information by practicing either verbally or cognitively.