Memory Is A Key Aspect Of Psychology

Memory is divided into three categories. These categories consist of: sensory memory, short term memory and long term memory, out of these short term memory is the main focus in this essay. It has been widely researched due to interest of how much memory can be stored, how long this memory can be stored for and what information is memorised.

In the last half century several theories have emerged with regard to the best model for human memory. In each of these models there was a specific way to help people recall words and

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

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

In this paper I will revisit Russon’s definition of memory, and three of the aspects that he presents as important in the memory process. I will also argue that our body play an important role for our remembering, as does the objects we interact with. As well as present my position on Russon description of memory demonstrating that Russon’s description is indeed relatable to the actual human experience.

Human memory is a complex cognitive structure, which can be defined in many ways. One would argue that memory is 1.) The mental function of retaining information about stimuli, event, images, ideas, etc. after the original stimuli is no longer present. 2.) The hypothesized storage system in the mind that holds this information is so retained. A clear distinction is made between different types of memory systems and can be divided into subclasses.

Memory is both an essential, yet complex, psychological process that relies on numerous neuroanatomical structures, including parts of the prefrontal cortex, cerebral cortex, temporal lobe, amygdala, cerebellum, basal ganglia, and the hippocampus, just to name a few. However, almost all areas of the human brain are connected to the systematic functioning of memory. According to Okano, Hirano, & Balaban (2000), differentiation between the process of memory and the process of learning is important in order understanding the neurobiological aspects of memory, although both are very closely connected. The researchers define memory as a behavioral modification resulting from innate experiences, while the act of learning is more of a process for

The purpose of this experiment is to demonstrate that people can forget what they have just previously remembered. People are more likely to recall a stimulus correctly if the context is the same as previously presented; people are more likely to forget if the context is different. Participants were St. Francis Xavier University undergraduate students in Cognitive Psychology. There were three different phases of the experiment; Phase I: a series of 44 word-pairs was presented. Participants read the words silently; Phase II (cued-recall): a cue-recall test was imposed. Participants were to recall a word that matched the cue presented; Phase III (memory judgment): a cue and parget-pair were displayed. Participants were to remember whether they had recalled the target previously in Phase II. It was found that there is a statistically highly significant difference between conditions “same” and “different”, F(1,46) = 139.7, p < .001, indicating that our memories are often contingent upon context.

Memory is defined in our textbook Mastering the World of Psychology, as the process of encoding, storages, and retrieving information. There are three processes in memory. The three processes are encoding, storage, and retrieval. The first process in memory is encoding. Encoding is “the process of transforming information into a form that can be stored in your memory.” The second process in memory is storage. Storage is “the process of keeping or maintaining information in your memory.” The last and final process in memory is retrieval or retrieving. Retrieval is “the process of bringing to mind information that has been stored

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.

Memory retrieval is likely to be good when information that has to be remembered has already been tested before multiple times. In fact, practicing retrieval has a larger effect than actually revising this information (Hockley, 2009).

The aim of this investigation was to look to see if there is a difference in the recollection if the format in which information is presented is different. Lists of words and images were compared to find the most effective source of recollection. This topic of research has many real life applications for instance how students study in preparation for exams. If there is a format that is more successful at recollecting memory then that would help with studying and can be expanded to how general education is taught. This field of psychology could help to revolutionise memory and its capabilities if enough study is concentrated on it.

The results of the experiment indicate that recall is more accurate and easier when a set of numbers are smaller chunks as opposed to larger chunks. The mean recall of the control group was 8.81 compared to a mean of 4.69 in the experimental group. These findings are consistent with David W. Fendrich and Raina Arengo’s (2003) findings which indicate that the length of a string of numbers does affect the ability to recall. Although the participants found it significantly harder to remember the numbers in larger chunks, the results do indicate that it is difficult for participants to recall chunks when the number of chunks surpass the “Magical Number Seven” plus or minus two based on Miller’s (1956) findings. This supports the hypothesis of this experiment and confirms the findings of the original experiment. However, the results may have occurred because of the overwhelming amount of numbers in the experimental group as opposed to the minor amount of numbers in the control.

Recall is the act of recovering information from memory storage. Studies in recovery have been focused on which strategies help in recovering information from memory stores. Craik and Lockhart (1972) describe short-term store (hereafter STS) as the memory in which information may be forgotten in less

Richard Atkinson and Richard Shiffrin (1968) proposed a model called the modal model of memory and was sort of a compilation of many features of models that were being proposed at that time. The model has structural features which are three stages. The first state is sensory memory which is where all information that is being taken in is held for a couple of seconds. The second stage is the short-term memory which can hold 5 to 7 items for 15 to 30 seconds. The last stage is long-term memory can hold a large amount of information that can be stored for years or decades. This memory system is described as a control process because it is active and is controlled by the individual and differs from person to person. Control process includes rehearsal which is the repetition of a stimulus in order to keep it in your