Models amd Stages of Memory Essay

Low levels of processing include operations like counting the letters in words and higher levels of processing might include forming semantic relationships such as understanding what the words’ meaning is. According to Craig and Lockhart who formulated this theory memory recall would improve as the information is processed in greater depth. However it has been hard to define exactly what depth is and it has been found that there are other factors that make people remember things. (Zachmeister, E.B., Nyberg 1982)

In video 2, Dr. Chew talks about the difference in shallow and deep processing. Shallow processing is memorizing facts and isolated things whereas deep processing is making connections to real life applications. Many people use shallow processing to memorize definitions or random facts. Doing this does not help you actually learn because you are not making connections to real life situations. Anyone who uses shallow processing can achieve deeper processing my reading the book and answering the questions at the end of the chapter and making

* Levels of processing theory- proposes that deeper levels of processing results in us remembering information for a longer period of time

Memory is the process of encoding, storing and retrieving information in the brain. It plays an import role in our daily life. Without memory, we cannot reserve past experience, learn new things and plan for the future. Human memory is usually analogous to computer memory. While unlike computer memory, human memory is a cognitive system. It does not encode and store everything correctly as we want. As suggested by Zimbardo, Johnson and Weber (2006), human memory takes information and selectively converts it into meaningful patterns. When remembering, we reconstruct the incident as we think it was (p. 263). Sometimes our memory performance is incredibly accurate and reliable. But errors and mistakes are more commonly happen, because we do

74. Raymond remembers, “When I was a sophomore, I took the hardest physics test of my life, and I was happy with my C.” This memory represents a(n)

Memory is the retention of information over time and it changes through our lifespan, from infancy through adulthood (Santrock 218). There are two types of memory, explicit and implicit.

Memory is a set of cognitive processes that allow us to remember past information (retrospective memory) and future obligations (prospective memory) so we can navigate our lives. The strength of our memory can be influenced by the connections we make through different cognitive faculties as well as by the amount of time we spend devoting to learning specific material across different points in time. New memories are created every time we remember specific event, which results in retrospective memories changing over time. Memory recall can be affected retrospectively such as seeing increased recall in the presence of contextual cues or false recall of information following leading questions. Memory also includes the process

McLeod (2007) describes memory as the psychological function of processing & preserving vast amounts of information such as visual images, acoustic sounds and semantic meanings. According to the Oxford Dictionary of Psychology (2009), memory involves a series of interconnected systems that serve different functions. The basic divisions of these systems are declarative and procedural memory, episodic and semantic memory and long and short term memory.

There was a case of a man name KF and he had damage to the occipital

The first process of memory is attention. There is much more information around you than you can process at any one time. Thus, you must make choices (conscious and unconscious) regarding the information you will remember. Once information is acknowledged, it needs to be encoded in order to be remembered. Encoding refers to translating incoming information into a trigger

Originally WM was introduced by Baddeley & Hitch (1974) as an improved version of STM. It has received much attention and is credited with solving many theoretical problems that existed with the original, simple MSM version of what lies between sensory stores and LTM. In fact, WM is the way we store information while we are working with it, or attending to it. According to Baddeley (2007) the term WM referred to provisional storage and handling of information that was supposed to be crucial for a wide range of complex cognitive actions. Some scholars even believed that WM capacity helped predict learning rate and ultimate levels of attainment in the L2 (e.g., Ortega, 2009). STM or WM holds the information that is in our immediate consciousness

Prior to the early 1970s the prominent idea of how memories were formed and retrieved revolved around the idea of processing memory into specific stores (Francis & Neath, 2014). These memory stores were identified as sensory memory, short-term memory, and long-term memory. In contrast to this idea, two researchers named Fergus Craik and Robert Lockhart proposed an idea linking the type of encoding to retrieval (Goldstein, 2015). This idea is known as the levels of processing theory. According to this theory, memory depends on the depth of processing that a given item is received by an individual (Goldstein, 2015). Craik and Lockhart stressed four points in supporting their theory. First, they argued that memory was the result of a series of analyses, each level of the series forming a deeper level of processing than the preceding level (Francis & Neath, 2014). The shallow levels of processing were believed to hold less importance and are defined as giving little attention to meaning of an item. Examples of which include focusing on how a word sounds or memorizing a phone number by repeating it over and over again (Francis & Neath, 2014) (Goldstein, 2015). The deeper levels processing involve paying close attention to the meaning of an item and relating that meaning to something else, an example of which would be focusing on the meaning of a word rather than just how the word sounds (Francis & Neath, 2014) (Goldstein, 2015). The second point Craik and Lockhart

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

up and down a pool, we may be focusing our attention on a piece of

A related function attributed to short-term memory is its role as a stepping stone on the path to long-term memory, while information is being memorized through rehearsal or elaboration. Thus, working memory has long been implicated in both short-term and long-term storage. A somewhat more modern view of working memory takes into account not just the storage of items for later retrieval, but also the storage of partial results in complex sequential computations, such as language comprehension. The storage requirements at the lexical level during comprehension are intuitively obvious. A listener or comprehender must be able to quickly retrieve some representation of earlier words and phrases in a sentence to relate them to later words and phrases. But storage demands also occur at several other levels of processing. The comprehender must also store the theme of the text, the representation of the situation to which it refers, the major propositions from preceding sentences, and a running, multilevel representation of the sentence that is currently being read (Kintsch & vanDijk, 1978; vanDijk & Kintsch, 1983). Thus, language comprehension is an excellent example of a task that demands extensive storage of partial and final products in the service of complex information processing. Most recent conceptions of working memory extend its function beyond storage to encompass the actual computations