Short Note On Short Term Memory Essay

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

Verbal short term memories encode and represent information in a phonological form in immediate memory. This was highly supported by Baddeley and Hitch’s (1974) working memory model. Baddeley and Hitch introduce the “phonological (articulatory) loop”, a mechanism in the short term memory which helps in the retention of verbal information temporarily. (Baddeley & Hitch, 1974). As these mechanisms are heavily dependent on the phonological systems, they have brought about inefficiencies in memory encoding bringing about various effects which includes phonological similarity effect ( difficulty in recall due to similar sounding words), word length effect (recall to be more difficult with long words than short words), the unattended speech effect

Working memory's current understanding largely stems from the model in 1974 by Baddeley and Hitch, since then it has been recently advanced. The boss being the central executive, who controls and monitors all the information processing. The two other separate storage systems that support the central executive: phonological loop, who functions as the temporarily store for phonological information, and the visuospatial sketchpad where visual and spatial representations are temporarily stored and manipulated (Baddeley, 1996). The integrator of information from the subcomponents of working memory and long term memory is known as the episodic buffer, it is the recently proposed addition (Baddeley, 2000). Many people when they think of an individual

Learning is the process of gaining knowledge or skills through study, experience or teaching. It is a process that depends on experience and leads to long-term changes in the possible behaviour of an individual in a given situation, in order to achieve a goal.

Short Term Memory Loss. Ironically most of us don’t even think about memory that often, much less Short Term Memory. Because of that, this psychological disorder often tends to get overlooked for a small problem that no one wants to take serious. Most people would recognize this disorder from the popular movie, Finding Nemo. In which one of the main characters suffers from short term memory loss. In the film it’s taken as a lovable flaw, instead of the serious disorder that it is. But Short Term Memory is a lot more than one disorder found in a character in a movie. It is a somber disorder that could happen to any of us. This paper will be going through the gravity of this disorder and the causes to its victims.

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.

Working memory allows for the immediate recall of information when given a task that requires the use of stored memories. This study focused on analyzing the effects of mini quiz games on the working memory's ability to recall nonsensical words in graduate students. More specifically, it investigated how repetition aids in storing information within both the visuospatial sketchpad and phonological loop. Due to the multiple exposures to the nonsensical words through the mini quiz game, students were able to have consistent access to the information in order to recall what they have learned when given the task at hand of taking a quiz.

Information in working memory is delicate and easily disappears, in order to be retained it needs to be kept activated. However, if new information does not receive an appropriate amount of attention, activation will quickly diminish. One strategy to help keep information activated in working memory for longer than 20 seconds, a person can review the information mentally (Dingfelder, 2005). Teachers can and do help students perform this review of information during classroom lessons. Once the teacher stops the lesson to ask students if they have any questions, they are giving students a few seconds to contemplate and mentally review the information they have just learned. Another method that teachers can use to assist students with retaining

Short term memory (STM) is the second process in the ever so popular Information Processing Model and it is the area where information is the most readily available, but also most susceptible to being forgotten (Baddeley, 1986). STM has a very limited capacity, and can usually only hold so much information, the magic formula for this being “7 +/- 2” (Insert source). The formula of plus or minus two, simply stated is that humans STM’s can only store five to nine items of information at a time. Research has also shown that there is trace decay theory for items being STM, where items are easily forgotten within seconds if they are not put through the articulatory loop (Baddeley, 1986). As described by Baddeley, the articulatory loop is rehearsal of items that are currently stored in the STM. If items are not mentally rehearsed, then they are lost. Baddeley was the first to coin the term articulatory loop, but most researchers use it interchangeably with the term phonological loop. The phonological loop is specific to rehearsing verbal information in order to

Specifically, long words (e.g., blasphemy, situational) are more difficult to remember than are short words (e.g., cat, school) because the phonological loop is limited in its storage capacity by articulatory rate (i.e., the number of words that can be said in 1.5-2 s; Baddeley, Lewis, & Vallar, 1984). Again, this same effect is evident for signed languages in that signs that take longer to articulate (i.e., that have larger or more repetitive movements) are more difficult to recall than are shorter signs (Wilson & Emmorey, 2006). Furthermore, task-irrelevant speech, whether it is a language foreign to participants or simply a string of nonsense syllables, can disrupt working memory for spoken language (Neath, 2000). Likewise, irrelevant visual “noise,” either of pseudosigns, analogous to nonsense words in English, or to a lesser extent, nonlinguistic material such as moving shapes, causes decreases in word recall (Wilson & Emmorey, 2003). Finally, articulatory suppression of spoken language, in which participants make irrelevant mouth movements (e.g., silently forming the word “the” repeatedly), and of sign language, in which participants make irrelevant hand movements (e.g., opening and closing the hands in an alternating pattern), both interrupt the rehearsal mechanism of the phonological loop and therefore decrease word recall (Murray, 1968; Wilson & Emmorey,

One of the most important models that exists in education is how the brain learns and stores information. Knowing this information allows teachers to plan successful lessons for students to learn. Dr. David A. Sousa explains these two processes through a model with different visuals to represent how the short-term and long-term memory store information. The brain learns through the senses, and in order, most people learn best through sight, then hearing, then touching. Short-term memory is what we consider to be temporary, and it has a short span of time where it can adequately remember information. The short-term memory can also be interrupted in the case of a distraction in the classroom. The two separate parts in short-term memory are immediate

The short-term memory allows a person to store the information for long enough for it to be used, the short-term memory can also be called the working memory however this term later came to have a different meaning. The short-term memory however only has a limited capacity to store information; Miller (1956) claims that in order to save space in a person’s short-term memory they chunk information together but despite this space saving the short-term memory can only hold seven plus or minus two of these chunks of information. According to Atkinson and Shiffrin (1971) this information can be stored unaided for about 15-30 seconds, this time frame can be extended by rehearsal.

Second, short term memory. What is short term memory? According to the textbook, short term memory is defined as the working memory, and in the glossary, it says; “memory that holds information briefly before it is stored and forgotten” (Chapter 7 Memory. and In Holt Psychology; Principles in Practice (pp. 161-166)]. What this means is that short term memory is the second step before long term memory. You use short term memory every day. For example, when you need to call someone and you have the phone number in your mind, it is in your short term memory. You probably need to write it down before the thought, or the phone number, disappears or fades from your short term memory. But, short term memory has its drawbacks. When you study for a test, the information will probably be transferred to your short term memory. When you’re done taking the test, the study information will disappear, because you don’t need the information for the test, and plus, it’s in your short term memory Sensory memory also branches off into iconic and echoic memory, which are the following; ionic memory is the buffer for when incoming visual information is stored as a picture or icon. Echoic memory stores sound.

Information processing models (IPM), first developed in the 1950s, seek to explain how learners’ observations and novel experiences are transformed via processes related to memory, cognition, and thinking to allow for new knowledge acquisition (Schraw & McCrudden, 2013). In this model, the brain functions in a similar manner as a computer—that is receiving inputs, processing the input, and delivering an output (In an article describing IPM, Schraw and McCrudden (2013) detail how the components of IPM work to form new knowledge. By this model, learning begins at the sensory memory level, the temporary register of inputs we sense. Up to 5-7 pieces of discreet data can be acknowledged by the brain at any given time. These data are processed in a very short amount of time, and if deemed stimulating or interesting, the data will be transferred to the working memory, otherwise it will be forgotten or discarded. In working memory, also called short-term memory, data are chunked into meaningful units or otherwise processed. Information in working memory can be lost due to interference, decay, or retrieval failure. Information that does remain in working memory is rehearsed or deeply processed before being sent to long term memory. Long term memory stores both inactivated memories, and activation memories that it sends back to the working memory for further processing and rehearsal (Schraw & McCrudden, 2013).