The Atkinson And Shiffrin Human Memory Model From Stimuli

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).

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

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

Our short-term memory is said to require the allocation of cognitive resources (Atkinson & Shiffrin 1968). Peterson & Peterson (1959) conducted the classic study of short-term

Memory in the human brain is a complex process which is easier understood by the use of theoretical constructs. Memories begin as sensory stimuli which become sensory memory which only last about one second, from there it moves into working memory which lasts for about twenty to thirty seconds and is used to process information. Within working memory there are a few separate processes, the central executive which directs attention, the episodic buffer which is a secondary storage lasting ten to twenty seconds, this area communicates with long term memory as well as the central executive. The visuospatial sketchpad which is used to visualise visual and spacial

Memories constantly change each time an individual recalls them, and eventually these memories begin to diminish over time as we age. The complexity of memory is utilized in unprofessional and professional settings. Memory is defined as being the accumulation of information learned overtime, which can be retrieved at a later time (Myers). Encoding, storage, and retrieval are

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.

One reaction paper wouldn’t be enough for me to share my thoughts and point the most important parts of this chapter, but I will try to. “The three-stages model divides memory into three sequential stages: sensory, short-term, and long-term memory (R.C. Atkinson & Shiffrin, 1968)” (Plotnik and Kouyoumdjian 240).

The two concepts that I resonated with are Memory and the Psychodynamic theory. Starting with the Psychodynamic theory is an approach to psychology that studies the psychological forces underlying human behavior, feelings, and emotions, and how they may relate to early childhood experience. This theory is most closely associated with the work of Sigmund Freud, and with psychoanalysis, a type of psychotherapy that attempts to explore the patient’s unconscious thoughts and emotions so that the person is better able to understand him or herself. The second one is Memory; understanding how memory works will help you improves your memory. Which is an essential key to attaining knowledge. Memory is one of the important cognitive processes. Memory involves remembering and forgetting. I chose the two concepts because throughout the class they stood out to the most. Understanding the conscious, subconscious mind and also memory. I’m interested in understanding the human behavior.

Do you know what the Working memory model is? Per the website explorable.com, the working memory model was proposed by Alan Baddeley and Graham Hitch in 1974. They had studied the 1968 Atkinson-Shiffrin model in 1968 and believed that the model’s short term memory store lacked detail. The 4 main components of the working memory model are; Central executive, Articulatory-Phonological loop, Visuospatial sketchpad, and Episodic buffer.

“Every time I learn the name of a student, I forget the name of a fish” was once said by David Jordan, the president of Stanford University (Anderson, Bjork & Bjork, 2000). This statement is interesting because it brings up the idea of the amount of information one can consume and maintain available at any given time; this information is put into memory. Memory is the process of maintaining, recovering, and applying information about episodes and events, when the original material is not current (Goldstein, 2008, p. 136). This definition mean even if we have not just experience that memory, our brain can go back in time and retrieve what has happened hours, days or years ago. Retrieving memories from the brain is the process of relocating material from Long Term Memory (LTM) back into working memory, where it becomes available through consciousness (Goldstein, 2008, p. 197). Our brain is capable of retrieving information because it has been encoded. Encoding is the process of obtaining information then converting it into memories, in which goes onto our LTM (Goldstein, 2008, p. 196). The main claim of this essay is that is that if a memory is encoded correctly, then that is all that is needed for memory failure or success and the process of retrieving memories also relies on the encoding of the memory.

It has been agreed in the literature that memories can generally be defined in terms of time (Nader, Schafe & LeDoux, 2000). Memory is sensitive to disruption soon after learning as it is in a labile state of short-term memory (STM). Conversely, memory enters a stable form and is less sensitive to such disruptions in long-term memory (LTM) at a later stage after learning (Nader et al.). Research has argued that the process in which labile new memories transform into stable long-lasting memories is known as consolidation (Nader et al.). After memories are consolidated, they can re-enter states of transient instability, making them vulnerable to disruption immediately after retrieval (Yue et al., 2012; Si et al., 2012). This is known as memory reconsolidation (Yue et al.; Si et al.). Finally, the re-exposure to a particular context without reinforcement can lead to memory extinction (Merlo & Romano, 2008).That is, the temporary weakening of an earlier conditioned response can lead to extinction (Merlo & Romano). However, the number of events or duration of a single event in that exposure will determine whether memory extinction or reconsolidation is activated (Merlo & Romano).

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

Memory makes us. It is, to an extent, a collection of unique and personal experiences that we, as individuals, have amassed over our lifetime. It is what connects us to our past and what shapes our present and the future. If we are unable remember the what, when, where, and who of our everyday lives, our level of functioning would be greatly impacted. Memory is defined as or recognized as the “sum or total of what we remember.” Memory provides us the ability to learn and adjust to or from prior experiences. In addition, memory or our ability to remember plays an integral role in the building and sustaining of relationships. Additionally, memory is also a process; it is how we internalize and store our external environment and experiences. It entails the capacity to remember past experiences, and the process of recalling previous experiences, information, impressions, habits and skills to awareness. It is the storage of materials learned and/or retained from our experiences. This fact is demonstrated by the modification, adjustment and/or adaptation of structure or behavior. Furthermore, we as individuals, envision thoughts and ideas of the present through short-term memory, or in our working memory, we warehouse past experiences and learned values in long-term memory, also referred to as episodic or semantic memory. Most importantly, memory is malleable and it is intimately linked to our sense of identity and where we believe we belong in the world.