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Memory is the set of processes involved in storing information. In 1968, researchers
Atkinson and Shiffrin proposed a model of the memorization process. The Atkinson-Shiffrin
model contains three major stages, sensory storage, short-term and long-term memory.
Sensory Storage holds direct impressions of sensory events for short periods of time,
usually lasting for only a couple of seconds. For example, when taking class notes, students
in general are able to remember a sentence dictated and write it down. However this
sentence is quickly wiped off memory as new sentences are dictated.
Long term memory is virtually unlimited in capacity and is very organized. Psychologist
have tried to categorize long term memory:
Categories| Descriptions
| | Episodic Memory
| Record of specific events experienced and remembered. This memory include one's ability
to recall events in one's own life, and makes up a very small part of Long term memory.
| | Semantic Memory
| General information and facts, such as our name, phone number, geography, etc.
| | Declarative Memory
| All information that can be written or spoken. This memory includes all of the episodic
and semantic memory.
| | Procedural Memory
| Memory that must be acted out, such as bicycle riding.
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Short term memory is the 2nd type of memory storage. Short term memory is of limited
capacity and can hold 5-9 units of information at once. It is possible therefore to remember
a 7 digit phone number, but to retrieve an address simultaneously would be more difficult
because that would exceed the capacity. Information in short term memory is faded if not in
use. To retain the information for a long period of time, we must repeat it to ourselves
in a process known as rehearsal. Through elaborative rehearsal, short term memory can
eventually become long term.
Although memories can have a strong feeling of truth, however
psychologist have also found evidence suggesting that memories, especially long term are
constructive. This means that later events and experiences can influence what one remembers
and distorts the original memory. Memories can also be forgotten. Forgotten memories are
those that cannot be recalled and the theories for forgetting include the following:
Theories| Tenets
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| Disuse/Decay
| Information not used will be lost through atrophy. Vivid memories leave stronger
imprints and are more easily aroused later on.
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| Motivated Forgetting
| Unpleasant memories are repressed and moved to one's unconscious mind where they will
be unavailable to retrieval.
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| Interference
| Memories are not lost as much as they are inhibited. For example learning two languages
at the same time can cause interference that affects a person's memory of the two languages.
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| Cue-Dependent
| Recall is most effective in certain environment with the presence of cues. For example
it is easier to remember math formulas in a classroom than in the movies, where the formulas
are forgotten.
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