Introduction In 1972 Fergus Craik and Robert Lockhart developed a framework to explain memory. That framework suggested that memory is not a conscious action, but is the way information is processed which is why we remember information we do not intend to ( Craik & Lockhart, 2008). Craik and Lockhart proposed that there are two levels are processing which include: shallow and deep processing. Shallow processing requires little attention to meaning, while deep processing requires close attention (Goldstein, 2008). Both processes depend on the depth of processing by distinguishing between the two. Shallow processing takes two forms which are structural processing which is the appearance and phonemic processing which is the sound and the process of the two only involves maintenance rehearsal (McLeod, 2007). In a way, shallow processing is like teaching a child what animals are and the sounds that they make. First, you teach the child how to identify the animal and then you teach the child the sound the animal make. Deep processing involves semantic processing which is when we can relate a certain word to a similar word and similar meaning, and the process involves elaboration rehearsal that has a meaningful analysis and we can recall the information better (McLeod, 2007). In other words, deep processing is like a synonym, a word that almost has the same meaning as another word. Method There were a total of 4 participants that participated in this study. We all did this experiment on Coglab (Francis & Neath, 2007). We logged in to Coglab and click on the tab at the top that says labs. After clicking labs we clicked on levels of processing and read the directions for the experiment. The directions let us know that there woul... ... middle of paper ... ...sing. One would think that it would be the opposite way around thinking that shallow processing recall time is faster than deep processing, but this comes to show how amazing the brain is and there are endless opportunities to learn about it. References Craik, F.M., & Lockhart, R.S. (2008). Levels of Processing and Zinchenkos approach to memory research. Journalof Russian & East European Psychology, 46 (6), 52-60. doi: 10.2753 /RPO 1061-0405460605 Francis, G., & Neath, I. (2011). CogLab Online Version 2.0. (4th ed.). Belmont, CA: Thompson/Wadsworth Learning. Goldstein, E. B. (2011). Cognitive Psychology: Connecting Mind, Research, and Everyday Experience (3nd ed). Belmont, CA: Wadsworth/Thompson Learning. McLeod, S. A. (2007). Levels of Processing. Retrieved March 8, 2014 http://www.simplypsychology.org/levelsofprocessing.html
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Mcleod (2007) defines memory as the structures and procedures included in the storage and later retrieval of information. Evidence hints that the predominant coding technique in short term memory (STM) is acoustic coding. The principle encoding system in long term memory (LTM) seems to be semantic coding (by meaning). However, information in LTM can also be coded both visually and sound-related (Mcleod, 2007).
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Furthermore this article expands upon this subcategory of memory by describing the two types of tasks involved with it: verbal-production ta...
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...pporting details. At the conclusion of the article, the authors share their thoughts on how it might be virtually impossible to determine when a memory is true or false. I also like their willingness to continue the investigations despite how difficult it might be to obtain concrete answers.
Memory is the tool we use to learn and think. We all use memory in our everyday lives. Memory is the mental faculty of retaining and recalling past experiences. We all reassure ourselves that our memories are accurate and precise. Many people believe that they would be able to remember anything from the event and the different features of the situation. Yet, people don’t realize the fact that the more you think about a situation the more likely the story will change. Our memories are not a camcorder or a camera. Our memory tends to be very selective and reconstructive.
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Sensory memory provides the ability to truly experience photograpical skills, enabling one’s self to focus on the details from the image (Sperling, G., 1960). However, seconds later, short-term memory can only recover few details from the image (Phillips, W. A., 1974). Days later, it may even be difficult to recall the whole image, so the brain may only recall the gist of the image (Brainerd C.J., Reyna V.F., 2005). According to a research from the book “To see or not to see: The need for attention to perceive changes in
Goldstein, E. (2015). Cognitive Psychology: Connecting mind. Research, and everyday experience (4th edition). Stamford, CT: Cengage Learning