Understanding Memory and Its Underlying Processes

Memory, and the processes it involves, form the basis of learning and studying. In order to establish an ideal study method to ensure success at university, one needs to understand memory and its underlying processes. Basic explanations will provide information about a wide range of established theories along with their empirical evidence to suggest an optimal study technique. Further understanding will come from discussing encoding, storage and retrieval theories as well as the interdependent relationship they have in influencing effective study strategies. All of this knowledge will then be used in proposing the optimal study technique to ensure accurate and long term memory.

In 1974, Baddeley and Hitch proposed a three-component model of working memory comprising of ‘the central executive’, ‘the phonological loop’ and ‘the visuospatialsketchpad’. In 2000, Baddeley added a fourth component to the model, he called it ‘the episodic buffer’. This model forms the basis on which our mind functions and creates meaningful elaboration and depth of processing.

All auditory and verbal information received through the conscious mind is filtered into the phonological loop; also written text can be converted into phonological code. This process is known as ‘silent articulation’ and consists of two parts; the phonological store (inner ear) and the articulatory control process (inner voice).

The visuospatial sketchpad is another process of our working memory in which visual and spatial information is manipulated and temporarily stored. Examples include remembering shapes, colours, locations or the speed at which objects move in space.

The episodic buffer is a system which forms a vital part of both encoding and recall although it is limited in...

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...ess required in storing information into long memory, is completed. The material has undergone maintenance rehearsal, temporarily storing the information in the short term memory, and has subsequently undergone elaborative rehearsal, encoding the information into long term memory. Another factor to consider when studying information, is the spacing effect. Learning done using the distributive practise tends to see much better results to learning done using the massed practise. The purpose of studying is not limited to receiving and encoding information, but also to retrieve that information when required to do so. It is therefore also important to exercise one’s own ability to recall studied information through quizzes and practise assignments. This all round approach to effective study, factors in the individual processes crucial in facilitating academic success.