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Write a short note on short term memory and long term memory
Write a short note on short term memory and long term memory
Components of human memory
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ABSTRACT
How is memory encoded and what methods can lead to greater recall? There have been many different models suggested for human memory and many different attempts at defining a specific method of encoding that will lead to greater recall. In this experiment subjects are asked to do a semantic task on a word related to them and an orthographic task in which they analyze the letter in the word. The results of the experiment indicate that the words which where encoded semantically and are related to the self have greater recall.
INTRODUCTION
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 images. The first model of memory is the short term and long term memory. In this model information is temporarily stored in the short term memory. Over here it is easily and quickly recalled and it can stay in short term memory and be recalled if the person rehearses it. When information leaves short term memory it goes into long term memory. While long term memory has a much larger storage capacity it is harder to recall items from long term memory. It has been proposed that items from long term memory are recalled by having large part of it placed in short term memory where it is examined to see if it has the necessary piece of information. If it doesn’t then either the person gives up on recalling it or takes another large set of information from long-term memory to examine. (Atkinson & Sciffrin 1971).
However this multi-store view of memory has not provided a strong enough explanation for scientists. Another theoretical view of memory is the idea that memory is based on depth of proce...
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...nitially rehearsed by recognition could have greater recall. An example would if this experiment asked subjects to again find a letter in a word if the word appeared before.
It has also been shown in this experiment that words that are related to oneself can lead to greater recall. However this experiment has not tested whether words related to oneself have a greater recall then other words that are encoded semantically since the other grouping of words were not semantically encoded.
REFERENCES
Atkinson, R.C. & Schifrin, R.M. (1971) The control of short-term memory. Scientific American, 225, 85-90.
Zachmeister, E.B. & Nyberg, S.E. (1982) Levels of Processing. Human Memory, Ch.12, 250-273
Klein, Stanley B. & Kihlstrom, Jhon F. (1986) Elaboration Organization and the Self-Reference effect in Memory. Journal of Experimental Psychology 115, 26-38
This investigation looks at retrieval failure in the long-term memory, particularly context-dependant forgetting. The theory behind retrieval failure is that available information stored in the long-term memory cannot be accessed because the retrieval cues are defective. Cue-dependant forgetting theory focuses on the assumption that the context in which we learn something is significant when we come to recall the information. Recall is better if it takes place in the same context as the learning. Research conducted on retrieval failure includes Tulving and Pearlstone (1966) who studied intrinsic cues by asking subjects to learn a list of words from different categories.
The second stage of memory processing is storage. Aronson et al. (2013) defines storage as the process by which people store the information they just acquired. Unfortunately, memories are affected by incoming information through alteration or reconstruction. This phenomenon is referred to as recon...
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.
This research tests the memory theories of levels of processing proposed by Craik and Lockhart (1972) and encoding specificity presented by Wiseman and Tulving (1976). Craik and Lockhart (1972) assert that stimuli that are semantically related are encoded more deeply than stimuli that are related physically. Wiseman and Tulving (1976) state that encoded information must be retrieved in the same way in which it was encoded. These two theories come together in the current experiment where the subjects rate the relatedness of word pairs on either rhyming or categorization. Then the subjects complete a free recall or cued recall from the word list. It is hypothesized that the category encoded words will be easier to retrieve in both the cued and free recalls and that the congruently encoded and retrieved words (e.g., category encode and category recall) will be easier to retrieve. The results affirm the hypotheses resulting in a significant interaction between encoding and retrieval, and a significant difference between the means for the category and rhyming words.
...Baddeley (1966) study of encoding in the short term memory and long term memory supports the MSM model on the mode of processing such that words are processed on recall and both models share the same opinion that processing does influence recall. Finally, the MSM model of memory states that all information is stored in the long term memory, however, this interpretation contrasts with that of Baddeley (1974) who argue that we store different types of memories and it is unlikely that they occur only in the LTM store. Additionally, other theories have recognised different types of memories that we experience, therefore it is debatable that all these different memories occur only in the long-term memory as presumed by the multi-store model which states the long term memory store as with unlimited capacity, in addition it also fails to explain how we recall information.
Human memory is flexible and prone to suggestion. “Human memory, while remarkable in many ways, does not operate like a video camera” (Walker, 2013). In fact, human memory is quite the opposite of a video camera; it can be greatly influenced and even often distorted by interactions with its surroundings (Walker, 2013). Memory is separated into three different phases. The first phase is acquisition, which is when information is first entered into memory or the perception of an event (Samaha, 2011). The next phase is retention. Retention is the process of storing information during the period of time between the event and the recollection of a piece of information from that event (Samaha, 2011). The last stage is retrieval. Retrieval is recalling stored information about an event with the purpose of making an identification of a person in that event (Samaha, 2011).
Similar studies were done to a different set of college students and they tended to have the same results. After giving as much detail about each memory, the students were interviewed about what they may have written done about what they had remembered. During the last part of the experiment, each of the students were debriefed and asked to guess which memory they believed was false.
Which word is easier to picture, house or honor? Both begin with the letter h, both are five letters long and most people would like to possess both. However, the word house is a concrete idea, meaning that it is a physical item that can be perceived with our senses. This is not true of honor which is an abstract concept with no physical properties and therefore beyond our senses. Studies have shown that concrete words are easier to imagine and therefore to recall (Binder, Westbury, McKiernan, Possing, & Medler, 2005; Fliessbach, Weis, Klaver, Elger, & Weber, 2006; Walker & Hulme, 1999). However, this is not the only factor that can affect recall. Studies have shown that how information is remembered can be just as important in regards to one’s ability to recall that information (Bower & Winzenz, 1970; De Beni & Moe, 2003; Elliot, 1973). This paper will examine the possibility that an individual’s ability to recall information increases when instructed to use imagery versus rehearsal memory techniques and that recall of concrete words will be higher than that of abstract words.
Experiment 1 represents a replication of an experiment done by Bransford & Johnson in 1972. During their experiment they invoked a schema which is an organizational or conceptual pattern in the mind. They gave their participants different titles, some received a specific title and some received a non-specific title, some participants were given the title before the passage was read and some after the passage was read. After determining who got which title they read them a passage looking to see how many different ideas from the passage they could recall. They came to the conclusion that those who were given specific titles and that had them given to them prior to the passage was read were able to recall more then those that received a non-specific title or those that were given the title after the passage was read. The results do show that schemas do help with recall depending on how they are used and when. For our first replication of the experiment we decided to use one of their techniques of experimenting, which involved giving a specific title and a non-specific title.
...re I think if the participants are not aware of it, the false recall rate will increase. And if there are more words presented, my assume is that it will increase the false recall rate.
Atkinson, R.C. & Shiffrin, R.M. (1968). Human memory: A proposed system and its control process.
Wheeler, M. A., Stuss, D, t., & Tulving, D. (1997). Toward a theory of episodic memory: The frontal lobes and autonoetic consciousness: Psychological Bulletin, 121, 331-354
In addition, source memory sometimes plays a critical role in the following episode, and it supplies the related knowledge and identifies details about the specific event or otherwise; it helps to find out when and how particular knowledge of is obtained (Slotnick, et al., 2003; Addante, et al., 2002). Another point is explained by Cansino, et al. (2002) and Allan et al. (1998), if the information is encoded properly, it will strengthen the source of memory which suggested for episodic memory as well and facilitate access to these resources when requested. Moreover, source memory can be better with recollection and not familiarity (Mollison, & Curran, 2012) and Johansson et al., (2002) claim that source memory is not shaped by experiences. Furthermore, many studies have reported that source of memory is located in the right prefrontal area which helps to bring back episodic information from exact location to be able to use it again (Cansino, et al., 2002; Rugg, et al., 1999; Allan et al., 1998). Accordingly, many studies have mentioned that any damage to the frontal cortex will cause losing episodic memory and source memory (Petten, et al., 2000; Rugg, et al.,
Long-term memory is how humans process in the present, recall information from the past, or think about the future. Without long-term memory one cannot remember past memories, today, or what we may plan to do in the future. On top of that, there is no learning without long-term memory and the progress that we see today in our fast pace driven world would not exist. This is why the study and understanding of long-term memory is important for further knowledge of human nature. The long-term memory itself takes in many different forms of information including images, sounds, and meaning. The orientation of memory encompasses three important stages and the first is encoding. Encoding takes places in different locations inside the brain and this
Learning to tie shoes and ride a bike requires the encoding, storing, and retrieving of past observations of the procedure. With a lot of practice, children master these skills so well that they are able to remember them the rest of their lives. Memory is the storing of information over time. It is one of the most important concepts in learning; if things are not remembered, no learning can take place. As a process, memory refers to the "dynamic mechanism associated with the retention and retrieval of information about past experiences" (Sternberg 260). We use our memory about the past to help us understand the present. The study or memory in psychology is used in different ways, as well as there are many different ways to study how memory works in humans. In psychology there are many tasks used to measure memory, and different types of memory storages that human's use, such as sensory storing, or short term storing. There are also a lot of techniques that humans use to improve their memory, which they can use to learn, such as mnemonic devices. All these things can be classified as important issues in the study of human memory and ways of learning.