Basic Idea- Memory happens because of processing information The memorization of things are dependent on how deep the info was processed “ Deep”: Associating meaningfulness to stimulus rather than associating things such as numbers. There isn’t any real structure to it No distinct difference between LTM and STM

Basic Idea-

Memory happens because of processing information

The memorization of things are dependent on how deep the info was processed

“ Deep”: Associating meaningfulness to stimulus rather than associating things such as numbers.

There isn’t any real structure to it

No distinct difference between LTM and STM

SHALLOW/PERCEPTUAL Structural Processing: processing how it looks/appears Phonemic Processing: processing how something sounds Graphemic: Letters that make up the word Orthographic: the shape DEEP/SEMANTIC When we relate something to something else When we think of the meaning The importance of it

SHALLOW/PERCEPTUAL

Structural Processing: processing how it looks/appears

Phonemic Processing: processing how something sounds

Graphemic: Letters that make up the word

Orthographic: the shape

DEEP/SEMANTIC

When we relate something to something else

When we think of the meaning

The importance of it

http://www.psypress.com/pip/resources/slp/topic.asp?chapter=ch09&topic=ch09-sc-03

Repeating the information Involves deeper, more semantic analysis of the information Being able to distinguish the items “ According to the levels of processing theory, only elaborative rehearsal improves long term memory” - Eysenck

Repeating the information

Focuses on processes which make up memory Non-structured No real distinction between LTM and STM Memory is a byproduct of processing Only elaborative rehearsal can improve LTM Focuses on LTM and STM Is structured (LTM and STM) Rehearsal always improves LTM

Focuses on processes which make up memory

Non-structured

No real distinction between LTM and STM

Memory is a byproduct of processing

Only elaborative rehearsal can improve LTM

Focuses on LTM and STM

Is structured (LTM and STM)

Rehearsal always improves LTM

Showed that encoding was much more complex The work helped show that “deeper” processing does in fact improve memorization. Shows why some things are better remembered Work is backed up by further case studies, there is evidence

Showed that encoding was much more complex

The work helped show that “deeper” processing does in fact improve memorization.

Shows why some things are better remembered

Work is backed up by further case studies, there is evidence

It is more descriptive than explanatory. “ Deep” and “Shallow” are very vague Neuropsychological studies show that there are structures/defined storage systems in memory Provides a better account of explicit memory than it does for implicit memory Over simplified. Suggested that shallow processing led to fast forgetting Doesn’t apply to patients with memory diseases such as amnesia

It is more descriptive than explanatory.

“ Deep” and “Shallow” are very vague

Neuropsychological studies show that there are structures/defined storage systems in memory

Provides a better account of explicit memory than it does for implicit memory

Over simplified.

Suggested that shallow processing led to fast forgetting

Doesn’t apply to patients with memory diseases such as amnesia

Hyde & Jenkins (1973): Deeper processing led to better recall of info Glenberg et. al. (1977): Found that maintenance is actually beneficial but doesn’t improve LTM as much as elaboration Morris et. al. (1977) found that deep processing does not always help long term memory and thus proposed a transfer-appropriate processing theory. Nyberg (2002): Brain Imaging studies that support the notion that in memory testing the brain areas used to perceive are reactivated Craik and Tulving (1975): People recall words memorized semantically better than phonemically or structurally.

Hyde & Jenkins (1973): Deeper processing led to better recall of info

Glenberg et. al. (1977): Found that maintenance is actually beneficial but doesn’t improve LTM as much as elaboration

Morris et. al. (1977) found that deep processing does not always help long term memory and thus proposed a transfer-appropriate processing theory.

Nyberg (2002): Brain Imaging studies that support the notion that in memory testing the brain areas used to perceive are reactivated

Craik and Tulving (1975): People recall words memorized semantically better than phonemically or structurally.

Craik and Lockhart's levels of processing memory theory neglect the unconscious mind Therefore, it doesn't explain behavior from a psychodynamic perspective For example, levels of processing memory doesn't explain how we remember our dreams, which belongs to the unconscious mind Shows that the stimulus-response theory is wrong, as there are memory processes Stimuli that are processed is the basic start of memory

Craik and Lockhart's levels of processing memory theory neglect the unconscious mind

Therefore, it doesn't explain behavior from a psychodynamic perspective

For example, levels of processing memory doesn't explain how we remember our dreams, which belongs to the unconscious mind

Shows that the stimulus-response theory is wrong, as there are memory processes

Stimuli that are processed is the basic start of memory

Bibliography Baddley, A. D. (1976). The Psycholgy of Memory. Basic Books. Craik, F. I. (1979, September 7). Levels of Processing: A Framework for memory research. This Week's Citation Classic , 92. Eysenck, M. W. (n.d.). Chapter 9: Human Memory . (Psychology Press) Retrieved April 4, 2009, from Psychology: An International Perspective: http://www.psypress.com/pip/resources/slp/topic.asp?chapter=ch09&topic=ch09-sc-03 Eysenck, M. W. (2001). Principles of Cognitive Psychology (2nd Edition ed.). Psychology Press. Kendler, T. S. (1995). Levels of Cognitive Development. Lawrence Erbaum Associates. Michael W. Eysenck, M. T. (2005, April). Chapter 6: Learning and Memory . (Psychology Press) Retrieved April 4, 2009, from Cognitive Psychology: A Student's Handbook: http://www.psypress.com/ek5/resources/demo_ch06-sc-03.asp Psychology, S. (n.d.). Craik and Lockhart 1972 Model of Memory in Psychology . Retrieved from Simply Psychology: http://www.simplypsychology.pwp.blueyonder.co.uk/levelsofprocessing.html

Bibliography

Baddley, A. D. (1976). The Psycholgy of Memory. Basic Books.

Craik, F. I. (1979, September 7). Levels of Processing: A Framework for memory research. This Week's Citation Classic , 92.

Eysenck, M. W. (n.d.). Chapter 9: Human Memory . (Psychology Press) Retrieved April 4, 2009, from Psychology: An International Perspective: http://www.psypress.com/pip/resources/slp/topic.asp?chapter=ch09&topic=ch09-sc-03

Eysenck, M. W. (2001). Principles of Cognitive Psychology (2nd Edition ed.). Psychology Press.

Kendler, T. S. (1995). Levels of Cognitive Development. Lawrence Erbaum Associates.

Michael W. Eysenck, M. T. (2005, April). Chapter 6: Learning and Memory . (Psychology Press) Retrieved April 4, 2009, from Cognitive Psychology: A Student's Handbook: http://www.psypress.com/ek5/resources/demo_ch06-sc-03.asp

Psychology, S. (n.d.). Craik and Lockhart 1972 Model of Memory in Psychology . Retrieved from Simply Psychology: http://www.simplypsychology.pwp.blueyonder.co.uk/levelsofprocessing.html