The document discusses the human memory model and how memory works. It explains that memory involves encoding, storing, and retrieving information. There are different types of memory like short term and long term memory. Factors like repetition and using tricks to remember information like acronyms can help strengthen memory. Memory can be impaired by conditions like Alzheimer's, amnesia, or head injuries. Overall, human memory is complex and involves taking in information, storing it, and recalling it, though there are still many unknowns about what influences some people's abilities to remember more than others.

1. HUMAN MEMORY MODEL 1
Human Memory Model Ip4
Dawn M Gibson (Ugitsisgv)
Psychology
American InterContinental University
(Psych teacher, 2013)

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Reasoning
The human body is nothing short than a wonderful system. Each body is unique as it develops
and science is always trying to sort out how each of the body parts work. The brain and how we
think is one issue for centuries. How some people remember thing and other do not? It is an
amazing and yet delicate part of our bodies. Protected by the skull and producing the main area
that controls most of our bodies’ functions and reactions.

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Human Memory Model
What is intelligence? Intelligence is a way our brain functions. The ability to make
decision based on what our brain picks up and stores. It is the ability to understand reason and
develop an idea or opinion (Editorial Board, 2013). How we think. People; mainly learn through
repetition, this is done since the day people are born. How one walks, talks, and thinks because
over and over again it is shown or told. There are tests given throughout the years, to see how
intelligence people are the first of these was Alfred Binet (1857-1911). He put people into
different groups by age, but this was not accurate and has since been modified, it is now called
the Stanford-Binet intelligence scale 5th edition, it is used in schools.
Steps of the human memory model

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Factors that impede some peoples learning ability are Downs’s syndrome where there
are 47 chromosomes instead of 46. This 47th one causes issues complications on how they
develop, it is chromosome number 21. (p.113) Another form of syndrome is alcoholic fetal
syndrome, where the woman has a drinking problem (or drugs) Babies are born addicted as well
and have mental retardation as a result. They have to depend on other to help them. It does not
mean however that they are not capable of thinking or learning. They have a more difficult time
including people who judge them. Those who have an average over 115 are considered gifted or
talented. They seem to come up with answers faster, like algebra and other harder math are easy
to them. For an example even when young they seem more serious than the “normal” children.
They possess A higher seriousness as well as an adult like thinking. Ever hear they seem to be
older than they are. In our school we had a student who would know answers before the teacher
did, she was somewhat embarrassed and somewhat shocked he was not sent forward. He is one
of the chess champions. The school did not forward him so his family moved. He knew the
whole dictionary, absolutely amazing. However, even these brilliant minds, do not always think

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correctly for simple tasks sometimes are difficult as they over think them. They have several
tests to see what areas people intelligence best are at. They test for motivation, temperament, and
ability (p.116)
Lateral and Vertical Thinking
These tests are vertical thinking which test their process to think within the given limits.
An example is the ink spot test, what do you see. Lateral thinking which thinks outside the box.
The lateral thinking is where creativity is shown as it is outside the given vertical thinking they
can explore more areas or ways to develop creativity.
Inductive and Reductive Thinking
Inductive thinking is observing and coming to a conclusion, even if you have not
seen the whole picture. One example of this are drawing in which we are supposed to finish the
other half. Or we see an incident and “assume” what has happened. Reductive thinking is the
breaking down of reasoning and coming up with a solution. For an example, the door will not
open, you look to see if it is locked or blocked , if it is neither you are reducing what is not the
problem in a goal to see why that door is not opening.
Memory
People have information stored this is called a memory. Some people have long term
and some have short term memories. Our memories can be accurate or it can be manipulated.
These are suggestive memories. If there is a terrible incident, sometimes we may block out the
horrible experiences, but when people question you with specific questions it can lead to a
memory that may only be there due to the suggestive questions. Questioning in rape cases often
has this effect. They will ask you questions, these question may not be meant to lead a suggestive
memory but has been known to. This ends up with false arrests. If you have been told enough

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about a situation your brain may store that information whether or not it is accurate. This is the
result of the limbic system, the hippocampus, and amygdala, which is responsible for our
memory (p.116) these play an important role on what we remember. Explicit and Implicit
memories are also responsible for what we remember. Explicit are long term memories that we
have learned throughout our lives. Implicit memories are what is recalled when there is a certain
episode that may bring back a memory, like a song, an object. (p.120).
Retrospective and Prospective Memories
Retrospective are memories we have had for a long time. They can be birthdates, and
addresses. Place you visit. Whereas prospective are recent ideas used to do in the future, like
reading a book, a chores list, or an event that is coming up. In which you may want to find a way
to leave a note or add to a calendar so you will not forget. Encoding is how our memory process
things to be remembered. (p.121)Storage and retrieval are two other steps to memory. We store
things in our minds, which sometimes we have to retrieve them in certain circumstances. We do
this when we study we store the information and then while taking a test we retrieve from our
memory what we know. Sometimes we can retureve well, sometimes we have to use tricks to
remember like encoding. Which is why for instance, we have, Please Excuse my dear Aunt
Sally. In algebra is meant to remember how we find the answers. Parentheses, Equations,
Multiply, Divide, Add and Subtract. Or in science Roy G Biv- which are the rainbow colors,
Red, Orange, Yellow, Green, Blue, Indigo, and Violet. These sometimes make it easier to recall
information that we need. Sensory memories are use with our five senses, smell, feel, touch,
sight and sound. These too can send message to remember or to be retrieved when we experience
something that reminds us. Smell of perfume, a person cologne, these bring back memories
either good or bad. Sight of an accident brings back an incident we may have had.

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Short Term and Long Term Memories
Short term may be memories we do not care to remember but may be recalled in the future
should an incident happen that is similar. Long terms are those memories we exercise regularly a
job for instance we do every day. When we have too much information the short term memories
my go because we no longer need them. They decay our memories, they are so old. Long term
memories are easier to obtain because it has been a repetitive emotion or sense we use over and
over.
In time we lose some of our senses. It is claimed that the pituitary gland has something to
do with this aging process as we get older it shrinks and disappears. Alzheimer’s, is one of these
that has been in deep research. The memory loss of where they are, how they got there. This is
part of the interference theory. We remember some things and not others. Our minds may be
overcome with new messages and information, which it starts to forget or purge certain
memories. Two interferences are retro interference which lets new information come in and lose
the old information because it is too much. Or proactive which prevents new information from
coming in. such as cramming all the information for a test. We forget because we studied too
much on one day. By not keeping our minds healthy and thinking information begins to decay
and develop memory loss. Amnesia, memories lost due to a severe trauma, infantile amnesia
where they remember only the past or childhood memories, (people dying often start to talk
about memories of the past) , Anterograde where information is lost and nothing new can be
absorbed- trauma such as head injury. Retrograde is losing memory due to a trauma but may be
regaining over time if the brain heals. Other such issues are dyslexia where people may learn
slower due to how they sort out information. Letter backwards, mirror images; this is a major
issue most school do not approach correctly. They assume if the children have issues in one

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subject they will eventually have it on all. This is false. They learn to adjust just as a person who
is colored blind, use their brains to sort by shades of grey.
In conclusion, how our minds take information and decides how we store or retrieve is a
complicate series. When we pay attention and concentrate we are more likely to store
information. By reading, writing and other means using our mind we keep it healthy and
exercised so information does not become decayed. Simple things such as saddling up a horse, it
may have been done over and over, but when excitement or rushing you may briefly forget how
to do this simple task no matter how many times you saddled your horse. What is unknown is
how some are able to store information more than others. Autism is a disease that is hard to deal
with some damage depends on how badly the information is kept. Therapies such as animals,
horseback riding, and music have helped many with autism. How one is determined to overcome
their issues may play a big role as well.

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References
Editorial Board, (2011) Introduction to Psychology: Words of Wisdom, LLC.
Psych Teacher, (2013) The Multi-Store Model of Memory. Retrieved from
http://www.psychteacher.co.uk/memory/multistore-model.html