There are three types of memory: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores impressions from the senses. Short-term memory acts as a temporary storage for a small amount of information. Long-term memory can store unlimited information indefinitely. Long-term memory includes explicit (declarative) memory of facts and events, and implicit (procedural) memory of skills. Encoding and retrieval are important for moving information between memories. Strategies help with encoding information into long-term memory and retrieving it.
educational psychology- memory and study skills, characteristics of memory, factors, types, methods, characteristics of study skills, study skill techniques
forgetfulness is very common these days. the causes can be either organic or psychological. there are numerous psychological theories behind it. The presentation will also stress upon the types of forgetting. As a remedial measure their are manyy ways by which memory power can be boosed up.
Information - Processing View (Atkinson Shiffrin).pptxSamruddhi Chepe
Views on human learning with reference to (i) Concepts and principles of each view and
their applicability in different learning situations (ii) Relevance and applicability of
various theories of learning for different kinds of learning situations(iii) Role of learner
and teacher in various learning situations
Information-processing view (Atkinson Shifrin)
Atkinson and Richard Shiffrin. In 1968 these two proposed a multi-stage theory of memory. They explained that from the time information is received by the processing system, it goes through different stages to be fully stored. They broke this down to sensory memory, short-term memory, and long-term memory (Atkinson). In the Atkinson-Shiffrin model, stimuli from the environment are processed first in sensory memory, storage of brief sensory events, such as sights, sounds, and tastes. It is very brief storage—up to a couple of seconds. We are constantly bombarded with sensory information. An information processing model in psychology emphasises how information perceived via the senses is encoded, stored, retrieved and utilised by the human brain. It is a framework used by psychologists to explain and describe mental and cognitive processes. The premise of Information Processing Theory is that creating a long-term memory is something that happens in stages; first we perceive something through our sensory memory, which is everything we can see, hear, feel or taste in a given moment; our short-term memory is what we use to remember things for very short
educational psychology- memory and study skills, characteristics of memory, factors, types, methods, characteristics of study skills, study skill techniques
forgetfulness is very common these days. the causes can be either organic or psychological. there are numerous psychological theories behind it. The presentation will also stress upon the types of forgetting. As a remedial measure their are manyy ways by which memory power can be boosed up.
Information - Processing View (Atkinson Shiffrin).pptxSamruddhi Chepe
Views on human learning with reference to (i) Concepts and principles of each view and
their applicability in different learning situations (ii) Relevance and applicability of
various theories of learning for different kinds of learning situations(iii) Role of learner
and teacher in various learning situations
Information-processing view (Atkinson Shifrin)
Atkinson and Richard Shiffrin. In 1968 these two proposed a multi-stage theory of memory. They explained that from the time information is received by the processing system, it goes through different stages to be fully stored. They broke this down to sensory memory, short-term memory, and long-term memory (Atkinson). In the Atkinson-Shiffrin model, stimuli from the environment are processed first in sensory memory, storage of brief sensory events, such as sights, sounds, and tastes. It is very brief storage—up to a couple of seconds. We are constantly bombarded with sensory information. An information processing model in psychology emphasises how information perceived via the senses is encoded, stored, retrieved and utilised by the human brain. It is a framework used by psychologists to explain and describe mental and cognitive processes. The premise of Information Processing Theory is that creating a long-term memory is something that happens in stages; first we perceive something through our sensory memory, which is everything we can see, hear, feel or taste in a given moment; our short-term memory is what we use to remember things for very short
The purpose of this study was to analyze cognitive memory models in humans. This
research uses literature study method. The results and conclusions obtained from this study
are that memory is a complex and varied phenomenon, with memory it will make an
individual’s life feel sustainable, which means humans can relate what happened in the past
with the conditions experienced now. Memory has several stages, namely encoding, storage,
and recall. With music therapy in post-traumatic amnesia patients the abilities that a person
has and do not require conscious processing. The way implicit memory works is by recalling information related to an event or an object that affects actions and thoughts that are carried
out unconsciously. Memory itself has several types of models such as sensory memory, shortterm memory, long-term memory, implicit memory, explicit memory, and flashbulb memory.
With learning about various memory models, it is hoped that individuals will understand more and increase knowledge about memory and remembering.
This content mainly is useful for various groups of people such as teachers, parents and others in making people or children remember well what do they learn in daily activities.
The study of human memory has been a subject of science and philosophy for thousands of years and has become one of the major topics of interest within cognitive psychology.
But what exactly is memory? How are memories formed? The following overview offers a brief look at what memory is, how it works and how it is organized.
It is about learning, cognitive learning, information processing model, sensory memory, short term memory, long term memory, metacognition, diversity and principles of cognitive learning.
The Psychology of Memory and Forgetfulness: Unraveling the Human Mind’s Myste...bluetroyvictorVinay
Memory and forgetfulness are two enigmatic facets of the human mind that have fascinated scientists, psychologists, and philosophers for centuries. The intricate interplay between remembering and forgetting is a subject that transcends disciplines and holds profound implications for our daily lives. In this article, we embark on a journey to explore the fascinating psychology behind memory and forgetfulness, shedding light on the mechanisms that govern these cognitive processes.
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2. Types of Memory
There are 3 types of memory:
Sensory Memory
Short-Term Memory
Long-Term Memory
3. Sensory Memory
- The shortest-term memory.
- Has the ability to retain impressions of sensory information after
the original stimuli have ended.
- Acts as a kind of “buffer” for stimuli received through the five
senses of sight, hearing, smell, taste and touch which are
retained accurately but very briefly.
4. Short-Term Memory
- Acts as a kind of “scratch-pad” for temporary recall of the
information which is being processed at any point in time, and
has been referred to as "the brain’s Post-it note”.
- Can be thought of as the ability to remember and process
information at the same time.
- It holds a small amount of information (typically around 7 items or
even less) in mind in an active, readily-available state for a short
period of time (typically from 10 to 15 seconds, or sometimes up
to a minute).
5. Long-Term Memory
- Intended for storage of information over a long period of time.
- Actually decays very little over time, and can store a seemingly
unlimited amount of information almost indefinitely.
- Encode to some extent by sound.
6. Different types of Long-Term Memory
2 main types of long-term
memory:
Explicit (Declarative) Memory
Episodic Memory
Semantic Memory
Implicit (Procedural) Memory
7. Explicit Memory
(Declarative Memory)
(“knowing what”) is memory of facts and events,
and refers to those memories that can be
consciously recalled.
it consists of information that is explicitly stored
and retrieved, although it is more properly a
subset of explicit memory.
can be further sub-divided into episodic memory
and semantic memory.
8. Episodic memory
Represents our memory of experiences and
specific events in time in a serial form, from
which we can reconstruct the actual events that
took place at any given point in our lives.
It is the memory of autobiographical events
(times, places, associated emotions and other
contextual knowledge) that can be explicitly
stated.
9. Semantic Memory
is a more structured record of facts, meanings,
concepts and knowledge about the external
world that we have acquired.
refers to general factual knowledge, shared with
others and independent of personal experience
and of the spatial/temporal context in which it
was acquired.
10. Implicit Memory
(Procedural Memory)
(“knowing how”) is the unconscious memory of skills and
how to do things, particularly the use of objects or
movements of the body.
It is composed of automatic sensorimotor behaviors that
are so deeply embedded that we are no longer aware of
them and once learned, these "body memories" allow us
to carry out ordinary motor actions automatically.
Previous experiences aid in the performance of a task
without explicit and conscious awareness of these
previous experiences.
11. Encoding and Retrieval
Encoding and retrieval are intricately linked to
memory. They refer to the processes of moving
information to and from short-term memory
(STM) and long-term memory (LTM),
respectively.
13. Encoding involves linking new information to existing knowledge in
order to make the new information more meaningful. The quality of
this process is related to the degree with which new information can
be integrated or assimilated with existing knowledge. Much
encoding involves labeling thoughts with words, but pictorial or
other forms may be used as well. Students should be directed
during the encoding process to insure that accurate information is
moved to LTM.
A different view of encoding is espoused by some researchers.
According to Herrmann, Raybeck and Gutman, "registration in an
incidental memory task is called encoding." In other
words, encoding involves the unintentional storage of information in
long-term memory. They label intentional registration "learning".
14. Retrieval involves drawing on existing knowledge. It forms the basis
for all new knowledge. Retrieval of prior knowledge during learning
directly affects the amount of new information that can be
processed. At-risk students often have low funds of previous
knowledge, hampering retrieval and, therefore, the learning
process.
A distinction between retrieval and realizing, again based on the
issue of intentionality, is made by some authors. "In an intentional
memory task, remembering is deliberately influenced by directing
attention to certain contents in the working memory. This type of
remembering is called retrieval. Retrieval may be conceived as
realizing plus emergence produced by intentional manipulations”
Herrmann, Raybeck and Gutman. Unintentional remembering is
referred to as realizing. "Retrieval is more likely to result in
[remembering] useful information than realizing since retrieval
deliberately goes after certain memories whereas realizing occurs
without a purpose” Herrmann, Raybeck and Gutman.
15. Purposes of Encoding and Retrieval
Strategies
The purpose of encoding strategies is to improve one's
ability to transfer information from short-term memory
(STM) to long-term memory (LTM). These strategies
involve the development of schemes or networks in order
to move information into LTM.
The purpose of retrieval strategies is to improve one's
ability to transfer information from long-term memory back
to short-term memory.
16. Advantages of Encoding
and Retrieval Strategies
Academically, encoding and retrieval strategies influence one's
ability to perform well when evaluated by instructors. Though
testing is the most common form of evaluation, and encoding
and retrieval strategies have the greatest impact on a student's
performance on examinations, evaluation may take the form of
class participation and group activities as well.
In addition, encoding and retrieval strategies may improve one's
ability to remember information from reading assignments.
Effective comprehension and retention of reading materials is
vital for class participation, taking exams, and other tasks.
17. Theories of forgetting :
☺Trace Decay - -The longer the time, the more the
memory trace decays and as a consequence more
information is forgotten.
☺Displacement -when STM is 'full', new information
displaces or 'pushes out’ old information and takes its
place
☺Interference -It was assumed that memory can be
disrupted or interfered with by what we have previously
learned or by what we will learn in the future.
18. Two ways in which interference can cause forgetting:
♦Retroactive interference occurs when new information
interferes with the retrieval process of information in LTM.
♦Proactive interference occurs when information in LTM
interferes with the ability to recall newly learned
information.
☺Retrieval failure - information may be available but
temporarily inaccessible.
Retrieval cues can be:
External / Context - in the environment, e.g. smell, place etc.
Internal / State - inside of us, e.g. physical, emotional, mood,
drunk etc.