This document discusses the multi-store model of human memory proposed by Atkinson and Shiffrin in 1968. It posits that memory involves three stores: sensory memory, short-term memory, and long-term memory. Sensory memory briefly holds sensory information not attended to. Information is then transferred to short-term memory, which can hold about 7 items for 18-20 seconds through rehearsal. Long-term memory has unlimited capacity and duration, and holds more permanent memories organized by meaning.

1. MEMORY MODEL
PARVATHY S
M.ED
DEPT OF
EDUCATION

2. INFORMATION PROCESSING APPROCH
TO LEARNING – ATKINSON & SHIFFRIN

3. MULTI STORE MODEL OF HUMAN
MEMORY
• In 1968 Atkinson and Shiffrin
proposed a model of human
memory which posited two
distinct memory stores: short-
term memory, and long-term
memory.
• Later a third memory store
(actually the first in sequence)
was added: sensory memory.

4. • Information enters the human information processing system
via a variety of channels associated with the different senses.

5. SENSORY MEMORY
• Information not immediately
attended to is held briefly in a
very temporary "buffer"
memory, making it possible to
attend to some of it a bit later.
This buffer memory is called
SENSORY MEMORY.

6. TYPE OF SENSORY MEMORY
• ICONIC MEMORY
• ECONIC MEMORY

7. SHORT TERM MEMORY
• Information is held in here for immediate retrieval.
It has a limited duration as the information will
decay quickly if it is not rehearsed (maintenance
rehearsal). Also, information will disappear from
STM if new information enters it, pushing the
‘older’ information out – displacing it. This happens
because STM has limited capacity.
• Repetition keeps information in the STM but eventually
this maintenance rehearsal will cause the information to
enter the long-term memory.

8. SHORT TERM MEMORY
• Information that is attended to arrives in another temporary
store called SHORT-TERM OR WORKING MEMORY.

9. SOME PROPERTIES OF STM
• Capacity: About 7 plus or minus of information.
• Duration: About 18-20 seconds (average).
• Processing: To hold information in STM, it is often encoded
verbally, although other strategies may also be used such as
visualisation. These strategies make it possible to "rehearse"
the information.
• The low capacity of STM was first noted by George Miller.

11. SHORT TERM MEMORY
• Information is STM can be held for a duration of being 18
and 20 seconds provided there isn’t interference- that is
new, information interfering with the currently attended to
information.

12. • Information in STM can be held in STM via a method called
maintenance rehearsal- that is, repeating the information
silently or aloud so that it is recalled immediately when
needed

13. • Maintenance rehearsal does NOT add meaning to the
information and is unlikely to be remembered when it is no
longer being repeated.

14. LONG TERM MEMORY
• Rehearsed information enters the LTM which has unlimited
duration and capacity.
• This may be many things that you once knew that you no
longer do now. Evidence suggests that the memory was never
made permanent or that you just cannot find it.
• To get information from the LTM, it has to travel back to
the STM for immediate use.

15. LONG TERM MEMORY
• Long-term memory is the relatively permanent memory,
store in which you hold knowledge.

16. SOME PROPERTIES OF LTM:
• Capacity: Virtually unlimited
• Duration: Up to a lifetime
• Processing: Information is organized according to meaning
and is associatively linked.
• In contrast to maintenance rehearsal in STM, elaborative
rehearsal involves the process of expanding upon new info by
adding to it or linking it to what one knows, thereby making
it more meaningful (for encoding and retrieval).

17. LONG-TERM MEMORY (LTM).
• Imaging -- creating a mental picture.
• Method of loci (locations)--ideas or things to be remembered are
connected to objects located in a familiar location.
• Pegword method (number, rhyming schemes)--ideas or things to
be remembered are connected to specific words (e.g., one-bun,
two-shoe, three-tree, etc.)
• Rhyming (songs, phrases)--information to be remembered is
arranged in a rhyme (e.g., 30 days hath September, April, June,
and November, etc.)
• Initial letter--the first letter of each word in a list is used to make
a sentence (the sillier, the better).
There are several examples of elaboration that are commonly
used in the teaching/learning process:

18. USING THE INFORMATION PROCESSING APPROACH IN THE CLASSROOM
Principle Example
1. Gain the students' attention.
 Use cues to signal when you are ready to begin.
 Move around the room and use voice inflections.
2. Bring to mind relevant prior
learning.
 Review previous day's lesson.
 Have a discussion about previously covered content.
3. Point out important
information.
 Provide handouts.
 Write on the board or use transparencies.
4. Present information in an
organized manner.
 Show a logical sequence to concepts and skills.
 Go from simple to complex when presenting new material.
5. Show students how to
categorize (chunk) related
information.
 Present information in categories.
 Teach inductive reasoning.
6. Provide opportunities for
students to elaborate on new
information.
 Connect new information to something already known.
 Look for similarities and differences among concepts.
7. Show students how to use
coding when memorizing lists.
 Make up silly sentence with first letter of each word in the list.
 Use mental imagery techniques such as the keyword method.
8. Provide for repetition of
learning.
 State important principles several times in different ways during
presentation of information (STM).
 Have items on each day's lesson from previous lesson (LTM).
 Schedule periodic reviews of previously learned concepts and skills (LTM).