Memory

Objectives

• Identify the three tasks in memory formation
• Learn the various systems of memory formation and storage
• Explain forgetting
• Describe memory and learning

amnesia

chunking

decay

elaboration

encoding

interference

long-term memory (LTM)

memory

recall

recognition

rehearsal

retrieval

sensory memory

short-term memory (STM)

storage

Background

In this chapter, students learn about memory, the mental process responsible for encoding, storage, and retrieval of information.

They begin by looking at memory through the Three-Stage Model of Memory Formation, based on three main stages of memory: sensory memory, short-term (or working) memory, and long-term memory.

Students learn that encoding, storage, and retrieval are important to memory and forgetting, and that there are reasons one might forget something: decay, interference, and the different forms and causes of amnesia. Students find detailed information on the parts of the brain involved in memory formation, and information on enhancing your memory retrieval and learning.

The chapter begins by defining memory and the various stages of memory, including sensory memory, short-term memory (STM), and long-term memory (LTM). Each of these is examined in detail. In sensory memory, two pertinent factors are visual memory and auditory memory. Factors relating to short-term memory are encoding, time duration, capacity, storage, and output. Long-term memory is broken down into several different types of memory: explicit and implicit memory, procedural and declarative memories, and semantic and episodic memories.

Students next learn about memory retrieval, including recall and recognition, tip of the tongue recall, and cueing memory. Students will be fascinated to learn such things as the concept of state dependence memory, in which the mood you were in at the time you memorized something will affect your recall of that material.

Students next examine why humans forget things, including decay and interference. Finally students consider memory and learning, examining four approaches to improving and understanding how people learn—principle learning, schemas, mnemonics, and learning curves. The chapter closes with a list of issues in memory research.

Further Resources

Anderson, J. R., and G. H. Bower. Human Associative Memory. New York: L. Erlbaum Associates, 1980.

Estes, William K., ed. Models of Learning, Memory, and Choice. New York: Greenwood, 1982.

For Discussion

Review

1. What are the three stages of memory?

2. What terms are important in learning about memory retrieval?

3. If you've properly encoded and stored information to be remembered and there are no problems with the retrieval process, what other reasons might cause forgetting?

4. What are the four approaches to improving and understanding how we learn in relation to memory?

Critical Thinking

1. Why are encoding, storage, and retrieval important to the memory process?

2. Is there any event that you have remembered through iconic images (flashbulb memory) or as eidetic imagery (photographic memory)? Explain.

3. How are acoustic, visual, semantic and episodic memories important to long-term memories?

4. Do you find that, the more time you spend on processing information, the more easily the information is retained and retrieved later? Explain.

5. Do you think there has been enough research on the subject of memory or do you think there should be more? If so, in what areas?

Activities

1. Types of Memories

Ask members of the class to give examples of the types of things that they recall as pictures, as sounds, and as meanings. Make a list on the board and look for patterns.

2. Interviews: Studying for Tests

Invite students to form teams to conduct interviews with other students regarding ways that they study for tests. Ask students to collect tips for memorizing material. Compare results.

3. Internet: Memory Techniques

Ask students to use the Internet to collect information on memory techniques such as rehearsal and elaboration for remembering a person's name. Try these techniques out in the classroom with ten other students and test the results.

4. Special Sources: Classroom Notes

Ask each student to choose one class they attended last week. Without looking at their classroom notes or textbooks, ask them to retrieve from their memories as much information on what they've learned in class as possible. Compare results.