MEMORY

“Memory is the ability to store, retain, and retrieve information and experiences. It is a

fundamental cognitive process that allows us to learn and adapt to new situations, and to form

a sense of self and identity.”

“Memory can be defined as the mental capacity for retaining and retrieving information, and

it involves a complex interplay between attention, perception, encoding, storage, and retrieval.”

Types of memory:

1. Sensory memory: This type of memory is very brief and holds information from our senses

(such as visual or auditory information) for only a fraction of a second.

2. Short-term memory: Also known as working memory, this type of memory holds information

for a brief period of time (usually around 20-30 seconds) and is used for immediate tasks.

3. Long-term memory: This type of memory can hold information for days, months, or even

years, and is the basis for our knowledge and understanding of the world.

Within long-term memory, there are two main types:

● Explicit memory: This type of memory is conscious and requires effortful retrieval, and

includes things like semantic memory (memory for facts and knowledge) and episodic memory

(memory for facts and knowledge) and episodic memory (memory for personal experiences).

● Implicit memory: This type of memory is unconscious and automatic, and includes things like

procedural memory (memory for how to perform tasks) and classical conditioning (associating

one stimulus with another).

Memory can be influenced by a variety of factors, including age, stress, sleep, and emotional

state. There are also various memory techniques and strategies that can be used to improve
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memory performance, such as repetition, mnemonic devices, and chunking.

Characteristics

1. Encoding: The process of converting sensory information into a form that can be stored in

memory.

2. Storage: The process of retaining encoded information in memory over time.

3. Retrieval: The process of accessing and bringing to mind previously stored information when

needed.

4. Duration: Memory can be short-term or long-term, depending on how long the information is

retained personal experiences).

5. Capacity: Memory has a limited capacity, meaning that there is a limit to how much

information can be stored.

6. Sensitivity: Memory can be affected by external factors such as stress, sleep deprivation, and

mood, as well as internal factors such as aging and neurological disorders.

7. Organization: Memory is organized and structured, with related information being stored

together in clusters or networks.

8. Reconstruction: Memory is not an exact replica of past experiences, but rather a reconstruction

that can be influenced by factors such as expectations, prior knowledge, and biases.

9. Retrieval cues: Retrieval of information from memory is facilitated by the presence of

retrieval cues, which are stimuli that are associated with the encoded information.

Memory is a complex and dynamic cognitive process that allows us to learn, remember, and

use information and experiences from the past to guide our present and future behaviors.
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Theories

There are several major theories associated with memory, including:

1. Consolidation theory: This theory proposes that memory is not an immediate process, but

rather requires time for the neural changes that support memory to occur. Memory consolidation

refers to the process by which new memories are stabilized and integrated into long-term storage.

2. Schema theory: This theory proposes that we organize knowledge in the form of schemas,

which are mental frameworks or structures that organize information about a particular concept

or topic. Schemas help to guide our encoding, storage, and retrieval of information.

3. Connectionist/Neural Network Theory: This theory proposes that memories are represented in

the brain as networks of interconnected neurons. When an experience is encoded, these networks

are modified, and retrieval involves the activation of these same networks. This theory

emphasizes the importance of context and cue-dependent retrieval in memory.

4. Atkinson-Shiffrin model: This model proposes a multi-store memory system, consisting of

sensory memory, short-term memory, and long-term memory. Information is first processed in

sensory memory, which then transfers to short-term memory for temporary storage and

processing, and may eventually be transferred to long-term memory for permanent storage.

5. Encoding specificity principle: This principle proposes that retrieval of information from

memory is most effective when the cues present at retrieval match the cues present at encoding.

In other words, memory retrieval is dependent on the match between the context at encoding and

the context at retrieval.

6. Levels of processing theory: This theory proposes that the depth of processing that

information receives during encoding determines its retention in memory. Deeper processing,

such as semantic processing (processing the meaning of information), leads to better retention
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than shallow processing, such as sensors processing (processing the physical features of

information).

These theories provide different perspectives on how memory works and have contributed to our

understanding of the cognitive processes involved in learning and remembering.

REFERENCE:

Educational Psychology: Meaning, Need, Scope, and Quotations. (2016, March 4).

Psychology Discussion - Discuss Anything About Psychology.

https://www.psychologydiscussion.net/educational-psychology/educational-psychologymeaning-

need-scope-and-quotations/145

Ghita, I. (n.d.). (Cognitive Psychology) Alan D. Baddeley Essentials of Human Memory

Psychology Press (1999). (PDF) (Cognitive Psychology) Alan D. Baddeley Essentials of

Human Memory Psychology Press (1999) | Indriawati Ghita - Academia.edu

https://www.academia.edu/38324367/_Cognitive_Psychology_Alan_D_Baddeley_Essentials_of

_Human_Memory_Psychology_Press_1999 In-Text Citation: (ghita, n.d.)