Human Memory Process - Assignment Example

? Human memory process 15 September Introduction Many people often complain of having short-term memory, where they cannotremember where left their keys or cellular phones. The human memory model can be simplified by dividing it into four steps: encoding, storage, retrieval, and consolidation. Human memory can also be categorized into sensory memory, short-term memory, and long-term memory. People easily forget things because of various factors that can affect the different stages of the memory process. It may be due to their lack of attention during the encoding stage, or poor practice in memorizing information, which results to weak memory storage. Nevertheless, they can improve their memory by boosting their encoding, storage, and consolidation processes. 1. The human memory model has four basic stages: encoding, storage, retrieval, and consolidation. See Figure 1 for the memory model. Memory encoding refers to the process of converting information that comes through the human senses into a form that can be stored in people’s memory (Nevid, 2009, p.210). An example is acoustic encoding, where people memorize a new telephone number by verbally repeating it to themselves. The next step is memory storage. It is the process of keeping information in memory (Nevid, 2009, p.211). Some memories tend to be stored permanently, such as people’s first kiss and their weddings. These are examples of memories stored in long-term memory. Memory that is stored in the long-term memory has passed through the consolidation stage (Solms, 2002, p.142). Consolidation stage can be described as the encoding step that goes to deeper stages of storage across time (Solms, 2002, p.142). An illustration is when a person keeps remembering the first time she gave birth. She consolidates the memory by re-encoding the details of her birth, such as her feelings, and what she felt, seen, and heard during that time. Figure 1: Human Memory Model Source: Solms (2002, p.141) Another way of discussing the stages of human memory is dividing it into sensory memory, short-term memory, and long-term memory. Sensory memory refers to information that lasts for a fraction of a second or up to four seconds (Nevid, 2009, p.217). An example is getting an idea about a new product, while one is riding the bus. The memory comes so rapidly that it may last only for a couple of seconds. When sensory memory is rehearsed and provided enough attention, it can turn into short-term memory (Nevid, 2009, p.217). The new product idea can be written down and rehearsed to be remembered further. Long-term memory can last for a long time, sometimes even permanently (Nevid, 2009, p.217). A great product idea, once fully developed, can be imprinted in the mind of its maker for her entire lifetime. 2. Several environmental and individual factors impact information flow in each step of the memory process. When encoding information, competing stimuli can impede information flow (Coon & Mitterer, 2010, p.276). An example is memorizing a telephone number, and then in the process of encoding it, someone interrupts the encoding process by asking a question. Encoding can also be more difficult when the person is multitasking, so he cannot provide enough cognitive space for memorizing important details. As for the storage stage, an environmental hindrance is stress (Coon & Mitterer, 2010, p.276). When people are stressed, it is harder for them to store information in their long-term memory. Several people also do not want to store some memories because of their trauma. Consolidation can be difficult, if there is lack of re-encoding practice (Coon & Mitterer, 2010, p.276). An example is forgetting a speech because of poor practice. Retrieving information can be hard when cues are missing during the retrieval stage (Baddeley, 2002, p.25). Having poor attention on the information being retrieved can also cause ineffective memory retrieval. 3. Proactive interference happens when old habits impede learning (Baddeley, 2002, p.33). An example is having the old habit of opening tap water that says “C” and expecting it to be cold, even when that person is in Spain, so “C” would mean “caldo” or hot (Baddeley, 2002, p.33). The old habit of seeing “C” as cold impedes with memorizing “C” as hot. Retroactive interference, on the contrary, happens when new learning upsets old habits (Baddeley, 2002, p.33). An example is that after a person learned how to speak in Spanish; he soon forgot how to speak in Chinese. Some of the ways to counter the effects of these interferences are through overlearning and mnemonics. Overlearning refers to the process of studying something beyond its basics (Coon & Mitterer, 2010, p.276). An example is continuously studying Chinese to avoid forgetting it, as one learns a new language. This can be done through speaking and writing in Chinese regularly. Mnemonics are forms of memory aids (Coon & Mitterer, 2010, p.279). “My Very Elusive Miss Just Sat Under Nine Planets” is the mnemonic for the nine planets in its proper order (although Pluto is no longer considered a planet nowadays). In order to remember that “C” is now “hot,” a person can connect “C” with a cup of very hot coffee on a mug with a red letter “C” on it. 4. Forgetting in sensory memory and short-term memory is caused by storage failures due to weakening or decaying memories (Coon & Mitterer, 2010, p.282). Forgetting in the retrieval stage happens, when the information stored is not successfully retrieved (Coon & Mitterer, 2010, p.282). An example is the tip-of-tongue experience. The memory is there, but people have a hard time retrieving it (Coon & Mitterer, 2010, p.282). Memories can also be consciously or unconsciously suppressed when they are tragic memories (Coon & Mitterer, 2010, p.282). Improving memory consolidation and retrieval can be done through several strategies that turn learning into an efficient experience and one that can decrease the limitations of human memory (Coon & Mitterer, 2010, p.282). Memory can be improved through using feedback, recitation, repetitive rehearsals, and other overlearning methods (Coon & Mitterer, 2010, p.282). Organizing information into categories can also help memory. An illustration is memorizing a string of information by chunking them according to color and seasons. Mnemonics are forms of memory aids that can also improve memory encoding and consolidation (Coon & Mitterer, 2010, p.279). An example is memorizing the names of new managers by relating their names to exaggerated images. Conclusion Memory is what people use to encode, store, and retrieve information in their minds. The basic human memory model has four steps: encoding, storage, retrieval, and consolidation. Another way of explaining the stages of memory is by dividing it into sensory memory, short-term memory, and long-term memory. Different internal and external factors can impede memory encoding, storage, and retrieval, such as competing stimuli, poor attention, lack of rehearsal, and stress. Nowadays, strategies that can enhance memory are focused on ensuring that memories are consolidated and cues are used to encode and retrieve them. Some of the most prominent memory encoding and consolidation strategies are mnemonics, overlearning through rehearsal, and using cues. References Baddeley, A.D. (2002). Human memory: Theory and practice. East Sussex, UK: Psychology Press. Coon, D., & Mitterer, J.O. (2010). Introduction to psychology: Gateways to mind and behavior (12th ed.). Belmont, CA: Wadsworth/Cengage. Nevid, J.S. (2009). Psychology: Concepts and applications. Boston, MA: Houghton Mifflin. Solms, M. (2002). Brain and the inner world: An introduction to the neuroscience of subjective experience. New York, NY: Other Press. Read More