Memory and definition

Memory

Memory is defined as the ability or capability of the mind to store, remember, or retrieve information. It is the sum of our memories and allows us to learn and adapt from previous experiences, as well as create relationships. Furthermore, it is the ability to recall previous memories as well as the power or process of recalling previously learned perceptions, facts, experiences, habits, and skills.

Cognition

Cognition is defined as the processing of information from our surroundings via our senses.

This term refers to environmental sensory input. Memory can also be referred to as complex cognitive or mental process that involves encoding, storage, and retrieval of the information.

Encoding

The process of receiving input and transforming it into a form or code, which can be stored is known as encoding.

Storage

The process of putting coded information into memory.

Retrieval

It is the course of gaining access to stored, encrypted information when it is required.

Theories of Memory Formation

A theory is a set of principles, a supposition or a system of ideas that are used to justify a course of action or account for a situation. Only two among the several theories are discussed in this paper, the information processing theory and the level of processing theory.

The Level of Processing Theory

This theory holds that information that is encoded needs to be processed to be transferred from the short term to the long-term memory. Hence, the deeper the processing or analysis is done, the better the memory. Deep processing, also called an elaborative rehearsal, involves things like reorganizing the information. For example, when reading one takes short notes which are not copied from the text being read. It may further include the creation of mental images. An example may be when reading novel, a novel and the reader visualizes the story. In contrast, shallow processing or maintenance rehearsal is limited to the rote repetition of material.

During deep processing, there is a resultant rich network of association which in the end increases the likelihood to recall the information. This approach, therefore, has intuitive appeal and seems to avail to us a simple way to maximize the information we can remember. However, the level of processing approach lacks predictive validity which should be in scientific theories. The reason is that how intense the processing takes depends on the measure that is trying to be manipulated.

Moreover, the problem of an effectiveness of transfer or appropriate processing leads to a further barrier on this particular approach as a theoretical tool.

Principles of level processing theory

Principle 1

This principle states that the more the information is processed, the better the knowledge retention. In other words, if information can be processed in a variety of ways, the experience will be clearly recalled.

Principle 2

Information processing is automatic unless attention is drawn to a particular piece of information. Recalling an idea or concept can be hindered when attention is brought to an individual piece of information. It is due to the diversion to pulling knowledge out of the working memory instead of focusing on how to process information.

Principle 3

Shallow processing results into less memory compared to deep processing. When one carefully examines information, and draws own meaning from it, there is more likelihood to remember the key takeaways.

Application of Level Processing Theory

Encourage learners to explore topics on their own.

This self-exploration gives the student the ability to master a concept and increase their knowledge retention by studying the theme in depth. The self-guided learning enables elaborative encoding which is a level of deep processing. An example is the use of inquiry-based learning activities that focuses on a certain concept.

New information is tied to pre-existing knowledge

Information is easily recalled if it is linked to knowledge that previously existed. A connection is formed between the related concepts in the mental schemas, which allows processing of information at a deeper level. It may be done by including real examples of the case studies done, stories and interactive exercises.

Include Simulations That Focus on Elaboration Rehearsal

A learner should not only read but also interact with the topic directly. Besides, applying the knowledge can significantly enhance knowledge retention. An instructor can develop learning scenarios that offer learners the chance to explore the consequences of their actions and explore a variety of different decision paths. These learning simulations also allow students to dig into the concept and connect the content on a more meaningful level. Best of them all, the activities rely on automatic knowledge assimilation hence information processing is not hindered.

In summary, the level processing theory can help in designing memorable and meaningful learning experiences that facilitate long-term knowledge retention. Information processed on a deeper level makes it easy to remember more readily. Similarly, we must create interactive and engaging learning content that tie into previous knowledge to make retrieval easy.

2. Information processing theory

In the 1950s through to 1960s, psychologists who were involved in the information processing movement began to view the brain as a neural computer. They observed that it processes information with remarkable efficiency. Moreover, it excellently performs in problem-solving and critical thinking, through a process increasingly enhanced over time.

The information processing idea lies within cognitive psychology and as a theory. It combines several theoretical perspectives that aim at explaining human learning and development of memory structures. The information processing model has three key functions namely; the sensor register, the working or short-term memory and finally, the long-term memory.

Sensory register has the role of screening the incoming information. In addition to that, it involves the storage function sensory channels which include visual, auditory, olfactory, tactile, and gustatory. It has a large capacity which holds information for a very brief period.

For example, the visual sensory register contains information for only 1 second inform of an iconic image, which by explanation is a copy of visual input stored as a faint image. On the other side, auditory sensory register holds information for 4 to 5 seconds after which in both cases the information which is attended to and recognized is passed to the short-term memory. When there is a trigger by a stimulus to our senses, our brains briefly store the information.

Short-term memory is the type of memory that is responsible for the temporary storage of information that the sensory register processed. It can hold the information for up to 30 seconds although the length of time depends on some factors (Sodaro), notes that the storage of information here is just temporary.

Chunking increases storage capacity in short term memory. By definition, chunking is the dividing of original information into smaller parts known as chunk for ease in remembering them. An example may be remembering a telephone number. Capacity is limited to 7 items, plus or minus 2. Displacement of old information by newer ones leads to information lose. However, some of the information is neither lost nor retrieved but is passed on to the next memory stage if it is rehearsed by repetition.

The two types of rehearsal used in short term memory for information to be passed to the long-term memory are the maintenance rehearsal and the elaborative rehearsal. Maintenance rehearsal involves a passive process of repetition (Sodaro). What is to be remembered is gone through over and over again. In the other hand, elaborative rehearsal includes organizing the material and giving it meaning so that it can be fitted into existing organized long-term memories.

Long term memory is a phase or type of memory that is responsible for the storage of information over an extended period. Precisely, at this stage, the brain is less likely to forget the important detail. However, lack of refreshing of the knowledge may lead to its diminishing or fading from the brain. The long-term memory contains words, sentences, concepts, ideas and life experiences that we have had.

There are two divisions of the long-term memory which are the semantic and episodic memories. The semantic memory contains the meaning of words, concepts and the rule of using them into the language. It is an extensive network of meaningfully organized items of information. In the other hand, the epidemic memory contains memories of things that have happened to a person in the past (Sodaro). Episodic is the memory of autobiographical events, times, places, associated emotions and other contextual knowledge that can be stated explicitly.

An individual tends to see themselves as actors in the events, and the emotional charge and the entire context surrounding an event are usually part of the memory, not just the bare facts of the event itself.

Overall, both information processing theory and level of processing theory exhaust sufficiently the topic of memory. Moreover, both the theories explain how information is taken into our brains and the ways we can use to retain the information for an extended period.

Work cited

Sodaro, A. "Book Review: Memory: Histories, Theories, Debates". Memory Studies 5.1 (2012): 100-102. Web.