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The Memory System - Enhancing and Forgetting

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Trace the memory system from stimuli into long-term memory. Discuss the features of each step and factors that enhance or impede information flow in each step of the process.

- Explain proactive and retroactive interference and how you might counteract their effects while studying in order to facilitate maximum absorption of information into long-term memory.
- Explain other kinds of forgetting and discuss some strategies that can improve memory consolidation and/or retrieval.

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Solution Summary

This job assesses the memory system in great detail, giving examples of techniques to lessen forgetting and enhance memory detail. 1442 words with references.

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Memory begins with a stimulus, whether it is visual, auditory, or like most stimuli a combination of different types of sensory input. Sensory memory lasts only as long as the sensory input from the sense organs is still being processed by the parts of the brain receiving this input. Sensory memory does not usually last more than a few seconds, and the information is quickly and constantly being replaced by more incoming sensory input. Generally, most of the sensory information we receive is quickly pushed out of the sensory memory, and never receives conscious attention from the brain. Sensory memory may be enhanced by deliberately making oneself more aware of sensory stimuli. It is hindered when we are busy, tired, or overstimulated and not able to process all the incoming sensory data available.

The next step occurs when a particular stimulus catches our attention enough that we consciously become aware of it. This might be because it is new, interesting, alarming, or because it is something we are making ourselves pay attention to. At this point, the information becomes part of the working memory. Working memory, or short-term memory, holds a variety of bits of information that are currently in use. For instance, if you were doing math, the numbers involved in the problem you are working on might be active in working memory, along with the formulas you may be using. If you are asked to memorize a list of words and then recite them, you are trying to hold the words in your working memory. Working memory is very effective for allowing us to handle and manipulate specific bits of information. The main drawback of working memory is that it only holds a very limited amount of information, and only for a very short time. As soon as you are not actively using or trying to remember something stored in working memory, it is quickly forgotten or replaced with new information. Working memory can be easily interrupted; for example, if you are trying to remember someone's name until you can get to a pen to write it down, and someone interrupts you on the way to your desk. It's likely that in that brief period the name will be gone from your working memory. Repeating things can ...

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