The Memory Process

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Abstract

This paper seeks to give an analysis on the memory process. Through conducting a test on memory the process is known. The concepts of long term, short term, and working memory, are beneficial in this process. A test on memory needs to be conducted, in order to know about the process of memory. The results are significant to the process in many ways. In the process of memory, retrieval and encoding are essential. There are certain variables, which are related to information encoding and they have an impact on memory (Tulving & Craik, 2000).

Analysis of the memory process

The ability to ensure that for long periods of time, information is retained is known as memory. In psychology, the study of memory was pioneered by Ebbinghaus. He spent many hours trying to ensure that he learnt many words, which were of no value. Later, he ensured retention of the information occurred. The intervals, which were used for studying retention levels, were in terms of minutes, seconds and hours. This was done by many psychologists including Ebbinghaus.

To obtain the meaning of short term memory, information was retained in a temporary manner. This is different from the retention of information for long term purposes. Sensory information, which is current, is stored in the memory that is short term. Also, through its sensory buffers, information, which is new, is rehearsed (Tulving & Craik, 2000). Memory, which is short term has minus 2 and plus 7 Millers that are limited. Time is vital in ensuring that memory, which is short term, is related to the encoding in the memory that is long term.

In order to do tasks, which are complex, such as learning, comprehension and reasoning that involves information holding working memory is used. It involves monitoring goals, which are active, through the tasks, which are based upon the working memory. Other times, behaviors are manipulated, in order to provide information. This occurs through distractions as well as processes in the mind. This memory is related to the one, which is short term. This is because it involves disposal, processing, retrieval and processing of information. Large volumes of information are stored in the memory, which is long term. Both long and short term memory, have characteristics, which are similar, based upon the information, they store and lose. In the process of learning, a process that is physiological is involved. This means that in order for information to be stored in the long term memory, it is obtained from memory, which is short term (Tulving & Craik, 2000).

The test on memory, which is being experimented, is on the short term memory. Through observation, it is established that people remember what they learnt some time back. There are certain factors, which ensure people remember what they have learnt. This test is for children in grade 6. The student is to obtain a tray and at least 20 items should be put on it. After this is done, they tray should be covered using a cloth. The audience is to be informed that there is specific number of items on the covered tray. The tray is to be uncovered and the audience views them in one minute (Neuroscience for Kids, 2011). After they have viewed the items on the tray for one minute, it will be covered. The audience is to record the items they remember after being viewed. The purpose of this experiment is to find out if it was possible for all the items to be remembered. Which items were not remembered, needs to be known. After this has been established, the audience should be taught on the vital techniques of memory. The experiment should be conducted for the second time to establish the benefit of the techniques of memory.

The second trial of the experiment is meant to ensure that the capability of the short term memory is known. Using the same tray, ensure that it is covered and after one minute, remove some items, without the audience’s knowledge. Then ask them what they think is missing from the tray. This should be done many times until the audience is aware of all the items, which are missing. This technique seeks to ensure that memory is improved and that information is easily retrieved and encoded. All these are essential aspects of the process of memory (Neuroscience for Kids, 2011).

The results of this experiment are that the audiences were able to remember most of the items viewed on the tray. There is a process of control, which was used, through reliable access in order to ensure that the information is encoded. This also facilitates the retrieval of information which in turn ensures that the items observed on the tray, are easily remembered. The cues of retrieval are the ones responsible for ensuring that people acquire knowledge. Structures are responsible for ensuring that people remember what they have seen through encoding, which occurs as a result of memory (Neuroscience for Kids, 2011).

During the retrieval process, inferences are made by people according to things they have witnessed. This means that an implication exists concerning what people hope to achieve, from the things they view (Tulving & Craik, 2000). As a result of knowledge, which is prior, people are able to remember many things. In the experiment, the audience remembered everything after they viewed it for the second time. The items on the tray were easily remembered after being viewed for the second time. The short term memory ensures that information is retrieved after being encoded. Since the experiment was conducted in the same environment, recalling of information becomes easier. However, there are certain variables, which affect short term memory (Neuroscience for Kids, 2011).

Retrieval, storage, retention and encoding, are essential aspects of memory of the brain. In order to ensure that capabilities of learning as well as memorization are improved, one needs to know the techniques of memory (Tulving & Craik, 2000). This is the reason why on the second attempt of the experiment, it was easy for the audience to remember all the items on the tray. It has been proven through research, that memory tricks and mnemonic techniques, help improve one’s memory. The senses of the body are responsible for ensuring that retrieved information functions as is expected. When encoding occurs, it means the information has been stored and this is due to the different themes, which exist (Tulving & Craik, 2000). The encoding, which took part initially, is responsible for ensuring that retrieval is effective and accurate. A person has the ability to determine, which information they want to store, and in which memory .This process is known as association and this is how the different variable exists.

Conclusion

In conclusion, the different memories are beneficial to human beings. They ensure that people remember things through a process known as learning. It is wise to ensure that the Brain is engaged in activities, which ensure that it is active.

Reference

Tulving, E. & Craik, F. (2000). Handbook of Memory. Oxford: Oxford University Press.

Neuroscience for Kids (2011). Memory tests .Retrieved from http://faculty.washington.edu/chudler/chmemory.html