TWO-STORE MEMORY MODEL
Working (Short-Term) Memory

Once a stimulus is attend to and perceived, the input is transferred to
WM (STM) (Baddeley, 1992).
 Limited in duration (Information is quickly lost if not learned well) and
capacity. (7 items plus or minus 2 items)
 Duration：if not acted upon quickly, information in WM(STM) decays.
 Capacity：by chunking, or combining information in a meaningful fashion
can increase the amount of information.

Memory scanning (Sternberg, 1969): People retrieve information from
active memory by successively scanning items.

Control (executive) processes: rehearsal, predicting, checking,
monitoring, and metacognitive activities.
Long-Term Memory

Knowledge representation in LTM depends on frequency and contiguity
(Calfee, 1981)
 Information processing model：
Human memory-- content addressable、less precise、more colorful or
informative、like library、cross-referenced
Computer-- location addressable、precisely

Tuliving (1972,1983) proposed:
 Episodic memory: information in LTM associated with particular events,
times, and places.
 Semantic memory: involves general information and concepts not tied to
specific context.
 Paivio (1971): knowledge in stored in verbal and visual forms.
 Verbal memory: propositions and procedures coded as meaning.
( abstract )
 Visual memory: information coded as pictures, images, scenes.
( concrete )

Propositional networks (Anderson,1990; calfee,1981):

Declarative knowledge: fact, subjective belief, script, and organized
passage.

Procedural knowledge: concept, rule, and algorithm.

Conditional knowledge: employ forms of declarative and procedural
knowledge.
Influences on Encoding
Encoding: put new information into the information into the information
processing system and preparing it for storage in LTM.
Three import factors that influence encoding: organization, elaboration,
schemata.


Organization: well-organized material is easier to learn and recall.
(Katona,1940). There are three ways to organize material : hierarchy,
mnemonic devices, mental imagery.


Elaboration:

The process of expanding upon new information by adding to it or
linking it to what one knows.

Maintenance rehearsal
Elaborate rehearsal

Mnemonic devices


Schemata: is a structure that organizes large amount of information into
a meaningful system.

Schemata aid in comprehending information. (Bartlett, 1932)


Any well-ordered sequence can be represented as a schema.
Schemata are important because they indicate what to expect in a
situation.

Schemata assist encoding because they elaborate new material into
a meaningful structure. Using schema highlights important
information.