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32 CHAPTER 2
Short-term
sensory store
Working
memory
Long-term
memory
retrieval
input
attention
rehearsal
storage
elaboration
organizational
memory loss memory loss
FIG. 2.1 A model of the information-processing system.
Psychologists provide many different theories and explanations of
human learning. One way to understand how information may be
acquired or lost is to understand the information-processing system
(see Fig. 2.1). This model is used to identify how humans store,
encode, and retrieve information. Storage is the process of placing
information into memory. Encoding is the process used to change
information in some way before it is stored, because information is
not stored exactly as it is presented. For example, when an individ-
ual reads a textbook, he or she derives meaning from the words read
and stores the meaning rather than the specific words on the page.
Sometimes when a person reads, he or she remembers the informa-
tion by changing the words to an image of the event. Retrieval refers
to the process of remembering or finding previously stored informa-
tion. Sometimes it is easy to recall information, other times, it takes
considerable thought and effort to remember.
Three important points are emphasized in this chapter:
- Learning involves getting information into long-term memory
(LTM), a component of memory that holds knowledge and
skills for long periods of time. - Much of what we think we have learned is soon forgotten or
never really learned in the first place. - The specific strategies used to store information in LTM affect
the likelihood that the information will be remembered. In other
words, how we learn often determines what we remember.
Short-Term Sensory Store
As shown in Fig. 2.1, the flow of information begins with input
from the environment, such as the visual perception of words in a
text. This information enters the short-term sensory store (STSS).
Information in the STSS is stored briefly until it can be attended to