The multistore model:

The multistore model of information processing Atkinson & Shiffrin. 1965 ha called the hives in-
the-head approach. It is also known as the stage model. She information processing as a
sequence of discrete stages equivalent to the serial that takes place in computers. This model
relates to how information is processed stored in memory It views the information input you
receive moment by moments processed and stored in three locations, or 'boxes, which are
known as 'sensory short-term memory and long-term memory (see Figure 5.2). Each box has
different p cessing function with the sensory register being the first location

Sensory register
The sensory register is the first compartment, or storage box for information input New
information enters the sensory register through the five senses and is stored for less than ane
second (Schneider & Bjorklund. 1998) Visual information goes into the visual store

auditory information into the auditory store and so on. The number and range of stimuli that
constantly bombard us exceed the amount we can process, and since we cannot process
everything, we must be selective. The central process associated with this stage is attention.
When we focus on certain information with the aim of remembering it, we are said to be paving
attention. f we attend to information, it moves to the next storage box, the short-term memory,
for further processing If we do not pay attention, the information decays and disappears..

Short-term memory
Short-term memory (STM) or working memory (Baddeley. 1986), is a temporary storage place
with a limited capacity to store approximately seven items of information at a time Miller, 1956).
Short-term memory only stores information for a few seconds. In order to remember the
information in short-term memory we may either rehearse it or chunk it

Rehearsal involves us repeating and practising information to help ourselves remember it

Chunking occurs when we group related pieces of information into a single meaningful unit. You
may have used chunking to remember a list of numbers. For example, if your stu dent number is
quite long, you máy chunk the nine digits as 925231378 Thus, nine pieces of information are
reduced to three bundles, which makes the number easier to remember. The rhythm of this
grouping may also help you remember the sequence. The more effectively material is chunked
and rehearsed, the more likely it is to be transferred to long-term memory. Unrehearsed items
are usually displaced by new information and are
soon forgotten

Long-term Memory:
The third component of the process and a permanent storage facility for information long term
memory is as far as anyone can tell, unlimited in capacity and state Memories may remain in
long-term memory indefinitely and long-term memories tale many forms. Three main types of
long-term memory are episodic edural Tulving, 1985)
Episodic memories are the memories we have for events that hine happened to us
personally like a school concert where you loved the lead role or your first kiss
Semantic memory is concerned with language and the world around as

Knowing that chopsticks are implements used for eating, or that December and January are
summer months in the southern hemisphere. Semantic memories generally the specific
information about time and place that characterizes episodic memories. If you remember
something that happened to you while you were eating with chopsticks at our favourite Chinese
restaurant last summer this would be an episodic rather than a semantic memory
Procedural memory helps us recall steps or procedures for performing a skill for example,
you need procedural memory to help you use the chopsticks for eating While episodic, semantic
and procedural memories differ in content and function, these toes long-term memory are often
interconnected.

Information and knowledge

declarative knowledge
Knowing that certain facts, information and experiences exist and are real

procedural knowledge
Knowing how to perform an action or sequence of actions

conditional knowledge
Knowing when and how to use different types of knowledge

metacognition Knowledge
Knowledge about knowledge

self-monitoring
A metacognitive activity that involves monitoring how well we are understanding remembering

and

self-regulation
A metacognitive activity that involves planning, directing and evaluating one's cognitive
processes