FAZAIA COLLEGE OF EDUCATION FOR WOMEN SARWAR

ROAD, LAHORE CANTT

TOPIC: MEMORY
SUBJECT: EDUCATIONAL PSYCHOLOGY
SUBMITTED TO: MS. RABBAYA
SUBMUTTED BY: BAREERA SIDDIQUE
ASMA BADAR
CLASS: B.Ed. (Hons)-V
DATE OF SUBMISSION: 14TH NOVEMBER, 2023
 MEMORY

INTRODUCTION
Memory is one of the most significant mental processes that describe the human experience, and
it is being studied by neuroscientists and psychologists. It preserves our identities and helps
learning by allowing us to store and retrieve knowledge. It is a fundamental mechanism involved
in a wide range of cognitive capacities, from simple sensory processing to higher cognitive
abilities such as language and reasoning. Ebbinghaus developed the first numerical approach for
determining memory, known as the "forgetting curve." Numerous memory models have been
presented since then, including the important stage model of memory proposed in the 1960s by
Atkinson and Shiffrin, which posited three phases of memory processing: sensory memory,
short-term memory, and long-term memory. Memory is essential in many aspects of our lives. It
allows us to access brain-stored knowledge, recall previously learned skills, or recollect a
precious memory. Individuals can utilize memory to plan for the future based on prior
experiences. Without memory, we wouldn't have an identity, a sense of continuity, or the ability
to learn. Understanding this complicated cognitive function is critical since many mental health
illnesses, such as PTSD, Alzheimer's disease, and dementia, are characterized by major memory
impairments.

DEFINITION
Memory is the ability to process and integrate information into memory stores through the
processes of learning, encoding, retention, retrieval, and reactivation when stimulated. Memory
includes both conscious recall of facts and experiential details as well as established knowledge
that emerges without effort or even awareness. It serves as both a temporary cache of
information and a more permanent record of what has been learnt. Scientists define memory as
episodic memory, semantic memory, procedural memory, working memory, sensory memory,
and prospective memory. Memories are formed in three stages. It all begins with encoding.
Encoding is the process by which external stimuli and information enter your brain. This could
happen through any of your five senses. The information we take in is then stored, either
temporarily, as with sensory and short term memory, or permanently, as with long term memory.
Recall is the ultimate stage. Recall is our ability to recover a memory from wherever it is stored.
These processes are also how sensory memory can be converted to short-term memory or short-
term memory can be converted to long-term memory.
 STAGES OF MEMORY

SENSORY MEMORY
Sensory memory is the ability to recall sensory information after the stimulation has stopped. In
general, sensory memory only retains information for short periods of time. Sensory memory is
the ability to recall the sensation of another person's touch or a passing sound. There are three
forms of sensory memories. Iconic memory is a quickly decaying store of visual information, a
sort of sensory memory that stores a picture for a short period of time after it has been
experienced. Echoic memory is a quickly decaying store of auditory information, as well as a
sensory memory that remembers sounds for limited periods of time. Haptic memory is a sort of
sensory memory that stores information about touch stimuli.

SHORT TERM MEMORY

For a small amount of time, short-term memory permits you to recall particular knowledge about
anything. Short-term memory is less transitory than sensory memory, but it is also less persistent
than long-term memory. Short-term memory is often referred to as primary memory or active
memory. According to research, short-term memories only last about 30 seconds. When you read
a passage in a book or have to recall a string of numbers, that's your short-term memory at work.
By practicing the information, you can keep it in your short-term memory.

LONG TERM MEMORY

The great bulk of our recollections are stored in our long-term memory. Long-term memory is
any data that we can recall after 30 seconds. The value of these recollections ranges from
recalling the name of a friendly face at your favorite coffee shop to essential information such as
a close friend's birthday or your home address. There is no limit to how much and how long our
long-term memory can keep.
 THEORIES OF MEMORY

MULTI STORE MODEL

Richard Atkinson and Richard Shiffrin introduced the multi-store model, an influential theory of
memory, in 1968. According to this theory, information exists in one of three states of memory:
sensory, short-term, and long-term stores. Information moves from one level to the next when we
practice it in our minds, but it might fade away if we do not pay attention to it. Information
enters memory through the senses, such as when the eyes examine an image, olfactory receptors
in the nose smell coffee, or we hear music. This information is stored in the sensory memory
store, and because it contains a large amount of data characterizing our environment, we only
need to recall a small fraction of it. As a result, most sensory information quickly 'decays' and is
forgotten. A sight or sound that catches our attention captures our attention, and our
contemplation of this information - known as rehearsal - results in the material being promoted
to the short-term memory store, where it will be stored for a few hours or even days just in case
we need it. The short-term memory allows us to access information that is relevant to our current
circumstances, but its capacity is limited. As a result, we must further rehearse information in the
short-term memory in order to recall it for a longer period of time. This could just be recalling
and thinking about a former experience, or memorizing an information by rote - continually
thinking or writing about it. This important knowledge is subsequently promoted to the long-
term memory store, where Atkinson and Shiffrin believed it.

WORKING MEMORY MODEL

Alan Baddeley and Graham Hitch considered the short-term memory (STM) store to be too
straightforward and proposed a working memory model that replaced it (Baddeley & Hitch,
1974). The working memory model offered two components that focus on various forms of
sensory information: a visuospatial sketchpad (the 'inner eye') and an articulatory-phonological
loop (the 'inner ear'). Both operate independently of one another, but are governed by a central
executive, which collects and processes data from the other components in the same way as a
computer processor handles data held separately on a hard disk. The visuospatial sketchpad,
according to Baddeley and Hitch, handles visual data - our observations of our surrounds - and
spatial information - our grasp of object size and location in our environment, as well as their
position in respect to ourselves. This allows us to interact with items, such as picking up a cup or
avoiding walking into a door. A person can also use the visuospatial sketchpad to recall and
assess visual information stored in long-term memory. When you try to recall a friend's face, you
use the visuospatial sketchpad to visualize their appearance. The articulatory-phonological loop
is in charge of the sounds and voices we hear. Auditory memory traces are generally forgotten,
but they can be practiced using the 'inner voice', a technique that can improve our recollection of
a certain sound.
HOW MEMORY IS RELATED TO EDUCATIONAL PSYCHOLOGY?

Memory is necessary for learning, but it also depends on learning because the information stored
in one's memory serves as the foundation for associating new knowledge. It is a symbiotic
partnership that evolves throughout our lives. Learning and memory are two notions that are
connected and vital to the human experience. It is often just as essential to store new information
in your memory as it is to learn new information. studying is obtaining new skills and
knowledge, which can be a complicated process depending on what you are studying. Learning
and memory have a severely interdependent and cognitively complex and varied relationship.
Some people may have difficulty learning anything new if they have an issue with memory
formation or memory processing. There may be therapy strategies and techniques available for
persons having cognitive problems relating to learning and memory. Learning is a complex
process that occurs throughout life in the human brain. Learning requires the development of
new connections between neurons in both children and adults. These connections multiply and
solidify as you learn. These brain modifications may result in the development of new skills,
knowledge gain, or memory encoding. Learning also involves the alteration of existing neural
connections, which can be aided by repetition and reinforcement. This process allows us to
create new brain connections that help us acquire and retain new information more effectively.
Finally, learning is a dynamic process involving the interplay of different brain systems and
actions. Both learning and memory are complex functions of the brain. Learning generally refers
to the acquisition of skills and knowledge. Memory, on the other hand, refers to our ability to
store information and recall it later. Research shows that learning and memory exist together in
the three stages: encoding, storage, and retrieval. Encoding involves learning new information
and storing it in the memory. During retrieval, the brain accesses that information for use.