Encode: The process of transforming sensory input into a form that the brain can store, such as turning sights and sounds into neural codes. Storage: Maintaining encoded informatio... Encode: The process of transforming sensory input into a form that the brain can store, such as turning sights and sounds into neural codes. Storage: Maintaining encoded information in the brain over time. It refers to how and where information is kept in the brain's memory systems. Retrieval: The process of accessing stored information when it is needed. This can involve recognizing or recalling past information. Short-Term Memory: A temporary memory system that holds a limited amount of information (about 7 items) for a short period, around 20–30 seconds. Long-Term Memory: A vast and durable memory system capable of holding information for long periods, potentially for a lifetime. Working Memory Model: A model proposed by Baddeley and Hitch that describes short-term memory as an active system for temporarily holding and manipulating information, with components like the phonological loop and visuospatial sketchpad. Multi-Store Model: Atkinson and Shiffrin’s model of memory that proposes three distinct stores: sensory memory, short-term memory, and long-term memory, with information passing between these stores through attention and rehearsal. Primary Memory System: Refers to the first level of memory, such as working memory or short-term memory, where new information is held before being processed further. Central Executive: The control center of the working memory model, responsible for directing attention and coordinating other subsystems (phonological loop, visuospatial sketchpad). Phonological Loop: A component of working memory that deals with auditory and verbal information. It stores spoken words and rehearses them to prevent decay. Visuospatial Sketchpad: The part of working memory responsible for handling visual and spatial information. Long-Term Potentiation (LTP): The strengthening of synaptic connections between neurons after repeated stimulation, which is believed to be a key process in the formation of memories. Module 2.4: Explicit Memories: Also known as declarative memories, these are memories of facts and experiences that one can consciously recall and declare, such as events (episodic memory) and knowledge (semantic memory). Effortful Processing: The process of encoding information that requires conscious effort and attention, such as studying for an exam. Automatic Processing: The unconscious encoding of information, such as remembering the location of objects in a room or the timing of daily events. Implicit Memory: A type of memory that involves skills and conditioned responses, often recalled without conscious effort (e.g., riding a bike, procedural memory). Sensory Memory: The brief storage of sensory information from the environment, lasting just a fraction of a second (iconic and echoic memory). Iconic Memory: A brief sensory memory of visual stimuli, lasting less than a second. Echoic Memory: A brief sensory memory of auditory stimuli, lasting about 3–4 seconds. Short-Term Capacity: Refers to the limited number of items that can be held in short-term memory, often described as 7±2 pieces of information. Chunking: A memory strategy where information is organized into meaningful groups or 'chunks' to enhance short-term memory capacity. Mnemonics: Memory aids that use vivid imagery or organizational techniques to help remember information (e.g., acronyms, method of loci). Hierarchies: A memory strategy where information is structured from general to specific concepts, helping with understanding and recall. Spacing Effect: The tendency to retain information better when study sessions are spaced out over time, rather than crammed into a short period (massed practice). Testing Effect: The phenomenon where long-term memory is enhanced by practicing retrieval of information (e.g., through self-testing) rather than just reviewing material. Method of Loci: A mnemonic technique that involves associating information with specific locations in a familiar place to enhance memory recall. Massed Practice: A study technique where large amounts of information are crammed in a short time, leading to poorer long-term retention compared to spaced practice. Distributed Practice: A study technique where information is reviewed over longer periods, which improves long-term retention and learning. Shallow Encoding: Encoding information based on surface features, such as appearance or sound, rather than meaning, leading to weaker recall. Deep Encoding: Encoding information by focusing on its meaning and associations, resulting in stronger, more durable memories. Structural, Phonemic, and Semantic Encoding: Structural Encoding: Processing information based on how it looks (e.g., recognizing capital letters in a word). Phonemic Encoding: Processing information based on how it sounds (e.g., rhyming). Semantic Encoding: Processing information based on its meaning (e.g., understanding a word in context), which leads to better recall. Levels of Processing Model: A theory that suggests the depth at which information is processed (shallow vs. deep) determines how well it is stored and remembered. Maintenance Rehearsal: A memory technique where information is repeated over and over without considering its meaning, useful for short-term retention. Elaborative Rehearsal: A memory technique where new information is linked to existing knowledge in a meaningful way, helping transfer it to long-term memory.
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The question provides multiple definitions and concepts related to memory processes, including encoding, storage, and retrieval, as well as different types of memory and strategies for enhancing memory retention. It aims to summarize key aspects of memory from a psychological perspective.
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