6.2. Theories of Remembering

According to the Atkinson-Shiffrin model (1968), memory consists of three main stages:

1. Sensory Memory: Holds sensory information for a very short period (milliseconds to seconds).
2. Short-Term Memory (STM): Holds a limited amount of information for about 20-30 seconds. The capacity is typically 7±2 items.
3. Long-Term Memory (LTM): Stores information for long periods, potentially for a lifetime, with a seemingly unlimited capacity.

The Atkinson-Shiffrin model describes how we remember information through three key stages. First, sensory memory captures information from our senses (like sights and sounds) for a brief time, just long enough for us to notice it. Then, if we focus on this information, it moves to short-term memory (STM), where we can hold a few pieces of information (like a phone number) for about 20 to 30 seconds. Finally, if the information is rehearsed or meaningful, it can be stored in long-term memory (LTM), where it can remain for years, possibly a lifetime.

Think of sensory memory as a screenshot on your phone—it's there for a moment but doesn’t stay unless you save it. If you remember the number you just saw and write it down, you’re transferring it to short-term memory, similar to saving it in a draft. If you actually store it in your contacts, you’ve moved it to long-term memory.

Craik and Lockhart’s Levels of Processing Theory (1972) emphasizes that memory depends on the depth of processing. The deeper the processing, the better the memory retention.

• Shallow processing (e.g., repeating information without understanding) results in weaker memory.
• Deep processing (e.g., relating new information to existing knowledge) leads to stronger memory retention.

The Levels of Processing Theory states that how we process information affects how well we remember it. When we simply repeat something (shallow processing), we’re less likely to remember it later. In contrast, if we connect new information to what we already know (deep processing), we’re likely to remember it much better because the information is integrated into existing networks in our memory.

Imagine studying for a test. If you memorize definitions word-for-word (shallow processing), you might forget them shortly after. But if you relate those terms to your own experiences or ideas (deep processing), like connecting 'photosynthesis' to how plants grow around you, you’ll probably recall that information much more easily later.

Baddeley and Hitch’s Working Memory Model (1974) expands on the concept of short-term memory. The model suggests that memory is an active process and consists of multiple systems:

1. Central Executive: The control system that directs attention and coordinates other components.
2. Phonological Loop: Stores and processes verbal and auditory information.
3. Visuospatial Sketchpad: Stores and processes visual and spatial information.
4. Episodic Buffer: Integrates information from the other systems and long-term memory.

The Working Memory Model breaks down short-term memory into different components, explaining how we actively process information. The central executive acts like a manager, deciding which information to focus on. The phonological loop handles sounds and spoken words, while the visuospatial sketchpad deals with images and spatial relationships. Meanwhile, the episodic buffer connects all of the above with long-term memories, ensuring a cohesive understanding of current information.

Think of working memory like a busy office. The central executive is the manager, directing tasks. The phonological loop is like a filing cabinet for notes and conversations, while the visuospatial sketchpad is a wall covered with visual aids and diagrams. The episodic buffer is similar to a team meeting where everyone shares their files and knowledge to solve a current issue together.

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