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Running head: MEMORY1Memory: Helpful and HurtfulHeather MorganPSY 331: Psychology of Learning(PSG1935A)Professor Peggy OlsenSeptember 8, 2019
Memory2IntroductionMemory. The use of memory is an everyday occurrence, from getting dressed to driving towork. We access our memory constantly and unconsciously every day but how did all of thatseemingly second nature information find its way into our memory. Learning through memorydevelopment by utilizing working memory, short term memory, and transferring the neededinformation into long term memory. Why is this transfer important, are there was to make yourmemory more efficient, or ways to fool your memory into remembering things that neverhappened?Memory DevelopmentMemory and learning go hand in hand often so closely that they are mistaken for oneanother. When actively engaging in the acquisition of new knowledge you are in fact, accessingand building new memories. Information that your brain receives from the world around you iscatalogued and either discarded or retained depending on the importance you place on theinformation. Actively learning uses similar skills as traditional memory cataloging but wherelearners are active participants in the storage of the memories associated with the material beinglearned. The learner is presented with the content which would immediately be stored in theworking memory center of the brain, but this content will only stay in the working memory for afew moments before it must either move into the short-term memory or be lost. Moving theinformation from short term memory to long term memory, however, is the true test of learning.
Memory3There are three stages to memory processing the first encoding is the process by which we covertour perceptions into constructs within the memory, the next consolidation is the process used tostore memories and the last and possibly most important is retrieval (Rosser-Majors 2017).Retrieval is the one outward sign of learning; it is testable and observable. The only way for theinformation presented to become knowledge is for it to become long term memories. Withoutthat transfer from short term to long term memory information can not be retained for future use.Effective ProcessingThere are three purposed levels to information processing presented by Craik andLockhart, (1972) in their levels of processing model. These three processing types could

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Term
Spring
Professor
JuliaTannehill
Tags
Memory processes, Craik, Lockhart

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