information’ to the already existing information in long-term memory. For example, the task of remembering the meaning of the word ‘humanity’ will be easier if the meanings of concepts such as ‘compassion’, ‘truth’ and ‘benevolence’ are already in place. The number of associations you can create around the new information will determine its permanence. In elaborative rehearsals one attempts to analyse the information in terms of various associations it arouses.
It involves organisation of the incoming information in as many ways as possible. You can expand the information in some kind of logical framework, link it to similar memories or else can create a mental image. Figure . , that presents the stage model of memory, also depicts the arrows to show the manner in which information travels from one stage to another.
Experiments, which were carried out to test the stage model of memory, have produced mixed results. While some experiments unequivocally show that the STM and LTM are indeed two separate memory stores, other evidences have questioned their distinctiveness. For example, earlier it was shown that in the STM information is encoded acoustically, while in LTM it is encoded semantically, but later experimental evidences show that information can also be encoded semantically in STM and acoustically in LTM. I.
Try to remember the following list of digits (individual digits) Now try to memorise them in the following groups: Finally memorise them in the following manner: What difference do you observe? II. Read out the lists given below in a row at the speed of one digit per second to your friend and ask her/him to repeat all the digits in the same order: List Digits ( digits) - - - - - ( digits) - - - - - - ( digits) - - - - - - - ( digits) - - - - - - - - - ( digits) - - - - - - - - - - - Remember that your friend will recall the digits as soon as you finish the list. Note how many digits are recalled.
The memory score of