is Memory? | Models of Memory | Types
of Memory | Anatomy of Memory | Levels
of Processing | Five Systems of
Memory | Five Systems Review | Stages
of Memory Functioning | Remember
Memory is More Complex Than You Might Think:
is a process that is governed by multiple systems throughout the brain.
The complex intricacies of memory functioning are not completely understood,
although there are many models that have been proposed. This chapter
is devoted to teaching you how memory functions. By having a working
knowledge of how memory works you will be in a better position to plan
strategies to improve memory.
What Is Memory?
Memory is a mental process of storage and retrieval of
information and experience. Information makes its way into your memory
through your senses. It is then processed by multiple systems throughout
your brain and stored for later use (Parente and Stapleton 1993).
For memory to properly function, information must be correctly received
through the senses. Memory is stored (encoded) according to many different
themes. It is stored according to time (when something happened), category
(animal, plant, mineral), function (a hammer is used to pound nails),
and many others. These different types of memory represent individual
memory systems within the brain. Once information is stored correctly
within one or more of these systems it can later be retrieved. The ease
and accuracy of retrieval depends upon the effectiveness of the initial
encoding. Retrieval is also dependent upon what file you consciously
decide to file newly learned information under. In other words, you can
choose which file in your mind to store a particular memory in. You can
even decide to place a memory in a folder that already exists. This is
Models of Memory:
There are many models of memory that have been proposed through the years.
We will review three that pertain directly to the RARE-DREAM model.
These include the Atkinson and Shiffrin Model, Cognitive Efforts Model,
and the Depth of Processing Model.
Atkinson and Shiffrin Model of Memory:
Common among many models of memory is the view of memory as a system
of operations that function through different phases in time (Laaksonen
1994). A generally accepted model of memory is the one proposed by
Atkinson and Shiffrin (1968). In this model, the structural components
of memory consist of what is called a “sensory store” (where
data picked up by your senses is temporarily stored), short-term memory,
and long-term memory. Information is first acquired through the senses,
where it then enters the short-term memory store. Encoding may be mediated
by how many senses were involved during the processing of the information
while contained in short-term memory. Once the information enters the
short-term memory it can either be forgotten or further processed and
moved into long-term memory where a permanent record is created. The
term “working memory” is often used in place of the term
short-term memory because information is typically held at this level
to fulfill a work function and then either forgotten or further consolidated
into long-term memory. For instance, when you look up a number in the
phone book, the number is held in working (short-term) memory until
the number has been dialed. Once the work of dialing is accomplished,
the numbers are forgotten. If it’s necessary that you retain
this number, you may then rehearse the number to properly encode it
in your long-term memory. The next model of memory describes memory
from the perspective of effort.
Cognitive Effort Model of Memory:
The cognitive effort model is a dynamic model stating that the critical
variable for reliable memory is related to the degree of cognitive
effort used when processing the information. With increased cognitive
effort, more distinct and durable memories are established. According
to this model, the degree of motivation expended in establishing a
memory determines the level of success of memory consolidation and
later retrieval. In essence, the harder you try to encode a memory
the more successful you will be. Let us caution you here that this
effort must first be correctly placed in order to be effective. The
final model of memory that we will introduce is the depth of processing
Depth of Processing Model:
A related perspective of
memory functioning is the “depth of processing” concept
supported by Craik and Lockhart (1972). This concept holds that effective
memory is contingent upon the kinds of operations carried out while encoding
information, and that retention is determined by the characteristics
that are emphasized during the initial encoding process (Reed 1992).
According to this model, information that is encoded in a more personally
meaningful way is more likely to be recalled. There is evidence to suggest
that older adults are less likely to spontaneously apply these deeper
levels of processing to their memory functioning (Zarit et al. 1981).
In accordance with depth of processing concepts, recent approaches in
memory training have targeted processes that occur during the encoding
stage of memory (Smith 1980).
In combining the three models, we can surmise that effective memory
functioning is dependent upon adequate transfer of information from your
senses into working memory. While the information is contained in working
memory it is elaborated upon and tagged with meaningful retrieval cues
before it is transferred for permanent storage into long-term memory.
Now that we’ve examined models of memory, let’s take a look
at different types of memory.
Types of Memory:
Ogrocki and Welsh-Bohmer identify two types of memory. The first type
is learned experiences that are accessible through conscious awareness.
The second type is automatic changes in behavior that are at an unconscious
level (Ogrocki and Welsh-Bohmer 2000, 19). Thinking of memory in terms
of unconscious or automatic processes and conscious or planned mechanisms
serves as a good initial conceptualization. For our purposes, we will
refer to these as “declarative” and “nondeclarative” memory,
Declarative memory is conscious memory. It is knowledge
of facts and events that includes both episodic (time-related data of
past experiences) and semantic (fact-related) data. Declarative memory
stores information about facts (who, what, when, where) and the relationship
Other terms that you may hear associated with declarative
memory might include “explicit memory” or “cognitive memory.” This
is what most people are referring to when they state that they begin
to notice lapses in their memory functioning. It is also the type of
memory most affected by depression.
Nondeclarative memory is memory that cannot be
accessed consciously. It includes motor learning, habits, and conditioning.
Nondeclarative memory includes the skills achieved through repetitious
exposure, such as driving a car or riding a bike. Nondeclarative memory
involves multiple senses and systems and utilizes multiple motor and
cognitive pathways in its execution. Other names for nondeclarative
memory include “implicit
memory,” “dispositional memory,” or “nonconscious
An example of nondeclarative memory is the slow process of learning
the skilled movements to play the piano. Other examples include different
types of nonconscious memory, priming, and conditioning. Nondeclarative
memory is your intuition and is often represented in cartoons by the
little devil sitting on one shoulder whispering in one ear and an angel
sitting on the other shoulder whispering in the other ear. This is a
primitive memory system and is used by both humans and animals. This
system has been well proven over time, is very well established, and
is an excellent vehicle on which to mount improved memory functioning.
Take a moment and describe out loud to yourself how
you would tie your shoe or ride a bicycle. Name all the specific steps
in singing a song or painting a picture. Explain déjà vu.
If you struggled (and we expect you did), it is because essentially
you were trying to utilize declarative memory functions to verbally
describe nondeclarative memory experiences. In contrast, what makes
the game of charades so challenging to people is that the game involves
using nondeclarative processes to describe declarative concepts. This
further evidences just how intricate and, frankly, awesome your memory
is. The next time you feel demoralized about your memory, remember
how complex the concept of memory is. Think about a nondeclarative
skill that you have mastered, such as your ability to play a musical
instrument, knit, or even ride a bike.
Anatomy of Memory:
There are multiple systems and areas of the brain
associated with memory functioning. The area of the brain called the
hippocampus (located in the temporal lobe) is generally considered
the central processing unit for memory. Other areas involved in memory
functioning include the areas called medial temporal lobes and the
diencephalon. Today it is widely recognized by neuroscientists that
there is not one central area of the brain solely responsible for memory.
Memory is stored and processed throughout the brain. What this means
is that the idea of “your
memory” going bad is not the same as your heart or kidneys going
bad. This makes the function of memory more resilient than if it was
contained within a single area of the brain. In other words, both the
strength and proper utilization of memory lies in diversity.
Different memory functions have been localized to
distinct areas of the brain. Motor memories (like limb position, knowledge
of personal space) is stored near the motor processing areas of your
brain. Sensory memories are stored near sensory processing areas of
your brain. Different regions of the brain are wired together and work
in conjunction. For example, pain sensory receptors detect that your
hand is getting burned. This message is processed within the spinal
cord and memory of the hand’s
position in space is quickly detected and adjusted to prevent further
damage from heat. Given this wonderfully complex pattern of memory
functioning, we do not have to concern ourselves with a single entity
of memory. We can create tailored methods to encode and retrieve memories
dependent upon the type of memory and where we choose to store it.
let’s pair a paperclip with the smell of sweat. By
that single thought you have created new pathways to store new properties
of a paperclip and have associated the idea of a paperclip with sweat.
Now for encoding purposes picture yourself running through a hot stationery
store looking for paperclips. Again, new pathways are created and the
odds of recalling those items are increased. Now imagine that your
goal is to remember to stop at the store on the way home and purchase
some paperclips. By taking a moment and creating this unique scenario
of running through a hot store, looking for paperclips and sweating,
the episodic and semantic elements applied to the encoding will greatly
enhance your ability to execute the errand.
Levels of Processing:
You now see the importance in both where information
is processed and how it is processed. Thereby you can begin to see
how important it is for information to be processed at different stages
and at progressively deeper levels to assure sound memory functioning.
You will remember to pick up paperclips if you run this scenario through
your memory for smell, as well as through your action or motor memory.
This concept of encoding information at multiple levels is a central
theme in the remaining “R and E” of the RARE techniques
you will learn.
The Five Systems of Memory:
In this next section, we will outline the
five systems of memory. These include working memory, semantic memory,
episodic memory, procedural memory, and perceptual memory. Remember,
according to our model these different systems work together and function
according to time and purpose. Don’t get these confused with the
two types of memory presented at the beginning of this chapter (declarative
or conscious memory and nondeclarative or unconscious memory). By learning
about these different memory systems, we can better utilize them for
retention and recall. We will start our presentation with working memory.
Working memory (which could also be
called “memory for now”)
contains all that we are conscious of and working on right now. Information
is held long enough to make a decision and then either is lost or sent
on to storage for later use. If it’s transferred to form a memory
for later use, it becomes long-term memory. Information that you are
thinking about right now (reading about working memory) includes data
currently entering your senses, as well as related memories associated
from long-term memory stores that help you make sense of what you’re
reading. Working memory (also called short-term memory) is transient
in nature and, unless processed and stored in long-term memory, will
be lost after it is used. The phase in which working or short-term
memory is transferred into long-term memory is called memory consolidation.
This storage function allows us to bring information online for comparisons
to other information contained in long-term memory, thereby enhancing
problem solving and comprehension. Other terms associated with working
memory include immediate memory, active memory, and primary memory.
Working memory has three major subsystems that work
in unison (Gathercole and Baddeley 1993). These are the central executive,
the visuo-spatial sketchpad, and the phonological loop. The central
executive serves to regulate and manage information contained in working
memory. It also serves to regulate and interact with functions of long-term
memory. The visuo-spatial sketchpad regulates visual and spatial information
and processes this information for immediate use. Finally, the phonological
loop translates information into verbal code and is central in allowing
us to read, converse, and transfer our world into verbal representations.
It is our verbal information processor or our mind’s “ear.”
Memory Tip: Context-Dependent Memory:
memory involves the recall of information in the same or similar place
or situation as when the memory was formed. The theory of context-dependent
memory assers that memories will be more easily recalled if you are
within the same context as when the memory was established. Have you
ever walked into a room and forgot what you went in there for? Frequently
you will have to go back to where you started from to remember what
you were doing. This is an example of context dependent memory, which
can be used to your advantage. If you find that you can’t remember
something, go back to where the memory was formed. If that is not possible,
try to create similar feelings or sensations to those that initially
surrounded the encoding of the information. You may find that the information
you are trying to remember will be much more accessible.
Now we will continue our review of memory systems with long-term memory.
This is what most people call “memory” and
it can be also considered “memory for later.” It is the stored,
permanent information that we have committed to memory to be retrieved
for later use. This is the area where we notice a lapse when we have
a name on the tip of our tongue and can’t seem to get it out.
Long-term memory is made up of both semantic and episodic memory (Tulving
1972). Long-term memory is not actually a system of memory per se,
but rather an abstract term used to globally denote more permanently
Semantic memory includes all of the general information that we have
accumulated in our long-term memories that is not linked by time or
place. It involves data related to who, what, and why.
This system is in charge of the information associated with the time
and place at which you learned the information and formed the memory.
This is the system that is utilized in the preceding memory tip on
context-dependent memory. The episodic memory acts as the memory for
when and where. For example, remembering that you had a salad for dinner
last night is an episodic memory (when). Remembering that lettuce is
a plant that matures through the process of photosynthesis is a semantic
memory (who, what, or why).
The procedural system stores information on how to
do something (like how to change the spark plugs in your car, what
tools to use, which way to turn the spark plugs in order to remove
them, and how much pressure to apply for optimal performance). Procedural
memory holds our knowledge about our skills and habits. This knowledge
base represents our life’s
work. It is the information that was acquired slowly through continued
practice. Think of someone on television who has portrayed an amnesic.
If portrayed accurately, the person lost the memory of who he or she
is (explicit memory), not the memory of how to do things (procedural
memory). The person has no recollection of any personal history, but
can still change a spark plug, if the knowledge was previously learned.
The differences between these two components of long-term memory, illustrated
by the amnesic who has no memory of personal events but maintains knowledge
of procedural artifacts, highlights the complexity and dynamic nature
of memory functioning.
Perceptual memory serves to identify objects and the
structure of language. It is also a knowledge base for evaluating overall
patterns of larger groups of data. It provides the context for the
content of memory and is intuitive in nature, not involving the conceptual
or comparative logic utilized in other memory systems. It sees the
forest and not the individual trees. The perceptual memory system is
the system that allows people to be “geniuses” or gifted
artists or musicians. Through this memory system, we recognize themes
and are able to use intuition in order to process larger patterns of
data. There are separate systems within the perceptual memory system
that mediate visual and auditory information.
The perceptual memory defines a musician, a world-class chef, or even
a skilled mechanic. They have built up a large knowledge base of complex
patterns related to their expertise and can thus process the information
using these patterns. They become intuitive in processing these patterns
and can predict where the pattern is heading. Recognizing your strengths
can greatly enhance your memory functioning. You will be processing the
same amount of information in your working memory, but the information
processed will be in chunks rather than individual bits. If you can process
the information in patterns, you can process more information quicker
and more efficiently. This is the optimal use of perceptual memory.
5 Types of Memory
- Working Memory – aka short term memory
- Long-term Memory – stored, permanent information
- Semantic Memory – general information involving who, what and why
- Episodic Memory – information associated with time and place where memory was formed
- Procedural Memory – stores information on how to do something
- Perceptual Memory – serves to identify objects and structure of language
Memory Tip: Better Recall:
Episodic and procedural memory
can be useful in recall. If you are having difficulty getting access
to something that you wish to remember, try to remember other things
that were occurring during that time frame. What else happened that day?
What were you wearing? Who were you with? What were you doing? Although
these questions represent different memory systems, they are interconnected.
Thinking about the desired memory from alternative perspectives can help
to activate other related memory systems that are linked to that memory.
This in turn will activate the system that holds the memory that you
wish to recall.
Five Systems of Memory—A Review:
The five systems of memory again
1. Working Memory
2. Semantic Memory
3. Episodic Memory
4. Procedural Memory
5. Perceptual Memory
(Episodic and semantic memory together make up long-term memory)
The names of these systems can be remembered by thinking of the acronym
W = working memory, E = episodic memory, P = perceptual memory, P = procedural
memory, and S = semantic memory. Remember these, because we will ask
you about them later.
Since we are targeting your memory at multiple stages of functioning,
we will now briefly cover the basic stages of memory functioning.
Stages of Memory Functioning:
Memory works in three different stages: Encoding, storage, and retrieval.
Once we come in contact with information to be remembered our brains
develop a “code,” which becomes a record of the
experience. Our memory can be affected at this stage if the information
is not coded in a way that makes it easy to recall when needed. For
example, we may recognize someone in the office where we work, but
outside of that environment we may have difficulty in recognizing him
or her. This is because the face was coded in association with work
and outside of that coding strategy the memory is not recognizable.
We lose the context of the memory that is guided by our semantic memory
This is the ability to hold and effectively store a memory. Rehearsal
is one of the most important factors involved in retaining the information
that we’ve been exposed to. Problems in this stage
of memory often occur due to a lack of rehearsal.
- Retrieval: This refers
to the ability to recall the memory needed. Once the information is
successfully stored, it must be retrievable in order to be useful.
For information to be retrieved, it first must be stored effectively.
Once effectively stored, cues and reminders can help us then retrieve
the information. Remembering that you need to pick up milk before coming
home can easily be forgotten as you go through your daily routine.
As you drive home and see a convenience store your memory is jogged
and you remember the errand. Often it seems as if we have forgotten
something even though it was successfully stored. We simply need help
in retrieving the memory; we have to remember to recall.
of paying attention to detail cannot be overemphasized. If we become
bogged down with too much information and preoccupied with the stress
of our daily routine it becomes increasingly more difficult to remember
the things we need for later. That’s why relaxation
is such an important component for effective memory. It is much more
difficult to remember things if we add an emotional component of anxiety
or depression. Also, it’s important to use any tricks or tools
that seem to help you.
What is Memory:
Memory is a mental process of storage and retrieval of information and experience.
Senses Storage (memory consolidation) = MEMORY Retrieval
- Encoding –process of taking information from one’s environment through the senses then organizing and storing this information in the form of internal representations
- Storage – ability to hold and effectively store a memory
- Retrieval – ability to recall the needed memory
Remember Your Senses:
Your senses are the first step in storing a memory.
If your senses are not appropriately picking up information to begin
with, there is no way that you can form a memory. Your senses are mediated
by your attentional capacity (how well you can pay attention). When you’re
attending to information, your senses are alert and receptive to environmental
information. If you’re inattentive, your senses are not picking
up this information. As an example, if you’re not attending visually
(your eyes are closed), then you’re not going to pick up any
visual information around you. If you are not listening, then you won’t
pick up any auditory information.
We have presented memory in different ways. This is exactly what you
have to do when you encode information. By looking at the data in different
ways you can form better associations and memory traces within your brain
and can choose a wider context from which to draw the data.
What were those 5 memory systems?
Did the acronym help?
Excerpts from “The Memory Workbook”,
Mason, D.J; Kohn, M.; New Harbinger Publications