Part 1: What Are The Concepts Of Sensory And Working Memory

Part 1 What Are The Concepts Of Sensory Memory Working Memory Short

Describe the concepts of sensory memory, working memory, short-term memory, and long-term memory. Include examples to illustrate each type of memory, explaining how they function and differ from each other. Sensory memory refers to the initial sensory impression of environmental stimuli, lasting only a fraction of a second (Sperling, 1960). For example, the brief visual impression after viewing an image is sensory memory. Working memory is the active, conscious maintenance and manipulation of information necessary for complex cognitive tasks such as reasoning, learning, and comprehension (Baddeley, 2000). An example would be holding a phone number in your mind long enough to dial it. Short-term memory, often interchangeable with working memory, refers to the temporary storage of information for about 15 to 30 seconds without rehearsal (Miller, 1956). For instance, remembering a list of items just long enough to purchase them in a store. Long-term memory involves the storage of information over extended periods, from hours to decades, and includes explicit (declarative) and implicit (procedural) memories (Squire, 2004). An example is recalling your childhood memories or riding a bicycle. These memory types are interconnected, with sensory information processed into short-term and long-term stores through encoding and retrieval processes.

Part 2: Explain the theory of forgetting

The theory of forgetting explains how and why individuals lose access to stored information over time. One prominent theory is decay theory, which suggests that memories fade due to the mere passage of time if they are not reinforced or retrieved (Ebbinghaus, 1885). For example, if you do not revisit or rehearse a piece of information, it may deteriorate in your memory. Interference theory posits that forgetting occurs because other memories interfere with the retrieval of the target memory. There are two types: proactive interference, where old memories hinder new learning, and retroactive interference, where new memories disrupt recall of old information (McGeoch, 1932). An example is struggling to remember a new password because of previous ones. Retrieval failure theory suggests that memories are stored but temporarily inaccessible, often due to insufficient cues or context mismatch during recall attempts (Tulving & Pearlstone, 1966). This explains phenomena like tip-of-the-tongue states, where one knows the information but cannot retrieve it at the moment. These theories collectively explain the complex processes involved in forgetting.

Part 3: Personal reflections and application of learning

I find the concepts of different memory types and the mechanisms of forgetting particularly intriguing because they reveal the underlying processes that influence everyday functioning. Understanding how sensory, short-term, and long-term memories operate helps clarify why we forget certain information and how we might improve memory retention. For example, applying mnemonic devices or rehearsal techniques can enhance long-term storage. In my daily life, I plan to incorporate regular review and meaningful association to better remember important tasks and information, both personally and professionally. In my work life, utilizing insights from memory principles can improve teaching strategies, communication, and information retention among colleagues or clients. One aspect that remains somewhat unclear is how individual differences, such as age or cognitive impairments, influence these memory processes. I would like to learn more about neuroplasticity and recent advances in memory-enhancement interventions to better understand how to optimize cognitive aging and recovery from memory impairments.

Part 4: Choose and complete one psychological assignment option

As instructed, I select the option to review the material on shaping and chaining, reinforcement schedules, and one-trial learning. This includes discussing how these concepts are applied within behavioral psychology, the significance of reinforcement schedules in shaping behavior, and the implications of one-trial learning for understanding rapid acquisition of new behaviors. Proper APA formatting will be used throughout the assignment. This knowledge enhances our comprehension of behavioral modification techniques used in therapeutic, educational, and organizational settings, emphasizing the importance of reinforcement patterns in learning and habit formation.

References

• Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417-423.
• Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. Annals of Neurosciences.
• Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81-97.
• McGeoch, J. A. (1932). The phenomena of retroactive and proactive inhibition. Psychological Review, 39(4), 352-361.
• Sperling, G. (1960). The information available in brief visual presentations. Psychological Monographs: General and Applied, 74(11), 1-29.
• Squire, L. R. (2004). Memory systems of the brain: A brief history and current perspective. Neurobiology of Learning and Memory, 82(3), 171-177.
• Tulving, E., & Pearlstone, Z. (1966). Availability versus accessibility of information in memory for words. Journal of Verbal Learning and Verbal Behavior, 5(4), 331-341.