Long term memory mechanisms and effects

Long-Term Memory

Memory Demonstration Analysis

One of the most unreliable elements of our cognitive processes is the system known as the short-term memory (STM). This is the second memory system, and tries to recall brand new information that is not stored within a more permanent place in our thinking process. The first demonstration that was utilized was the digit span and was meant to test the short-term memory of the taker. This was a test where there were an incremental number of digits flashed on screen for the test taker to remember. The test started at two digits and ended at eight. It is easy to remember the series of digits when there is only a few of them. However, the more digits involved in the demonstration, the harder it was to remember their order. The fact that it was so hard to recall the digits when more were presented shows how our TM has such a limited capacity. It was easier to "chunk" items together, but it still proved difficult base don the limited capacity of the STM (MacKay, 2011).

The next operation chosen was the operation scan. This essentially plays on the working memory, and tests how much stimuli of different kinds the STM can handle (MacKay, 2011). It tests our ability to use the phonological loop by making the test taker say the words out loud through a continuous practice of the verbal information. Yet it also relies on an episodic buffer in that there are math problems to analyze at the same time the test taker is trying to remember the words he or she is saying during the demonstration. At first, the test is relatively easy. The math problems are pretty simple, and with only a few words to remember it seems as if the STM can handle the combination of stimuli. However, as the groupings get larger and larger, it is clear that the STM does not have the capacity to deal with both sets of stimuli. One can notice that some elements begin to be easier than others. For me, I remembered the words relatively easily; yet, I began to have issues discerning whether or not the math problem was correct or not. My STM simply could not handle both stimuli, and so relied on the one I was more familiar with, which was the verbal visualization and practice.

The third demonstration tested the STM and our own ability to organize and categorize the stimuli we are being exposed to. The ability to rehearse categories can help take information out of the STM and into the long-term memory (LTM) because of shared common traits that help us compartmentalize and place information into various categories we are already familiar with in our LTM. Yet, our short-term store (STS) is often not capable enough of practicing the type of organization involved with LTM practices, and so when exposed to demonstrations such as Organization: Categories, it can be difficult to recall the information, even though we would have been able to conceive those categories from our LTM. Thus, it seems from this demonstration that organization tends to occur more in the LTM compared to the STM.