Memory in the Late 1960s,

¶ … Memory

In the late 1960s, Atkinson and Shiffrin developed a model of human memory, which put forward the idea that there were two separate and distinct ways of memory storage: there was the long-term memory and the short-term memory (IPFW 2012). A third way of storing memories was later added -- sensory memory (2012). Though this was initially not included in their first model of human memory, it would become the first in the series of memory stores.

According to the Atkinson-Shiffrin model, so much is taken in through our senses - much more than our memory can possibly make sense of initially -- and it is held in this sensory memory storage for a brief length of time (IPFW 2012). All of our perceptions or senses -- sight, sound, taste, touch and smell -- have some kind of way of storing memory, however, the model discussed here only relate to sight and sound, which are known as iconic memory (sight) and echoic memory (sound) (2012). According to the Atkinson-Shiffrin model, echoic memory lasts just a mere three or four seconds, however, iconic memory is even shorter, lasting only about a half of a second (2012).

Short-term memory stores saves information for just enough time that the information that is stored there can be utilized by the individual and the Atkinson-Shiffrin model posits that short-term memory can be moved over to long-term memory stores if the memories that were created have been thoroughly processed by the individual (Lynch 2012). Long-term memory stores have boundless capability -- that is, there is no limit on the amount of memories stored in the long-term memory. This information stored in the long-term memory can stay there for the life of the individual (2012).

When thinking about how one takes in a memory, it can be easily translated into steps. There must be the acquiring of the memory, then the retaining of it, and using the memory, which can be thought of as information procession (Calumet 2012). Basically, individuals first perceive something using their senses. We sense many things and we are not always aware that we are sensing them, so attention has to be paid to these things in order for them to go into our short-term memory (2012). The short-term memory's storage space isn't that large and so we must do something in order to keep it as a memory. That is, we have to learn it to it stays in our short-term memory storage, remember it well enough and transfer it over to long-term storage (memory), or we have to simply forget it.

One factor that can enhance information flow in memory is whether or not we are paying attention to stimuli around us. If we are paying attention to our environment, we are much more likely to remember distinct things occurring. Distractions can greatly impede information flow. These factors have to do with the step of acquiring information. Another factor that can impede memory would be an error in the way we think of something. This is more about the step to do with storage. if, for example, one is incorrect in thinking about something a certain way, then when trying to retrieve the information -- it is not there (because it was thought about incorrectly). This can become both an error in the storage and the retrieval steps.

Proactive interference happens when a person can't learn something new because there is something old that has been learned and is getting in the way. Older memories get in the way of newer memories. Retroactive interference happens when something old is forgotten because a person learns something new. Newer memories get in the way of older memories (McLeod 2008). Counteracting proactive and retroactive effects can be tricky, but it can be done. One can avoid studying similar things at the same time in order to counteract confusion. Timing in learning things can make the difference in remembering something or not. it'll be easier for something to transfer into the long-term memory if it's being learned independent from something already learned.