Model of Human Memory

As discussed on the "How the Brain Processes Information" page, information from the environment that enters our brains must first pass through the sensory memory (sensory register) where it is next held in our short-term memory or lost. Recall that short-term memory is comprised of immediate memory (the clipboard) and working memory (the small work table).

Once information is in short-term memory, specifically the working memory, the chances of information being stored long-term depends on two criteria:

1. Does the information make sense to me?

2. Does the information have meaning to me?

There are two types of memory held into long-term storage:

1. Declarative/Explicit: Remembering names facts, music, objects. Declarative memory can be understood as either:

   • Episodic: Conscious memory of facts of our life (our last birthday, buying a new home). These memories provide a sense of self. Episodic memory is the memory of remembering.

   • Semantic: Knowledge of facts and data unrelated to any event (Washington DC is the US capital, Mt. Rushmore is in South Dakota, how to tell time). Semantic memory is the memory of knowing.

   • Example: All educators know that there was a terrorist attack on the United states on September 11, 2001. We use our semantic memory to recall that information. Some educators can tell you where they were when they learned about this news and how they felt and who was there. We use our episodic memory to recall this information.

2. Nondeclarative/Implicit: Memory that can be used for things that CANNOT be declared or explained in a straightforward manner. Nondeclarative memory can be understood as:

   • Procedural: Refers to the memory of the learning of motor and cognitive skills such as remembering how to ride a bike, driving a car, hitting a baseball with a bat, reading, or solving a word problem. Procedural memory is the memory of how to do something.

   • Conditioning: Conditioning is when we remember how to do something because of an association or we have been condition to respond. For example, when the fire alarm sounds in a school building, we are conditioned to automatically implement evacuation and safety procedures. We do not hear a fire alarm and think, "Hmmm, what am I supposed to do when I hear this sound?" Conditioning also occurs we are habituated to NOT respond to certain stimuli in the environment because we know it's not important. This allows us to screen out information, like traffic outside the office or a ticking clock. On the other hand, we are also conditioned to increase our response to certain perceived threats or stimuli (we become sensitized). For example, Californians who have been through an earthquake respond quickly to any small vibration felt after an earthquake, even if the vibration is unrelated.