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Learning Engineering Applies the Learning Sciences
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
Jim Goodell, Janet Kolodner, Aaron Kessler
Figure 2.10 illustrates the relationship among working memory, long-term memory, and sensory memory. Sensory memory is very short-term retention of impressions of sensory information such as seeing an image or hearing a sound. That sensory information may be passed easily to working memory (conscious memory) if used for immediate processing. With effort (practice, study) a learner may move information from working memory to long-term memory. This multi-store or modal model of memory was first proposed by Atkinson and Shiffrin in 1968.20
Cognitive Disorders and Lifestyle Change
Published in Gia Merlo, Kathy Berra, Lifestyle Nursing, 2023
Sensory memory includes visual memory (iconic memory), aural stimuli (echoic memory), touch (haptic memory), and smell (Camina & Güell, 2017). Children experience sensations even before they can talk. If a young child touches a hot surface, the painful sensation will elicit a perception of pain and then store that painful sensation in their memory. If a child gets an injection, their perception of the pain they experience will be stored in their memory. If the child has a painful experience, they will recall the pain of that experience if they see an injection in the future. The first time a person smells roses, the smell of roses may be perceived as a pleasant smell, and when they smell roses again the person will recall the memory of the smell. When a person sees an object, they will form a perception about the object and remember the object when seen again in the future because it is stored in their memory. If a child hears their mother’s voice, they will store the sensory memory, allowing them to remember her voice when heard again.
Memory
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
Sensory memory is a system for retaining a brief impression of a sensory stimulus after the stimulus has ceased. The vast majority of information that are grasped by our senses cannot be processed correctly due to the limitations of our memory. The role of sensory memory is to provide a detailed representation of our entire sensory experience from which relevant pieces of information are extracted by short-term memory and processed by working memory. Sensory memory is not involved in higher cognitive functions like short- and long-term memory, it is not consciously controlled. Information from the different sensory modalities is stored in separate sensory memories for a very short period of time. All of our senses have sensory memory systems but the systems focused on by the Atkinson–Shiffrin model relate to visual (iconic) and auditory (echoic) stores.Iconic memory is a visual sensory store with a short duration of less than 1 second.Echoic memory is an auditory sensory store that lasts about 2 or 3 seconds.
Assessing the Extent to Which Art Therapy Can Be Used with Victims of Childhood Sexual Abuse: A Thematic Analysis of Published Studies
Published in Journal of Child Sexual Abuse, 2022
Lauren Laird, Natasha Mulvihill
In relation to trauma, the limbic system (hypothalamus, hippocampus, and amygdala) is important in relation to recovery from CSA due to its functioning in sensory memory (Malchiodi, 2003). Physiology and psychology are inextricably linked in trauma as the basis of trauma is on the body; to overcome trauma therefore, sensory memory must be considered (Schore, 1994). As AT is a sensory modality, AT has the potential to be advantageous as it accesses the limbic system’s sensory properties, in a way that verbal interventions cannot (Lusebrink, 2004). AT can target the body’s mitigating response, reducing anxiety, and allowing individuals to feel relaxed with the therapist, stimulating verbal expression, and boosting memory retrieval (Gross & Haynes, 1998). These results provide further evidence of the positive effects found in the results section to AT.
Exploring the relationship between examiners’ memories for performances, domain separation and score variability
Published in Medical Teacher, 2018
Natasha Cleaton, Peter Yeates, Gareth McCray
Short-term memory (comprising both sensory memory and working memory) is the only completely accurate part of the human memory system, but it decays after around 30 sec (Baddeley et al. 2015). As typical OSCE stations last between 5–10 min, we may deduce that examiners use an alternative memory system, episodic memory, to store their observations (Dickerson and Eichenbaum 2010). Episodic memory relies on a series of processes: attention, encoding, processing and retrieval (Tulving 2002). These processes are imperfect, meaning that observations may not be accurately recalled a few minutes later. Episodic memory is impacted by several factors: high mental workload can impair encoding, reducing recall (Baddeley 1992). Increasing delay between observation and recall reduces the completeness of recollections (Wang 2014) while several more specific processes (blocking, absentmindedness, misattribution, false memory and rewriting) (Schacter et al. 2003) all interfere with the accuracy of recollections. Women have previously been found to perform better at episodic memory tasks then men (Herlitz et al. 1997). Any interruption of examiners’ episodic memories of performances could mean that the processing and integration phases of judgment may be based on incomplete information. As a result, the ability to store observations in episodic memory may be important to the judgment process.
How teachers can help learners build storage and retrieval strength
Published in Medical Teacher, 2018
Janeve Desy, Kevin Busche, Ronald Cusano, Pamela Veale, Sylvain Coderre, Kevin McLaughlin
When first presented with to-be-learned information, learners briefly process this information in sensory memory, which has unlimited capacity and contains separate channels for processing visual and verbal stimuli (Baddeley and Hitch 1974; Sherry and Schacter 1987; Mayer 2008). This information is then relayed to working memory, which also contains separate channels for processing visual and verbal stimuli – but with very limited processing capacity. Because of the capacity mismatch between sensory and working memory, learners must select a limited amount of the available information to process in working memory, where visual and verbal information are encoded into coherent cognitive structures and then integrated with existing knowledge stored in long-term memory. With a much smaller capacity than either sensory or long-term memory, working memory processing typically determines whether new information will achieve sufficient storage strength to allow subsequent retrieval. Whenever information is not selected by working memory or is ineffectively organized and/or integrated into long-term memory, it is either not learned or quickly forgotten. Cognizant strategies play a central role in determining the storage strength of working memory. These strategies can be used to build storage strength through improving information selection, organization, and integration by working memory, and five of these are listed in Table 1.