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Running head: MEMORY TEST ANALYSIS 1

Memory Test Analysis

Deborah Roden

Psy 550

August 1, 2011

Gaston Weisz

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MEMORY TEST ANALYSIS 2

Memory Test Analysis

Human learning is at risk. The jeopardy to learning is the capability of the human

memory system. Understanding the organization of a persons memory assists one in obtaining

insight concerning learning, encoding, and retention. This paper will explain the perception of

working memory, short-term memory, and long-term memory.

A short-term memory test was used to probe the ideas behind the role of encoding, and

the element retrieving the memory has in the entire procedure. A discussion of the results of that

memory test is presented in this paper in relation to both the implicit and explicit memory

involved in recall and performance.

Remembering is intricately linked to learning. Without performance from memory, no

learning can be empirically proven. Therefore, memory systems must be understood to further

human memory capacity, efficiency, and even prediction of human behavior.

Human behavior runs a continuum from light to dark, expected to unexpected. Memory

also runs a type of continuum. Because of the variables involved in association, encoding, and

recovery of knowledge, these variables are connected to the efficiency and utility of the often

uncertain construction of human memory.

The Theory of Memory

Working Memory

The working memory is a process the brain uses that is a sort of provisional storehouse

for information. In this metaphorical space information and ideas are manipulation of the

information (Barrouillet, Portrat & Camos, 2011). The working memory is responsible for

complex cognitive jobs as language command, understanding in learning, and comprehension in

reasoning. The working memory is a construct of the short-term memory but is more

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MEMORY TEST ANALYSIS 3

complicated in that the working memory is used simultaneously not only to store but also to

process information even when distractions may be present. The working memory is a vital part

of the memory system.

The working memory has three subparts, first, the system that controls the vital executive

components. Here attention and skills such as playing intricate games is located (Barrouillet, et

al., 2011). The other two systems of the working memory are the visual-spatial and the

phonological loop. These parts process visual images and speech information.

The working memory is an indispensable cognitive system. Without this function people

would have enormous difficulty focusing and staying on task (Barrouillet, et al., 2011). The

working memory is responsible for blocking out distractions that interfere with coding and

retrieval.

Short-term Memory

The short-term memory is the first section of the theory that the memory is divided up in

different storage facilities of learning (Terry, 2009). This theory, the dual store theory, indicates

that memory is divided up into separate and distinct districts or conceptual parts that process

memory and store it for later use. The short-term memory is the clearing house of sorts for the

long-term memory. Information enters the short-term memory in small portions and under

certain circumstances the memories are sent to long-term storage.

Long-Term Memory

Long-term memory systems involved in learning include both explicit and implicit

memory constructs (Terry, 2009). Explicit memories pertain to declarative memory systems that

include episodic and semantic memory. Episodic memories are the autobiographical ones that

include places, times, and events. Semantic memories include the understanding of what items

are and what events mean (Terry, 2009). Declarative memories can be recalled, often with

specific detail.

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MEMORY TEST ANALYSIS 4

Implicit Memories include procedural types of learning that becomes almost automatic.

These memories seem to come back to a person without effort at recall. Implicit memories for

riding a bike or opening a door are memories that a person does not recall how he or she learned

(Terry, 2009). Habits and information that an individual believes he or she just knows are

implicit memories.

Memory Test Results

A simple memory test involving six groups of letters was used for this paper to determine

how the encoding and retrieval worked in an uncomplicated manner. I was the subject of this test

and took it online using just a sheet of answer paper (Science Education Partnership, 2011). The

test flashed groups of letters starting with a simple group of three to longer groups. The last

group shown was 12 letters. After each group was shown for a few seconds, they were taken off

the screen. The instructions were to write down as many as could be remembered.

I did well on the first three remembering all of the letters up to groupings of six total

letters. I had trouble when the test flashed eight unrelated letters. I remembered seven out of the

eight. The test then flashed 10 letters. I remembered only four. Last, the test flashed 12 letters. I

did well remembering five of the 12, but I remember using an association to known items of

Bombs and RVs to recall the five letters.

The Role of Encoding and Retrieval

For assistance in remembering material people tend to encode or associate the

information to prior knowledge. This is done in a variety of ways. Often phonetic or semantic

storage techniques are used (Purser & Jarrold, 2010). Another technique to assist storage in short

and long-term memory is rehearsal. When rehearsal is inappropriate, items fade from short-term

memory. When they fade quickly from the short-term memory they have no chance at long-term

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MEMORY TEST ANALYSIS 5

memory storage and therefore may not be retrieved.

Variables of Encoding and Retrieval

The variables involved in encoding and retrieval of stored memories are numerous.

Starting with a persons environment, physical capabilities, mental status, emotional condition,

and on to his or her past learning, the variables seem to never end. Some interesting points linked

to encoding data are the persons effort, arousal, and interest.

Effort is difficult to define and more difficult to measure. Attitude is often apparent and

so the qualities of personality may be another variable involved in the acquisition of information.

Retrieval relies on how well information is processed from working memory, through short-term

memory, and on to long-term storage (Pasttter, Schicker, Niedernhuber, & Buml, 2011).

Arousal is a function of not only environment but also personality including personality traits.

When one is interested in a topic, it tends to seem simpler to absorb. This arousal leads to interest

and is simply explained as whether focus is on the learning because of personal involvement.

When the desire to focus is present, the learning, encoding, and retrieval is a simpler process.

The three forms memory involved in retrieval are: episodic memory, to recall from

previous learned lists, semantic memory, to produce associations with previous unrelated items,

or short-term memory that holds basic quick information (Pasttter, et al., 2011). All of these

memory systems are aided in recall and retrieval by repetition, familiarity, and rehearsal.

Conclusion

Memory is complex and still difficult to empirically test. Performance of mental tasks is

the common way to test the abilities of human memory. The memory test used for this paper

illustrated simple parts of how a person will use both working and short-term memory to retain

and retrieve items on lists.

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MEMORY TEST ANALYSIS 6

In the memory test, I had no trouble keeping the first few letters flashed on the screen in

my short-term memory. I used my working memory to focus and block out distractions. When

faced with longer than seven items on the list, I had difficulty remembering even seven of the

letters. I used mental strategies of encoding, association, and attempted rehearsal. Given more

time for rehearsal I believe I would have broken down the components of the lists and encoded

them further.

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MEMORY TEST ANALYSIS 7

Reference

Barrouillet, P., Portrat, S., & Camos, V. (2011). On the law relating processing to storage in

working memory.Psychological Review, 118(2), 175-192. doi:10.1037/a0022324

Terry, W. S. (2009).Learning and memory: Basic principles, processes, and procedures (4th

ed.). Boston, MA: Pearson/Allyn Bacon.

Purser, H., & Jarrold, C. (2010). Short- and long-term memory contributions to immediate serial

recognition: evidence from serial position effects. Quarterly Journal of Experimental

Psychology (2006), 63(4), 679-693. Retrieved from EBSCOhost.

Pasttter, B., Schicker, S., Niedernhuber, J., & Buml, K. T. (2011). Retrieval during learning

facilitates subsequent memory encoding.Journal of Experimental Psychology: Learning,

Memory, and Cognition, 37(2), 287-297. doi:10.1037/a0021801

Science Education Partnership. (2011).Neuroscience for kids. Retrieved from

http://faculty.washington.edu/chudler/stm0.html