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The 3 processes of memory are encoding, retrieval, and recognition. Encoding is the effort of learning and storing memory. Retrieval is bringing the memory back from your long term memory. Finally, recognition is identifying info.

Sensory memory is the initial process that receives and holds environmental info for several seconds. There is iconic which is the visual and echoic which includes the listening part of memory

Short-term memory is a memory that only lasts 2-30 seconds with a maximum of 7 items at once

Long-term memory is the process of storing almost unlimited amount of info over long periods of time there is 2 types of long term memory Autobiographical which is when you remember it from your own life and then there’s semantical which is “textbook learning”

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When I was little and would go up to my grandparents house my grandpa would let me drive his truck. I remember sitting on his lap in the drivers seat of his car and he would pre the petals and I would steer (with help from him). Now that I’m 16 and can drive myself I love driving because it reminds me of the days that we used to drive together.

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Over the summer my family and I went to Spain for some last family time before my sister left for college. On this specific day we went to the Sagrada de Familia in Barcelona. This is such a strong memory for me because my mom bought us tickets to go up in to the top tower. In order to get there you need to take an elevator up and then walk down what felt like a million stairs and walk across thin bridges that look over the city. It was so fun and this trip will always be so special to me because it was my first time really being immersed into a different culture.

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An example of short term memory is had mod pizza for lunch yesterday and this is a short term memory because I wont remember it next week.

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A memory trick that I use everyday is chunking. I use chunking when a new friend tells me their phone number.

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Another memory trick that I use is a mnemonic. A mnemonic is when you think of something that starts with the same letter as what you need.

Ex.
You need to remember:
Apple
Pasta
Jelly
Bread
Dog food

The mnemonic:
Alice
Paused
Just
Before
Dusk

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A problem solving strategy that I have used and it’s worked for me is group thinking. Sometimes in class and I don’t know how to do a problem I will go and ask my peers for help and we work together to figure it out.

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Another problem solving strategy is trial and error. I use trial and error every day in math. In math we call it guess and check, but it’s basically just trying your best and seeing it it’s correct. If it’s not correct then you have to try again until you get it.

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Mental set is a problem solving obstacle because it is when you have the tendency to only see solutions that have worked for you in the past. This could work in the real world because it has already worked and you know it can help you. You think that there’s only one correct way like a puzzle.

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In conclusion memory is so so important because it activates your brain. You use your memory every single day whether it’s remembering something you learned at school, a childhood memory, or what you at for lunch that day. One of my favorite things to do is to go through pictures on my phone and think back to the memory’s I have from that part in my life.

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The last example of a Problem solving obstacle is a conformation bias. That is when your favoring info that conforms to your existing beliefs and discounting evidence that does not conform. A real world example is when you have a feeling that someone is looking at you and then you turn your head and someone is actually staring at you.

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How does your memory work? | Head Squeeze

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This video is a short video that helps explain what memory is. In the video it states research  that your hippocampus is like your memory net work. It builds your memory. First you encode the memory then you have to consolidate your memory and finally you have to retrieve the memory. If you can remember a memory you either forgot the memory or there is a interface which is when there is something blocking your memory

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How does your memory work? | Head Squeeze

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Here are 5 songs that I have memorized and could sing all the way through

1. Only - Nicki Minaj: I have this song memorized because before my sister left for college we would blast this song over and over again until we both had it memorized. Now she i hear this song I think of my sister.

2. Ophelia - The Lumineers: My mom loves the Lumineers and would always play songs by them in the kitchen while making dinner and this was my favorite song by them.

3.Runaway love - Justin Bieber: This is one of my really good friends favorite song and when she first got her license she would play this song on repeat.

4.All My Love - Noah Kahan: this is one of my favorite songs ever. I play it on repeat in my AirPods. If you ever see me with AirPods in I probably am playing this song

5.Blueberry Faygo - Lil Mosey: This song reminds me of 2020 so much and event though the world was shut down it was such a fun time period in my life.

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Memory: from the laboratory to everyday life

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In the article Memory: from the laboratory to everyday life it states that one of the goals in researching our memory is how they can use the research in everyday life. They learn different skills to enhance your ability to retain memory’s. They also research different memory diseases like amnesia and Alzheimer’s.

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Learn more: PMC Disclaimer | PMC Copyright Notice

Abstract

One of the key goals of memory research is to develop a basic understanding of the nature and characteristics of memory processes and systems. Another important goal is to develop useful applications of basic research to everyday life. This editorial considers two lines of work that illustrate some of the prospects for applying memory research to everyday life: interpolated quizzing to enhance learning in educational settings, and specificity training to enhance memory and associated functions in individuals who have difficulties remembering details of their past experiences.

Keywords: memory, memory specificity, episodic simulation, neuroimaging, online learning, interpolated testing, mind wandering

The study of memory lias progressed rapidly over the past few decades, and as illustrated by the papers in the current issue, it remains a thriving endeavor with many exciting new discoveries and ideas. But memory is not only a target for laboratory study; it is also fundamentally important in many domains of everyday life. This point is nicely illustrated by several articles in this volume addressing memory changes in neurological and psychiatric conditions that can have a profound impact on an individual's ability to function in daily life. Memory research has also been applied extensively in legal settings, where such issues as how to construct effective lineups and how to deal with the inaccuracy of eyewitness testimony are of paramount importance.1,2 In this editorial, I discuss briefly some recent applications of memory research in educational and clinical settings that show promise for providing meaningful benefits in everyday life.

Enhancing attention and memory in educational settings

During the past several years, a rapidly expanding number of studies have attempted to apply principles and methods of cognitive psychology to educational settings. For example, one basic question concerns whether memory research can be used to increase the effectiveness with which students study for exams. In a recent comprehensive review, Dunlosky and colleagues3 evaluated the effectiveness of ten different study methods, and characterized each one as being of either high, moderate, or low utility based on available research. Some of the popular methods commonly embraced by students-including rereading, summarizing, and highlighting-received low utility assessments. Only two techniques, both supported by data from numerous laboratory studies, received high utility assessments: distributed study, which involves spreading out study activities so that more time intervenes between repetitions of the to-be-learned information (as opposed to mass study or "cramming"), and practice testing, where students are intermittently given brief quizzes about what they have learned prior to taking a formal test.

The beneficial effects of practice testing for students are based mainly on studies demonstrating that the act of retrieving information can be a highly effective means of strengthening memory for the retrieved information.4 Recent work in my laboratory has used a variant of the practice testing technique in an attempt to enhance attention and memory during video recorded lectures.5 Students frequently experience lapses of attention both during classroom6 and video7 lectures. For example, when probed during either a classroom or online lecture regarding whether they are attending to the lecture or mind wandering to other topics, students indicated on approximately 40% of probes that they were mind wandering; not surprisingly, the extent of mind wandering was negatively correlated with retention of lecture content.6-8

Our study5 focused on video recorded lectures because they are a key element in online education, which has exploded during recent years, partly as a result of the development of massive open online courses (MOOCs). Consequently, understanding how to enhance learning from video lectures could have important implications for online education. Participants watched a 21-minute video recorded statistics lecture divided into four equal segments. After each lecture segment, all participants did math problems for a minute, after which the tested group received brief quizzes on each lecture segment that took about 2 minutes each; the nontested group continued to work on math problems for an additional 2 minutes and only received a test for the final segment; and the restudy group was shown, but not tested on, the same material as the tested group for each of the segments preceding the final segment. After the final lecture segment, all three groups received a quiz for that segment, and a few minutes later they also received a final test for the entire lecture. At random times during the lecture, participants in all groups were probed about whether they were paying attention to the lecture or mind wandering off to other topics.

Participants in the nontested and re-study groups indicated that they were mind wandering in response to about 40% of the probes, but the incidence of mind wandering was cut in half, to about 20%, in the tested group. Moreover, participants in the tested group retained significantly more information from the final segment of the lecture than did participants in the other two groups, and they also retained significantly more information on the final test of the entire lecture than did the other groups. While it is encouraging that interpolated quizzing can dramatically reduce the incidence of mind wandering and increase retention, the results reported must be treated with some caution, both because they were obtained only with a single lecture on a single topic, and also because it is unclear whether the benefits of interpolated quizzing persist across multiple lectures or in actual online (or live) classes. There is reason for optimism, however, because other kinds of practice testing have produced increased learning in classroom settings.9

Increasing the specificity of memory

Consider next some recent research concerning a phenomenon that has been associated with a variety of troublesome symptoms in depressed individuals: reduced specificity of autobiographical memories. Several studies have shown that when asked to recall memories of everyday life experiences, depressed individuals tend to provide less specific detail about what happened during those experiences than do nondepressed controls.10 This reduced specificity has been linked with problems such as excessive rumination and difficulties handling everyday interpersonal situations.10-12 In light of these findings, a natural question concerns whether it is possible to increase memory specificity in depressed individuals, and whether such increases are associated with improvements in any of the problematic symptoms that had been linked with reduced memory specificity in previous research.

Recent studies13,14 have addressed this question by demonstrating that several sessions of training that attempts to boost the specificity of memory retrieval in depressed patients (ie, practice with feedback in generating detailed, specific memories) increases the posttraining specificity of patients' autobiographical memories, even when controlling for associated improvements in depression. Neshat-Doost et al13 reported that the gains from specificity training were maintained at a 2-month follow-up, and no improvements were evident in a control group. Raes et al14 showed that increases in memory specificity after training were associated with improvements in everyday social problem solving and rumination. Although further research needs to be carried out to pinpoint exactly what features of memory specificity training are responsible for the observed improvements, the results to date are encouraging, and highlight how basic knowledge of the memory characteristics of a clinical population can be used to formulate an effective intervention.

Targeting autobiographical memory specificity seems especially useful because a growing number of studies have emphasized that autobiographical or episodic memory is used not just as a basis for remembering past experiences, but also for imagining possible future experiences15 and related functions such as personal and social problem solving.16-19 Consistent with these findings, recent research in our lab provides evidence that an induction aimed at increasing memory specificity in young and old adults had beneficial effects on both groups' performance of subsequent tasks that required either remembering past experiences or imagining possible future experiences.20 Importantly, the effects of the induction were selective in two ways. First, the specificity induction (compared with a control induction) produced increases in the number of episodic details (eg, who, what, where, when) that participants remembered or imagined, but had no effect on the number of remembered or imagined semantic details (eg, general facts, commentary, impressions). Second, the influence of the specificity induction was restricted to memory and imagination tasks; it had no effect on a task that required participants to describe a picture of an everyday scene. These findings suggest that the induction targeted episodic memory in particular, and more generally, that specificity inductions can be used as experimental tools to distinguish among cognitive processes and representations that contribute to memory and related functions.

Concluding comments

The research reviewed in the preceding sections highlights ways in which memory research can be applied to educational and clinical settings. An important next step for this kind of research will be to investigate the neural mechanisms that mediate the observed effects on cognitive processes. How can we characterize the neural changes associated with improved attention and memory as a result of interpolated quizzing during lectures? What kinds of changes in brain activity are associated with the improvements produced by memory specificity training and how can they help to pinpoint the specific processes that are affected? Recent work in the domain of cognitive control has revealed that extensive training on a video game that requires multitasking skills led not only to improved cognitive performance in individuals ranging in age from their 20s to their 70s, but also to associated changes in brain activity that were predictive of cognitive improvements 6 months later.21 Moreover, the study also yielded evidence that training served to remediate age-related deficits in neural markers of cognitive control. Applying such a cognitive neuroscience approach to the phenomena considered here should enhance our understanding of both theoretical and applied aspects of memory function.

REFERENCES

2. Semrnler C., Brewer N. Eyewitness memory. In: Brown J, Campbell E, eds. . [ The Cambridge Handbook of Forensic Psychology. Cambridge, UK: Cambridge University Press; 2010:49-57. Google Scholar]

20. Madore KP., Gaesser B., Schacter DL. Constructive episodic simulation: Dissociable effects of a specificity induction on remembering, imagining, and describing in young and older adults. . [[ J Exp Psychol: Learn Mem Cogn. In press. PMC free article] [ PubMed] Google Scholar]

Articles from Dialogues in Clinical Neuroscience are provided here courtesy of Taylor & Francis

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Memory: from the laboratory to everyday life

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One of the key goals of memory research is to develop a basic understanding of the nature and characteristics of memory processes and systems. Another important goal is to develop useful applications of basic research to everyday life. This editorial ...