Three Processs Of Long-Term Memory And Retrieval Of Memory

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Memory; a subject matter made up of many different aspects and processes which include encoding, storing and retrieval of information. This essay shall focus on these three stages of memory in terms of how they are interdependent and interrelated. For a student, it’s important to fully utilize each process to study effectively and obtain good tests results. To prove that these three processes are essential for effective study methods this essay will make close reference to academic and empirical evidence.
Encoding (the first stage of memory) is defined as the process by which incoming information is to be stored in memory. The next stage being storage is the point where encoded information is held and kept in short or long term memory; depending on the encoding method. The third stage of memory is retrieval which refers to information being used and taken out of storage. As evident by the definitions of the three stages by AllPsych dictionary (1999); the three processes are interdependent and interrelated, if the one doesn’t complete its function then the other two cannot do their job. Without encoding there is no information to store or retrieve, without storage there is no information to retrieve, if short of retrieval, students will not obtain good tests results.
These three processes happen at different levels; Sensory Memory, Short-Term Memory and Long-Term Memory. Encoding first takes place in Sensory memory which holds an exact replica of what one hears and sees, however, information held in this system is only stored for a few seconds or less (Coon & Mitterer, 2012). Students should not strive to retain test information in this system as by the time they close their book after reading over their study material, they will ...

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...tter than the participants asked to recall the words on land (as sited in Radomski & Latham, 2008).
Interference can be described as the interruption of new memory from retrieving old memory and vice versa (Coon & Mitterer, 2012). The impact of interference in terms of retrieving information was investigated, where participants were asked to read a list of 100 words, which were colours. In the first session partakers had to read the names of one colour printed in the ink of another colour. Later they had to read the words printed in black. During both sessions participants were timed. ‘The difference of time for reading the words printed in colours and the same words printed in black is the measure of the interference of colour upon reading words.’ Participants could name the colours faster when printed in black than when printed in different colours (Stroop, 1935)

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