The Memory Theories of Levels of Processing

This study tested the processing level storage level proposed by Craik and Lockhart (1972) and the specificity of the coding proposed by Wiseman and Tulving (1976). Craik and Lockhart (1972) assert that semantically related stimuli are encoded deeper than physically related stimuli. Wiseman and Tulving (1976) shows that encoded information needs to be searched in the same way as encoded information. These two theories are summarized in current experiments, and subjects evaluate the relevance between word pairs and rhyme or classification.

Use of detailed rehearsals: In a famous article, Craik and Lockhart (1972) discuss their idea of ​​incorporating the information we process more deeply into long-term memory. These theories are called processing levels. If we want to remember the message, we should consider it deeper and associate it with other information and memory to make it more meaningful. For example, if you try to recall that the hippocampus is involved in memory processing, we may imagine the hippocampus with superior memory, and then we may remember the better hippocampus I can do it.

Information processing theory is a general theory of human cognition, and block phenomena are verified at every level in cognitive processing. This theory treats short-term memory with limited attention and points out that the plan is the basis of the cognitive process. Information processing (Miller, 1956) explains how learning is influenced by organization's cognitive process and its design, leading to meaningful learning. Information processing is analogous to computers in which memory receives information, stores information, manipulates information, retrieves information, and responds to information. Obviously, memory activities and processes are important to understand the progress of students and students in dealing with what they have learned. With this knowledge, the teacher begins to understand why children of a certain age can not remember and read. As you get older, your child learns better information processing skills and better understands how they use memory.

In this article I will learn about memory. Compare the two selected storage models, the multi store model of Atkinson and Shiffrin (1968) and the Levels of processing model of Craik and Lockhart (1972). Explain the theory behind each model and evaluate by comparing the strengths and weaknesses of both. This article includes experiments combined with case studies and theories. It will examine how the model applies to different national capacities to process information theoretically in the proper way. In this article we will also explain the anomalies that are not resolved by these models. Finally, by evaluating the validity of the model for daily memory recall and rehearsal, and by explaining why the treatment level model is a more applicable and realistic storage application