INDIVIDUAL PORTFOLIO 3 Name: Ronny Anak Tanjong

Lecture 2 (Part 1): Human Memory Matrix ID: 19752

In this lecture, we learn about Human Memory for Cognition and Learning. It is
discuss about sensory memory, short-term memory and long-term memory, forgetting and the
implication of memory on learning. In the view of cognitive information processing, human
learner is visualised to be a processor of information in much the same way as a computer. If
the computer has a keyboard and a mouse as its input receiver, human has ears, eyes, tongue,
nose and skin to receive the input. Then, human brain processes the info after the input is
received as computer processor does. Computer produces the output such as display on
screen or printed paper and this is similar to our behaviour as the output.

Our memory divided into three 3 major parts; sensory memory, short-term memory
and long-term memory. Sensory memory, in another word, incoming sensory input is used to
hold information just long enough for some of it to be selected for further processing in
working memory, or in another word, in short-term memory. The capacity of memory is
unlimited but, the memory loss in less than a second. After the information passes through
sensory memory, it will be passed to short-term memory. Short-term memory is used to
receive input from sensory memory and long-term memory as well. It only can holds limited
amount of information and the information can be retained briefly for 30 seconds. Short-term
memory also known as working memory can manipulates information as it being stored and
uses it to perform various tasks. To prevent the memory from loss, the memory has to be
transferred into a long-term memory. Long-term memory is the place for storing large amount
of information for indefinite periods of time. The capacity of memory is unlimited and the
information can remain there permanently. For example, we learn a lot of the word meanings,
mathematics and sciences or names of people that we have met. All these information are
stored in long-term memory and it proof that long-term memory is unlimited.

In order to ensure the memory is passed into long-term memory, encoding is

necessary. Encoding is the process of placing information into long-term memory. It consists
of rehearsal, elaborative rehearsal and mnemonics. Rehearsal is repetition of information over
and over again. But, it is difficult to be applied to more complex and meaningful information.
So, to solve it, elaborative rehearsal will be used. It is the process of relating incoming
information to concepts and ideas already in memory in such a way that the new material is
more memorable. Just a remembering the whole information is not enough. We need a
strategy that helps us to remember information. Mnemonics is useful. It works by makes the
INDIVIDUAL PORTFOLIO 3 Name: Ronny Anak Tanjong

Lecture 2 (Part 1): Human Memory Matrix ID: 19752

information easier to elaborate, chunk or retrieve it from memory. So, the information can be
stored in long-term memory, but, how about when we want to retrieve it? We need a retrieval
process, which is consists of recall and recognition processes. Recall is a retrieve of previous
stored information without cues or hints to help them remember. Meanwhile, recognition
involves a set of pregenerated stimuli presented to learners for a decision or judgement.

Sometimes, we cannot really focus on everything in our environment at once. We

might be forgetting something that we had retrieved before. There are many reasons. The
information sought during retrieval was never learned in the first place and inability to access
previously learned information. Besides, other events or information got in the way of
effective retrieval can cause forgetting.

In the term of learner, memory has implications on learning. Students have to know
how to make meaning rather than take meaning in order to increase the learning process.
Besides, students should think and talk about their own learning. They should know the how,
why and when of learning. New information would be easy to retrieve if it organizes into
meaningful chunks. Besides, automatic processes allow students to use fewer cognitive
processes.