Discuss all 3 components of the Dual-Store Model of Memory. Give an example of the
development of a piece of information through all 3 structures of your memory according to the
Dual-Store Model. At each stage, give the verbal or visual stimulus and the cognitive
processing for transferring information between stages. Include clear biblical principles in your
response.
Part of the human learning experience includes storing information in our memories. Reading,
for example is based on remembering symbols, letters, ideas, and sounds in order to understand
a message. According to the dual-store model of memory, there is a three-part process of
memory. The first is sensory register, which is described as retaining information for enough
time so that a person can begin the cognitive process (Ormrod, 2016, pg. 165). Within sensory
register, the capacity, storage, and duration are all key components to carry it into the next part
of memory (Ormrod, 2016). There has to be input, whether it is visual, audio, or otherwise. Back
to the example of reading, most young infants first hear words from parents or guardians reading
books to them; the more they hear the words, the more they will retain. To move from sensory
register to working memory, it requires a great deal of attention (Ormrod, 2016). To help
beginner readers, books may have large and bold font to make it easier for the reader to pay
attention.
Readers may also look to their teachers for cues when reading new words. Once a reader has
transitioned into working memory, the central executive component takes control (Ormrod,
2016). This part of memory is active, hence the name working memory; a reader may use
retrieval, or recalling information from working memory. According to research, retrieval
depends mostly on the conditions the present situation and previous conditions (Bouton &
Moody, 2004). If a student was attentive and retained that the letter “y” can sound like “i” or “e,”
then they could use their working memory to read the word “funny.” This segues into long-term
memory. To transition working memory into long term memory, a reader must be able to relate
the information stored in working memory repeatedly. There is explicit knowledge, which deals
with things that can be recalled (2+2=4). Implicit knowledge that deals with the behavior, such
as, how to (quietly) behave in a library (Ormrod, 2016, p. 178).
Biblically, there are many instances where memory is very important. There are several
scriptures that say to mediate on the word of God. Specifically, “Keep this Book of Law always
on your lips; meditate on it day and night, so that you may be careful to do everything written in
it. Then you will be prosperous and successful,” (Joshua 1:8 New International Version).
References
Bouton, M. E., & Moody, E. W. (2004). Memory processes in classical conditioning.
Neuroscience & Biobehavioral Reviews,28(7), 663-674.
doi:https://doi-
org.ezproxy.liberty.edu/10.1016/j.neubiorev.2004.09.001
Ormrod, J. E. (2016). Human learning (7th ed.). Harlow: Pearson.
