Discussion Board Forum 3
Topic:
Dual-Store Model of Memory
Question/Prompt:
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.
Reply Prompt:
For your replies, respond to 2 classmates. Comment on their
examples and analyze whether or not each appropriately describes the Dual-Store
Model.
Your thread is due by 11:59 p.m. (ET) on Thursday. Your replies to at least 2
classmates are due by 11:59 p.m. (ET) on Monday.
This discussion board posting will focus upon the dual-store model as it pertains to one of
the key aspects of the human learning experience, which is the ability to store and retrieve
information. An example of this process would be what I seem to be doing with every spare
minute of the day, reading. Now the ability to read comes from remembering not only the
individual letters and symbols, that are visually seen, it is also important to understand the verbal
pronouncement of those letters so that the reader will be able to transform the individual letters
into words that then interlace together to become a sentence that is translatable into a meaningful
message. Now 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 long enough
for it to undergo very preliminary cognitive processing.” (Ormrod, 2016). Within sensory
register, there are three important characteristics they are capacity, forms of storage and duration,
each plays an integral role in memory retention. (Ormrod, 2016). Using the original example of
reading, it does incorporate all three aspects of sensory register when a child first hears a word
from their parents or see the word written within a book, their retention will depend upon
repetition and use of the word which will then help to transfer the information to that of working
memory. (Ormrod, 2016). Those who are learning to read will look to their parents or teachers
for input when reading new words be that input be proper pronunciation or use within a sentence
structure so that it is relatable to other words and events. Once a reader has transitioned the word
or letter into working memory, the central executive component takes control (Ormrod, 2016).
Now it only makes sense that if you want to remember something then you must pay attention so
that will become an aspect of working memory, and this is where we move onto the concept of
central executive which is seen to “control the flow and use of information throughout the
memory.” (Ormrod, 2016), it is this aspect that allows the reader to look at the page and see the
letter “t” or “i” and process its use within a word and proper sound by way of retrieval of
information from long-term memory. So, this brings us to the transition of working memory into
long term memory, how does one go from working memory to long term memory storage, it
would appear that it requires not only repetition, which is were “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), comes
into play, but the information is also relatable. Basically “Long-term memory is probably the
most complex component of the human memory system.” (Ormrod, 2016), and within long-term
memory there seen to be explicit knowledge, that which addresses those things that can be easily
recalled and explained, and implicit knowledge which is in a sense unconscious knowledge, such
as knowing that we are to stand in line at the checkout counter (Ormrod, 2016). I could go on
about the interconnectedness of long-term memory or even expand upon the interconnectedness
of the memory system however I will end this here otherwise this will end up being a thousand
words and just go on and on.
(Word count 582)
Reference
Ormrod, J.E., (2016) Human learning, (7th edition) Pearson Education Inc.
