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memory stores. As suggested earlier, all as many ways as possible. You can expand informations which our senses receive are not the information in some kind of logical registered; if that be the case, imagine the kind framework, link it to similar memories or else of pressure that our memory system will have can create a mental image. Figure 6.1, that to cope with. Only that information which is presents the stage model of memory, also attended to enters the STM from sensory depicts the arrows to show the manner in registers and in that sense, selective attention, which information travels from one stage to as you have already read in Chapter 5, is the another. first control process that decides what will Experiments, which were carried out to travel from sensory registers to STM. Sense test the stage model of memory, have produced impressions, which do not receive attention, mixed results. While some experiments fade away quickly. The STM then sets into unequivocally show that the STM and LTM motion another control process of are indeed two separate memory stores, other maintenance rehearsal to retain the evidences have questioned their information for as much time as required. As distinctiveness. For example, earlier it was the name suggests, these kinds of rehearsals shown that in the STM information is encoded simply maintain information through acoustically, while in LTM it is encoded repetition and when such repetitions semantically, but later experimental evidences discontinue the information is lost. Another show that information can also be encoded control process, which operates in STM to semantically in STM and acoustically in LTM. expand its capacity, is Chunking. Through chunking it is possible to expand the capacity Activity 6.1 of STM which is otherwise 7 +2. For example, if you are told to remember a string of digits such as 194719492004 (note that the number I. Try to remember the following list of digits exceeds the capacity of STM), you may create (individual digits) 1 9 2 5 4 9 8 1 1 2 1 the chunks as 1947, 1949, and 2004 and Now try to memorise them in the following rememberthemastheyearwhenIndiabecame groups: independent, the year when the Indian 1 9 25 49 81 121 Constitution was adopted, and the year when Finally memorise them in the following the tsunamihitthecoastalregionsofIndiaand manner: South East Asian countries. 1 3 5 7 9 11 2 FromtheSTM,informationentersthelong- What difference do you observe? term memory throughelaborative rehearsals. II. Read out the lists given below in a row at the As against maintenance rehearsals, which are speed of one digit per second to your friend carried through silent or vocal repetition, this and ask her/him to repeat all the digits in rehearsal attempts to connect the ‘to be the same order: retained information’ to the already existing List Digits information in long-term memory. For 1 (6 digits) 2-6-3-8-3-4 example, the task of remembering the meaning 2 (7 digits) 7-4-8-2-4-1-2 3 (8 digits) 4-3-7-2-9-0-3-6 of the word ‘humanity’ will be easier if the 4 (10 digits) 9-2-4-1-7-8-2-6-5-3 meanings of concepts such as ‘compassion’, 5 (12 digits) 8-2-5-4-7-4-7-7-3-9-1-6 ‘truth’ and ‘benevolence’ are already in place. The number of associations you can create Remember that your friend will recall the digits as soon as you finish the list. Note how around the new information will determine its many digits are recalled. The memory score permanence. In elaborative rehearsals one of your friend will be the number of digits attempts to analyse the information in terms of various associations it arouses. It involves correctly recalled by her/him. Discuss your findings with your classmates and teacher. organisation of the incoming information in Chapter 6 • Human Memory 99 Reprint 2026-27