A major part of the information-processing perspective is the multistore model, through which information flows. Write explanatory notes about these elements of the multistore model: the sensory store, the short-term store, and the long-term store

Question

What will be an ideal response?

Answer 1

The multistore model was proposed by Atkinson and Shiffrin in 1968 and has been tweaked in many of its details since then. The general idea of information flow is that materials pass through a series of processing stages, and the information is transformed systematically during that passage. In the "sensory store" (known also as sensory memory), information persists very briefly in a sensory form. It can be likened to a sensory afterimage. Separate sensory stores are found for each sensory modality, although vision and hearing have been the focus of most research. Most information is quickly lost from the rapidly decaying sensory trace. Attention can be applied to select a small amount for transfer to the "short-term store" (STS or short-term memory). In the STS, coding is mostly auditory, even if the information arrived through the eyes. Capacity is very small, limited to five-to-nine items, although chunking can expand the size of each item. Vocal or silent rehearsal can be applied to sustain information in STS longer than its 15 to 30 seconds of duration. Forgetting happens from the STS when rehearsal is not done, if other incoming material bumps out the present contents, or if attention is diverted elsewhere. Material may be transferred to the "long-term store" (LTS or long-term memory), where it may be held for durations of seconds up to the remainder of the lifetime. Most coding in long-term memory is based on the meaning of the learned materials. Subcategories of the LTS include strategic memories, which are willfully learned and willfully retrieved, and event memories, which are passively learned by experiencing one's own life. Faculty should be aware that students will have learned about the multistore model in other courses such as learning, memory, or cognition, and that the vocabulary learned in those courses may differ from Shaffer. From other sources, students may have learned that the types of long-term memory are semantic long-term memory, episodic (autobiographical) long-term memory, procedural long-term memory, and prospective long-term memory (for one's immediate medium-term future plans). Also, in courses on memory, some students might mention the Craik and Lockhart "depth of processing" model as an alternative to the multistore model.