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Memory Writing Assignment

Emily Katton

PSYC 2101 Intro to Psychology

March 9, 2025
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Levels of Processing and Its Application in Studying Psychology

The levels of processing theory, introduced by Craik and Lockhart in 1972, suggests that

the depth at which information is processed affects how well it is encoded, stored, and retrieved

(Craik & Lockhart, 1972). The theory demonstrates that shallow approaches to information

analysis through physical details produce weak memory retention but deep analysis for meaning

results in strong memory performance. An introductory psychology course offers multiple ways

to implement this concept for better memory retention along with improved learning outcomes.

The theory distinguishes between three levels of processing: visual, acoustic, and

semantic (Craik & Lockhart, 1972). Visual encoding involves focusing on the appearance of the

material, acoustic encoding involves focusing on the sounds, and semantic encoding focuses on

the meaning and connections to other information already stored in memory. Research indicates

that information processed at a deeper, semantic level tends to be better remembered than

information processed at a shallower level (Peng et al., 2024).

1. Visual Processing

Shallow visual encoding might involve simply memorizing the words and concepts from

lecture notes or textbooks. Using this technique leads to short-term success but does not work

well for maintaining information over extended periods. I could view diagrams presented in

textbooks that illustrate the structure of memory systems including sensory memory and short-

term memory and long-term memory. The diagram visualizations would give students brief

cognitive relief but may not enable thorough comprehension of the system functions.
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I could connect the visual representations to concrete examples to deepen their processing

depth. I understand sensory memory functions through the comparison of the brief impression of

a phone number on a billboard because it helps me better understand sensory memory

operations. The technique promotes intensive subject matter analysis which boosts my future

conceptual retrieval capability.

2. Acoustic Processing

Acoustic processing focuses on the sound of the information being encoded. In the

context of psychology, this can be particularly helpful when studying terms and concepts that

have distinct pronunciations. I might create mnemonic devices along with rhymes to remember

memory processes such as “encoding” and “retrieval” because they engage auditory memory

effectively. Listening to the terms through musical rhythms improves their retention in my

auditory memory system. Regularly repeating brain psychology terms aloud starting with "short-

term memory" creates new associations between those terms and their meanings to enhance

recall.

Acoustic processing at a deeper level would establish meaningful connections between

medical words and their practical implications in the real world. I would establish semantic

connections between educational terms and their meanings by explaining the way the "serial

position effect" impacts recall during exams along with using the "method of savings" for

measuring forgetting (Craik & Lockhart, 1972). Deeper acoustic processing methods improve

recall performance while taking exams.

3. Semantic Processing
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Semantic encoding stands as the deepest processing technique which brings about

maximum results. The processing method allows learners to combine new data with current

knowledge frameworks that already exist as cognitive schemas. The application of semantic

encoding in my psychology studies would involve deep knowledge acquisition of fundamental

psychological concepts including declarative and procedural memory followed by linking this

information to personal experiences. The memory system of procedural storage aligns with

bicycle learning even as the declarative storage associates with memorizing psychological figure

names including Freud with Skinner and Pavlov.

Active techniques like elaborative rehearsal will boost the effectiveness of semantic

encoding. Elaborative rehearsal works through grouping information into significant parts or by

relating it to previously known material (Craik & Lockhart, 1972). During my cognitive schemas

theory studies, I processed the influence of various cultural schemas on memory recollection by

applying examples to personal experiences. When I apply examples from my personal life or

cultural experiences to this information It helps me better grasp and retain this concept.

Another effective method is the use of semantic networks. This involves visualizing how

concepts in psychology are interconnected. For instance, understanding that "memory" is a broad

category that encompasses types such as sensory memory, short-term memory, and long-term

memory can help form a network of related ideas. The more connections I make between these

concepts, the stronger and more efficient my memory will be.

Utilizing Levels of Processing in Review and Study Habits

Time-based memory retention requires repeating the material with an approach based on

levels of processing framework. Enhancing memory retention through SQ3R method techniques

supports this learning approach because it follows a process of Survey then Questions followed

by Reading and Recitation before Review (Syahfutra, 2017). The survey of material and

question-asking process allows me to enhance memory by focusing on concept meaning at a

deeper level. My repetition of material strengthens these deep mental connections by identifying

examples from everyday life and personal situations to the studied concepts.

Mnemonic devices and method of loci strategies enable me to deepen my semantic

connections with the material by using mental placements of information along known routes. I

could relate the three memory stages (encoding, storage and retrieval) to personal locations

within my home when I needed to remember them better through this connection-enhancing

visualization technique.
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References

Syahfutra, W. (2017). Improving students’ reading comprehension by using SQ3R method.

ResearchGate.

[Link]

mprehension_by_Using_SQ3R_Method

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory

research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.

[Link]

Peng, N., Logie, R. H., & Sergio Della Sala. (2024). Effect of levels-of-processing on rates of

forgetting. Memory & Cognition. [Link]