Question

To do his math homework, Brandon looked at the formulas and solved the problems by keeping track of the variables that he manipulated in his mind. However, when Brandon took a math test, he could not recall the formulas. Brandon's problem during the test reveals that he most likely did not retain the information in his a. sensory storage b. working memory c. long-term storage d. short-term storage

Short answer

c. long-term storage

Step-by-step solution

Option A: Sensory Storage

Sensory storage is the initial stage of memory processing and holds information for a very brief period (around 0.5-2 seconds). It is used for sensations like visual, auditory, and tactile inputs. As Brandon's problem is with recalling formulas during a test, sensory storage is not the relevant memory type in this case.

Option B: Working Memory

Working memory, also known as short-term memory, is responsible for temporarily holding and manipulating information for cognitive tasks such as learning, reasoning, and comprehension. However, it has a limited capacity and duration (around 20-30 seconds). The fact that Brandon could manipulate variables in his mind during his homework suggests he might have had some use of his working memory, but his inability to recall the formulas during the test implies that working memory is not the primary memory type responsible for the problem.

Option C: Long-term Storage

Long-term storage is the memory system responsible for the long-term storage of information. It has a potentially unlimited capacity and duration. Usually, information from working memory is transferred to long-term storage via encoding, rehearsal, and retrieval processes. Since Brandon could not recall the formulas during the test, this indicates that he likely did not successfully store the information in his long-term memory.

Option D: Short-term Storage (Deprecated Term)

Short-term storage (deprecated term) actually refers to working memory, as both represent the temporary storage and manipulation of information for cognitive tasks. The term "short-term storage" is not used anymore in modern psychology; therefore, this is not the correct answer. Based on the analysis, the correct answer is: c. long-term storage

Key concepts

Working Memory

Working memory is a crucial part of our cognitive processes. It acts as our brain’s notepad, holding and manipulating information temporarily as we solve problems, like during Brandon's math homework. This type of memory isn’t just about storing information; it actively helps in mental manipulation. For instance, when Brandon worked with variables, his working memory was engaged.

However, working memory has limitations. It can only hold information for a short span, typically 20 to 30 seconds. This means any information Brandon had while solving problems didn't necessarily make it to long-term storage. Working memory involves:

• Holding multiple pieces of information simultaneously.
• Quick processing to aid learning and comprehension.
• A limited capacity, typically 7±2 items at once.

Understanding these constraints helps explain why information may not move to long-term storage, as seen in Brandon's case.

Long-term Storage

Long-term memory is where our mind stores information indefinitely. Unlike working memory, its capacity is vast, allowing us to retain important knowledge and experiences. It appears that Brandon's difficulty during the test was because he failed to transfer formula knowledge to this memory system.

Effective long-term storage involves transforming active working memory data into stable and retrievable form. This process might involve:

• Repeating information to embed it in memory (rehearsal).
• Organizing data meaningfully to aid understanding and retention.

Since Brandon couldn't recall formulas, there may have been a breakdown in these processes. Proper encoding strategies such as association and mnemonics could improve this transfer for better retrieval later.

Encoding and Retrieval Processes

Encoding and retrieval are crucial to memory function, acting as the bridge between working memory and long-term storage. Encoding transforms sensory input into a storable format, creating memory traces that are later used during retrieval. This is what likely faltered for Brandon, preventing him from recalling information during his test.

Key elements of these processes include:

• Organizing information logically, making it easier to store and retrieve.
• Using memory cues and strategies like visualization and chunking for better encoding.
• Effective retrieval practice, which reinforces and reconstructs the memory pathways.

Incorporating these strategies can help ensure that information transitions from short-term engagement to sustainable long-term memory, preparing students like Brandon for recalling critical information under test conditions.