1. Sensory Register,
Short-term Memory,
&
Long-term Memory

2. Sensory Registers
O are the physiological parts of the
nervous system where electro-
chemical activity takes place in
response to the activity of sense
organs, such as the eye and ear.

3. O The basic capabilities of the
sensory register develop when
learners are very young.
O These capabilities continue to
develop, and developing the skills of
the sensory register may be the
primary goal of instruction.

4. O However, in most cases, the
goal of teachers of school-age
and adult learners is to bring
these sensory skills under
deliberate control and to
employ them as effective
contributors to the working
memory.

5. 2 problems that can occur
as information moves from the sensory register
working memory:
1. Not enough input may move forward
(that is, information may be forgotten
before it has ever had a chance to be
remembered).
Solution:
Train the senses to register information
accurately and by having meaningful related
information actively available in working
memory and easily accessible in long-term
memory.

6. 2. Too much input may move forward (that
is, the working memory may be
overwhelmed by excessive input that it
cannot handle).
Solution:
Screen information effectively.

7. What to Do to Help the Learner Transfer
Information Correctly from the External
Source into the Sensory Register.
1. Make sure the information is clearly
available in the first place.
O Don't use faulty materials that render
information partially incomprehensible.
O Speak clearly.
O Draw diagrams that the students can see.
O Speak in a language that the students can
understand.

8. 2. Minimize factors that will interfere with the
proper reception of information in the
sensory register.
O previously learned information is lost because
it is mixed up with new and somewhat similar
information.
3. Repeat the presentation more than a single
time. It's actually unlikely that any
information will be perfectly received, and
redundancy will reduce errors.
4. Check to verify whether the information has
been received correctly.

9. Careful presentation of
information enables learners
to get it correctly into the
sensory register.

10. You are about to do
a small
short-term
memory
test

11. A few letters will
flash on your
computer monitor
for 3 seconds

12. Write down
as many letters
as you can remember
after they disappear

13. Templates of the
tables needed are
made ready for you:

14. Trial # The Letters I remembered are:
1
2
3
4
5
6

15. Total # of % you
Total # of letters
Trial # Correct Letters letters you remembere
in the set
remembered d
1
2
3
4
5
6

16. Let’s START!!!

17. UM

18. Continue….

19. TZLD

20. Continue….

21. KXCEJO

22. Continue….

23. AVCYISEH

24. Continue….

25. LBFQRPMAUX

26. Continue….

27. ZQECTBUMONRV

28. Let’s check…

29. remembere
d
Trial #
÷
Total # of letters
# of
letters
Correct Letters
x 100 =
Total # of
letters you
% you
remembere
in the set
remembered d
UM
1 2
TZLD
2 4
KXCEJO
3 6
AVCYISEH
4 8
LBFQRPMAUX
5 10
6 12
ZQECTBUMONR
V

30. Short-term memory
O is the capacity for holding a small amount
of information in mind in an active, readily
available state for a short period of time.
O The duration of short-term memory (when
rehearsal or active maintenance is
prevented) is believed to be in the order of
seconds. A commonly cited capacity
is 7 ± 2 elements.

31. Long-term memory
O is memory in which associations among
items are stored, as part of the theory of a
dual-store memory model.
O According to the theory, long-term memory
differs structurally and functionally
from working memory or short-term
memory, which ostensibly stores items for
only around 20–30 seconds and can be
recalled easily.