Atkinson-Shiffrin Model Of Memory Analysis

1110 Words5 Pages
A key element which is necessary and crucial in successful language learning is memory (Skehan 1998). Matlin (2005) further defined memory as the process of maintaining information over time. In general, it can be said that memory is the store of things learned and retained from our activity or experience which is evidenced by modification of structure or behavior, or by recall and recognition (Matlin 2005). There are different models of memory. One of the well-known memory models is Atkinson-Shiffrin model that was proposed in 1968.According to this model, memory can be divided into three parts, Sensory memory (SM), Short-term memory (STM), and Long-Term memory (LTM). STM is the memory which retains information long enough to allow…show more content…
They had studied the Atkinson-Shiffrin model and believed that the model’s short term memory (STM) store lacked detail. It seems more reasonable than the Atkinson-Shiffrin model which claims STM is a static store. Baddeley and Hitch’s model showed STM to be a dynamic process. According to Baddeley and Hitch’s model of memory, one of the sub-components of STM was working memory (WM). The term WM evolved from the earlier concept of STM. According to Baddely (2012) STM refers to the simple temporary storage of information, whereas WM implies a combination of storage and manipulation. However the two are still on occasion used…show more content…
Whether PM abilities can be used to predict vocabulary learning has interested many scholars. Gathercole, Willis, Emslie and Baddeley (1992) found a relationship between PM skills and vocabulary knowledge, which appeared to be reciprocal. Michas and Henry (1994) are also able to show that PM measures predict new word learning ability. Vocabulary knowledge is an important element in second language (L2) acquisition. It is believed that students are able to increase their listening, speaking, reading, and finally writing by learning new words. Vocabularies are considered to improve comprehension and production in the L2. It is also indicated that an important predictor of vocabulary acquisition patterns in children and adolescents (e.g. , Gathercole & Adams , 1993 , 1994 ; Gathercole , Service , Hitch , Adams , & Martin , 1999) and word learning in children and adults ( e.g. , Gathercole , Hitch , Service , & Martin , 1997) is PM capacity. It is noted that there is a clear link between PM capacity and vocabulary development which can be manifested in children’s language development. For example, children’s performance on the non-word repetition (NWRP). With regards to word learning , children’s performance on the NWRP test predict their ability to learn new words in their own language ( e.g. , Gathercole & Baddeley , 1990) and in a second language as well (e.g. ,

More about Atkinson-Shiffrin Model Of Memory Analysis

Open Document