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I'm working on Memory Rehearsal.

Maintenance Rehearsal[edit]
Maintenance rehearsal is a type of memory rehearsal that is useful in maintaining information in short term memory or working memory. However, it is not an effective way of having information processed and transferred into long term memory. This type of rehearsal usually involves repeating information without thinking about its meaning or connecting it to other information. This is why the information is not usually transferred to long term memory. [2]

Working memory is commonly cited as more of a process than an actual storage and is critical to the ability to maintain and manipulate information in one’s mind (Nee et al., 2012). Because of its importance to cognition, working memory is responsible for that novel information that has immediate importance, but is not needed so much that it is committed to permanent storage in long term memory. In this way, it exists somewhere in an area somewhere between short-term and long-term memory (Nee et al., 2012).

The phonological loop is a concept implicated in maintenance rehearsal and is very much a function of working memory (Baddeley, Eyesenck, & Anderson, 2015). It is composed of two parts: a short-term store, and an articulatory rehearsal process that both work to constantly refresh subvocal memorization (Reisberg, 1997). The capacity of the phonological loop is not large, only being able to hold around seven items, but is very dependent on subvocal rehearsal to refresh the memory traces of those items so that they temporarily stay in storage (Baddeley, Eyesenck, & Anderson, 2015). Similarly, subvocal rehearsal is dependent upon the short-term store in that it is where the the information for the phonological loop is found (Reisberg, 1997). In this way, both processes of the phonological loop directly rely on one another to complete the process.

In regard to learning theory, the phonological loop has been found to be especially effective when visual information is paired with auditory information (Ginns, 2005). For instance, if one were to read a set of information and listen to it being read audibly, they are more likely to remember it than if they were to simply read it without the audio to supplement it (Ginns, 2005). In this way, it is true that the maintenance rehearsal is most beneficial with rote memorization, however it can be used as a tool for learning particularly when paired with other modes.

An example of maintenance rehearsal would be remembering a phone number only long enough to make the phone call. For instance, one may look up a phone number in a phone book and constantly repeat the number out loud until the number is put into the phone to make the call. The number is held in working memory long enough to make the call but the number is never transferred to long term memory. An hour later, or even five minutes after the call, the phone number will no longer be remembered.

Elaborative Rehearsal[edit]
Elaborative rehearsal is a type of memory rehearsal that is useful in transferring information into long term memory. This type of rehearsal is effective because it involves thinking about the meaning of the information and connecting it to other information already stored in memory. It goes much deeper than maintenance rehearsal. [3]

According to the levels-of-processing effect by Fergus I. M. Craik and Robert S. Lockhart in 1972, this type of rehearsal works best because of this depth of processing.

In addition to processing novel information in which the meaning behind the information is enough to transfer it to long term memory, another way that elaborative rehearsal works is by associating new information with information that is already held in long term memory (Reisberg, 1997). This approach requires the learner to engage with new information in a way that creates meaningful connections to previously-learned things, thus leading to the new information also being committed to long term memory (Reisberg, 1997).

An effective way of encouraging elaborative rehearsal is by engaging with the material in more than one way. For instance, discussion or study groups provide an opportunity to make discrete pieces of information more personal by attaching stories to them and creating meaningful connections to things already learned (Reisberg, 1997). Elaborative rehearsal has strong support in learning, especially in its attention to meaningful connections across different concepts and pieces of information (Bransford, 2000). More specifically, elaborative rehearsal is extremely beneficial when remembering larger pieces of information such as sentences or other larger chunks (Bransford, 2000).

Baddeley's Model[edit]
In the Baddeley's model of working memory, this ability comprises a central executive and two buffers - the phonological loop and the visuospatial sketch pad. Both storage buffers are characterized by passive storage and rehearsal information. This rehearsal function has been associated with frontal networks such as the Broca's area. More specifically, subvocal rehearsal and verbal maintenance are associated with the posterior left precentral gyrus (Nee et al., 2012). The temporary storage of the phonological loop is often attributed to the supramarginal gyrus in the parietal lobe (Nee et al., 2012). [4]

References[edit]
Baddeley, A., Eyesenck, M.W., & Anderson, M. C. (2015). Memory. New York: Psychology Press.

Bransford, J. (2000). How people learn: brain, mind, experience, and school (Expanded ed., p. 94). Washington, D.C.: National Academy Press.

Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15(4), 313-331.

Goldstein, B. (2011). Cognitive Psychology: Connecting Mind, Research, and Everyday Experience--with coglab manual. (3rd ed.). Belmont, CA: Wadsworth.

Goldstein, B. (2011). Cognitive Psychology: Connecting Mind, Research, and Everyday Experience--with coglab manual. (3rd ed.). Belmont, CA: Wadsworth.

Goldstein, B. (2011). Cognitive Psychology: Connecting Mind, Research, and Everyday Experience--with coglab manual. (3rd ed.). Belmont, CA: Wadsworth.

Garon, N., Bryson, S. and Smith, I. (2008). Executive Function in Preschoolers: A Review Using an Integrative Framework.

Nee, E. N., Brown, J. W., Askren, M. K., Berman, M. G., Demlralp, E., Krawitz, A., & Jonides, J. (2012). A meta-analysis of executive components of working memory. Cerebral Cortex, 23(2), 264-282.

Reisberg, D. (1997). Cognition: Exploring the science of the mind. New York: Norton & Co.