The Atkinson-Shiffrin Memory Model The Atkinson-Shiffrin three-stage model of memory defines three stages of memory—sensory memory, short-term memory, and long-term memory—through which information passes before it is stored. Information is held in the sensory memory for a split second and then moves into short-term memory. Then, if the information is rehearsed, it moves into long-term memory. However, most of what enters the sensory memory does not make it to the short-term memory, as short-term memory has a limited storage capacity.
The short-term memory can hold a limited amount of information for a short duration, typically lasting for a matter of seconds. The duration for keeping the information can be increased through rehearsal, in which the information is repeated to oneself. The capacity of short-term memory can be increased through chunking, in which information is organized or grouped into meaningful units or divisions.
Information that is learned is stored in long-term memory. The capacity for long-term memory is vast, and the duration can range from years to a lifetime, depending on the amount of rehearsal. Long-term memory is divided into explicit memory (the conscious recollection of previous experiences and information) and implicit memory (the long-term memory of skills and procedures that do not need to be consciously recalled).

Select all the correct answers.
Which of the following details are presented in the body of the passage and in the accompanying chart?

Information in long-term memory must fist pass through sensory and short-term memory.

Information that enters short-term memory must first capture a person’s attention.

Once information enters long-term memory, the length of time it stays there can vary.

Rehearsal allows information to be kept in short-term memory for a longer duration.

Chunking organizes information and allows the capacity of short-term memory to increase.

c. to depict the cunningness of the federal soldiers

what: when quoting a source, use the author’s words verbatim, or word-for-word. this means you shouldn’t change any grammar, punctuation, spelling, etc. put quotations around the words to tell your reader where the quote begins and where it ends.

you also need to acknowledge the author. for example, if using mla format for your research paper, you should have in-text citations with the author’s name and page number listed at the end of each quote.

when: use quotations to provide concrete examples to support your claims. using direct quotations is a great way to build your credibility on the subject. it’s also a good idea to quote your source when the author states things in a powerful way. if you think he or she said it best, then use the exact words to share the ideas.

example: in the short story “a jury of her peers”, mrs. hale compares mrs. wright to her caged bird, saying “she—come to think of it, she was kind of like a bird herself. real sweet and pretty, but kind of timid and—fluttery. how—she—did—change” (glaspell).

paraphrasing

what: paraphrasing differs from quoting because you restate the passage in your own words. since you don’t use the author’s words, you don’t need to use quotation marks. however, you still need to acknowledge the author for his or her ideas.

when paraphrasing a text, you should communicate the full meaning of the text; don’t change the meaning. it can be a condensed version of the text, or it could end up being longer than the source it’s paraphrasing.

when: you use paraphrasing when you take notes, or explain a chart or diagram to someone. paraphrasing highlight the important parts of a larger text. it also allows you to simplify the ideas for your readers.

example:

original: “it was no ordinary thing that called her away–it was probably further from ordinary than anything that had ever happened in dickson county. but what her eye took in was that her kitchen was in no shape for leaving: her bread all ready for mixing, half the flour sifted and half unsifted” (glaspell).

paraphrase: as mrs. hales walks around mrs. wright’s home, she notices that the kitchen is in disarray as if she was in the middle of baking bread (glaspell).

question: write a short paragraph essay of what should you do if you are being cyberbullied.

answer: if i wer cyberbullied i would at first try to stop it and settle it out with the person but if they didnt i probaly would be scared to tell somebody so i would probaly not tell anyone but when it gets out of hand i told my parents and they settled it with the child and told them to quit but they didnt so i told them stop but they didnt untill my mom saw a rude message they sent me and called the cops so it got settled and i forgave the person and now were freinds.

personal experiance

question answered by

(jacemorris04)