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MEMORY

Definition of memory

Memory is the ability of the soul to enter (learning), retention and rekindle (remembering) things that have past. With the ability to remember, man is able to save and regain what he has experienced. Interpreted as a mental function that captures information from the stimulus of the storage system. Also defined are mental processes that include encoding, saving, and recall, all of which are centered on the brain.

Short Term Memory

Characteristics of short-term memory

·        Only able to store memory in a few seconds

·        The duration is less than 30 seconds

·        Only able to store 5-9 items

·        The first entered items tend to be better

·        The last signed items are less likely to be good.

·        More attention is required

Long Term Memory

Interpreted as the power to receive and retain retained information for longer intervals of several minutes, year and even lifetime.

Long-term memory is divided into three stages:

·        The encoding is the entry of messages or data into a password (code) into the memory. Example: If we get a call and the caller says "hello" we can often recognize his voice right away, because we have encoded the voice of others in long-term memory.

·        Storage is to maintain or retain messages or data in a long period of time.

·        Calling is a recall of messages or data that already exist in long-term memory. Example: When we look for books in big libraries and we fail to find them, it does not mean they are not there, we may be looking in the wrong place or maybe the book is put in the wrong place so it cannot be accessed.

Memory Development

The ability of human memory to grow in line with age. Newborns have new recognition skills, while new recall capability is achieved at the age of one year. Young children and babies have memory capacity, but it is doubtful that the established memory can be trusted or re-accessible before the age of two. Adults rely more on semantic representation, while children rely more on perception-based representation (imagery). In terms of using memory strategies as you age, your memory strategy increases. Children who are old enough and adults remember information more quickly than young children.

Memory Relationships and Learning

There is a heavy relationship between memory and learning. In the learning process will involve processing and storing information. Learning outcomes can be known through the process of re-disclosure of what the students already know. So, in learning required memory utilization by the students to absorb the information received, save and bring back when answering questions about the test or test.

Memory Model

The Parallel Distributed Processing approach takes the view that the cognitive process can be represented by a flow activation model through a network connecting one unit of neuron to another (PDP approach) unit. According to JameMcclelland (1981) is one of the major developers of the PDP approach. He describes how knowledge about a group of individuals is stored by connecting the individual to the characteristics of the problem. In the PDP approach each individual characteristic is interconnected within a network. If the connection between these characteristics is built through extensive practices or habits, then the right clues will help the individual find the characteristics of a particular individual.

The advantages of the PDP model are:

·        Can explain how memory can help when some information is lost.

·        Can make spontaneous generalization (make inference / conclusions about general information that has never been studied before.

·        Can fill in incomplete information about a particular person or object by making guesses correct.

Factors Affecting Memory

Factors that affect memory include physical and age conditions. Conditions that are very influential in remembering are fatigue, lack of sleep and illness. A person who is in a state of tiredness, lack of sleep and ill will have difficulty remembering something. This is because in such conditions individuals experience a decline in the ability of metal caused by the physical disorder. The most powerful memories occur in childhood at the age of 10-14 years. Elderly people will have difficulty if asked to recall what they have learned or experienced, therefore the most common symptoms encountered during this period are dementia.

Forgot and the Cause

Forgetting is the loss of the ability to mention or bring back what we have previously learned. It does not mean that what we have learned will be lost, only that the information is too weak to re-create.

Some theories that describe forgot based on parallel distributed processing approach are as follows:

·        Interference theory: this theory assumes that the information that has been stored in long-term memory is still in the memory warehouse (no wear and tear). This is caused by information that one disrupts the process of remembering other information. When newly received information makes it difficult to search for pre-existing information in memory, retroactive interference occurs. While the information stored in long-term memory disrupts the process of remembering the information that has just been stored is called proactive inference.

·        Retrieval Vailure: this theory assumes that information stored in long-term memory is always present, but failure to recall is not caused by interference, but is caused by the lack of adequate guidance. When these cues are met, then the information can certainly be traced and recalled.

·        Motivated Forgetting: according to this theory, individuals will tend to try to forget the unpleasant. While things that are unpleasant or painful tend to be suppressed or not allowed to appear in consciousness. From the above explanation, this theory also holds that the information stored is still there, because:

a)    Forgotten for physiological causes: information storage will be accompanied by various physical changes in the brain called engram. This disorder will result in forgetfulness called amnesia. If the forgotten information is long, then it is said to suffer retrograde amnesia. If the forgotten information has just been received, then it is said to have anterograde amnesia. The process of forgetting closely related to the biochemistry of the brain, it is less a focus on educators (Irwanto, 1994)

b)   Theory of Atrophy (Disuse Theory): that is the theory that discusses the forgetfulness that focuses on the length of the interval. Forgetfulness occurs because the memory trace or memory trace has not been re-generated, so the memory traces increasingly settled until eventually the individual will experience forgetfulness (Walgito, 2002).

Conclusion: Conclusion of memory model based on parallel distributed processing approach. That a person's cognitive can be represented by a flow activation model through a network connecting one unit of neuron to another. In addition to the information that has been received both old and new, there is still stored in memory, only the possibility of failure to remember information that caused by lack of adequate guidance. But if these conditions are met, then the desired information can certainly be traced and recalled.