The Levels of Processing Model of Memory (Craik and Lockhart)
The levels of processing model of memory was proposed by Craik and Lockhart. It suggests that it is depth of processing that leads to stronger memories, rather than there being separate memory stores. According to this model, stronger memories occur as a result of a deep memory trace which happens through elaborative rehearsal. Levels of processing suggests that rehearsal of information by merely repeating it does not lead to information being transferred to LTM and that this is a form of maintenance rehearsal. In order for memory to be transferred to LTM using elaborative rehearsal it must have meaning and be understood. Craik and Lockhart stated 3 ways in which verbal information can be processed – structural – which is what the words look like; phonetic – how the words sound; and semantic – what the word means. Semantic leads to a longer lasting memory trace as it uses deeper processing, whereas structural uses only shallow processing leading to a weaker memory trace.
There have been amendments to this model as researchers have tried to look further at what is meant by deeper processing. It has been found that distinctiveness, elaboration and effort all lead to better recall.
Supporting evidence:
Craik and Lockhart conducted a lab experiment where pp’s were asked to recognise words that had been presented structurally, phonetically or semantically. They found that recognition was 17% for words processed structurally; 36% for words processed phonetically and 65% for words processed semantically. This supports the theory that deeper processing leads to a stronger memory trace.
Exam hint: evaluate your evaluation point. However a weakness is that because it was a lab experiment and the task was to learn words, it lacks ecological validity because real life memories are not based on recall and recognition of words.
Opposing evidence:
Deeper processing requires longer than shallow processing. It has been suggested that it is time rather than depth that contributes to a stronger memory trace.
Also as we have described, factors such as effort and distinctiveness lead to stronger memory traces, therefore it is hard to define what Craik and Lockhart meant by ‘depth’ and the theory can be criticised for not being clear.
Morris found pp’s had better recall of phonetic words rather than semantic as the LOP predicts, it may depend on the task which processing method works best.
Giving something meaning is not the only way to have a stronger, more durable memory trace – flashbulb memories are highly emotive events that lead to long lasting memories and some believe are encoded differently because of this.
Different explanation:
Use multi-store model or reconstructive memory. Summarise how it explains memory.
Example: A different explanation for memory comes from the multi-store model of memory. This explanation suggests memory is a linear process of information being transferred from sensory memory to STM and onto LTM through rehearsal.
Application:
LOP suggests ways in which information can be learnt in order to have a longer lasting memory trace. This is useful for students as it provides the basis for revision strategies – simply reading a textbook cover to cover does not work!
The levels of processing model of memory was proposed by Craik and Lockhart. It suggests that it is depth of processing that leads to stronger memories, rather than there being separate memory stores. According to this model, stronger memories occur as a result of a deep memory trace which happens through elaborative rehearsal. Levels of processing suggests that rehearsal of information by merely repeating it does not lead to information being transferred to LTM and that this is a form of maintenance rehearsal. In order for memory to be transferred to LTM using elaborative rehearsal it must have meaning and be understood. Craik and Lockhart stated 3 ways in which verbal information can be processed – structural – which is what the words look like; phonetic – how the words sound; and semantic – what the word means. Semantic leads to a longer lasting memory trace as it uses deeper processing, whereas structural uses only shallow processing leading to a weaker memory trace.
There have been amendments to this model as researchers have tried to look further at what is meant by deeper processing. It has been found that distinctiveness, elaboration and effort all lead to better recall.
Supporting evidence:
Craik and Lockhart conducted a lab experiment where pp’s were asked to recognise words that had been presented structurally, phonetically or semantically. They found that recognition was 17% for words processed structurally; 36% for words processed phonetically and 65% for words processed semantically. This supports the theory that deeper processing leads to a stronger memory trace.
Exam hint: evaluate your evaluation point. However a weakness is that because it was a lab experiment and the task was to learn words, it lacks ecological validity because real life memories are not based on recall and recognition of words.
Opposing evidence:
Deeper processing requires longer than shallow processing. It has been suggested that it is time rather than depth that contributes to a stronger memory trace.
Also as we have described, factors such as effort and distinctiveness lead to stronger memory traces, therefore it is hard to define what Craik and Lockhart meant by ‘depth’ and the theory can be criticised for not being clear.
Morris found pp’s had better recall of phonetic words rather than semantic as the LOP predicts, it may depend on the task which processing method works best.
Giving something meaning is not the only way to have a stronger, more durable memory trace – flashbulb memories are highly emotive events that lead to long lasting memories and some believe are encoded differently because of this.
Different explanation:
Use multi-store model or reconstructive memory. Summarise how it explains memory.
Example: A different explanation for memory comes from the multi-store model of memory. This explanation suggests memory is a linear process of information being transferred from sensory memory to STM and onto LTM through rehearsal.
Application:
LOP suggests ways in which information can be learnt in order to have a longer lasting memory trace. This is useful for students as it provides the basis for revision strategies – simply reading a textbook cover to cover does not work!