Information is maintained in

Short-term memory for a longer period ¹

Deep processing

Long-term memory

If information is needed later, it is transferred to short-term memory

Го move the information into the long-term store, you I i .1, ,l,ly have to process it. During this deep processing

I In pay close attention, think about meanings or

. I- i lie with related objectsin long-term memory. While .1. i |i processing is one way to remember something, the Hil id I one is to repeat the information.

The short- and long-term systems continually pass mi,,,.,, ,i mu back and forth. The material in the LTM .„„\ ho activated and transferred to the ST store. It is I in HT Hystem that retrieves both long- and short-term

morloB. Imagine that someone asks you, «Do people I, i - the largest brain of any animal?» Some time after

your friend's lecture, the necessary information will bo given quickly, it is in the ST store.

If the question about the human brain comes up a year later, you will have to address to your long-term store.

II. Answer the following questions:

1. What are the kinds of memory?

2. Where is the information stored?

3. What does the short-term memory hold?

4. How can we keep information in SM system longer?

5. Which system is less permanent: STM or LTM?

1. What is it necessary to do to move the information into the long-term store?

' III. Complete the following sentences:

1. There are three kinds of memory ....

2. Information is stored on the basis of ... .

3. Short-term memory is pictured as ... .

4. It holds everything we are aware of ... .

5. We keep information longer by ...

6. During processing people pay ... .

7. The STM and LTM systems pass information ... .

IV. Find in the text the facts to prove that:

1. It is quite possible to keep information in SM system longer.

2. The STM works as a central executive.

5. Explain:

1. The meaning of sensory memory.

2. The mechanism of short-term memory.

3. The mechanism of long-term memory.

6. Look at the diagram that follows the text and describe the system of information processing.

Psychology. Unit til

VII. Divide the text into logical parts and state the ! . «!• ml idea of each part.

I Head the following text and find the information „hniii the experiment:

Attention

e students try to learn while listening to the radio,

(illking to friends, and thinking about a coming to-an-i in I week. They believe that studying requires only a little

I ion. But when people divide their attention between

m vend different tasks, performance usually suffers. In one study that supports this idea, the psychologists

pared what students could do under several

hi ions. Subjects in one group listened to a tape of an

llllfinniliar passage from a psychology text. At the same i inn . they pushed a button whenever a signal light III i/'litcued.

Another group of students confronted a more lllln I longing situation. In addition to monitoring the light

I 11 tending to the unfamiliar material, they had to

|| a familiar passage presented simultaneously in

i ii. other ear by the same voice.

'objects in the «easy» condition reacted more quickly in ilie Hignal light and comprehended the passage much "i"i i-1 utter than the students in the «difficult» condition. While attention can be divided (especially if one task is [■miliar and easy), concentration helps the processing of ■ "ini>lex information. Even something as automatic as 11 n. Iin/■ is not a simple task. You have to identify written UVnrdn on a page. You must also combine words into oh and sentences and comprehend the meaning. At ii,. nine time, you must think about the meaning of the