Episodic Memory

MEMORY AND PSYCHOLOGY:
In psychology, memory is the processes by which information is encoded, stored, and retrieved. Encoding allows information that is from the outside world to reach our senses in the forms of chemical and physical stimuli. In this first stage we must change the information so that we may put the memory into the encoding process. Storage is the second memory stage or process. This entails that we maintain information over periods of time. Finally the third process is the retrieval of information that we have stored. We must locate it and return it to our consciousness. Some retrieval attempts may be effortless due to the type of information.

STAGES OF MEMORY:
From an information processing perspective, there are three
Semantic memory allows the encoding of abstract knowledge about the world, such as "Paris is the capital of France". Episodic memory, on the other hand, is used for more personal memories, such as the sensations, emotions, and personal associations of a particular place or time. Autobiographical memory - memory for particular events within one's own life - is generally viewed as either equivalent to, or a subset of, episodic memory. Visual memory is part of memory preserving some characteristics of our senses pertaining to visual experience. One is able to place in memory information that resembles objects, places, animals or people in sort of a mental image. Visual memory can result in priming and it is assumed some kind of perceptual representational system underlies this phenomenon.
• Procedural memory:
In contrast, procedural memory (or implicit memory) is not based on the conscious recall of information, but on implicit learning. Procedural memory is primarily employed in learning motor skillsand should be considered a subset of implicit memory. It is revealed when one does better in a given task due only to repetition - no new explicit memories have been formed, but one isunconsciously accessing aspects of those previous experiences. Procedural
Organization - Mandler (1967) gave participants a pack of word cards and asked them to sort them into any number of piles using any system of categorisation they liked. When they were later asked to recall as many of the words as they could, those who used more categories remembered more words. This study suggested that the organization of memory is one of its central aspects (Mandler, 2011).
Distinctiveness - Eysenck and Eysenck (1980) asked participants to say words in a distinctive way, e.g. spell the words out loud. Such participants recalled the words better than those who simply read them off a list.
Effort - Tyler et al. (1979) had participants solve a series of anagrams, some easy (FAHTER) and some difficult (HREFAT). The participants recalled the difficult anagrams better, presumably because they put more effort into them.
Elaboration - Palmere et al. (1983) gave participants descriptive paragraphs of a fictitious African nation. There were some short paragraphs and some with extra sentences elaborating the main idea. Recall was higher for the ideas in the elaborated