Verbal learning and memory: Does the modal model still work?

Author(s): Mcnamara, D. S.

Journal/Book: Annu Rev Psychol. 1996; 47: 4139 El Camino Way, PO Box 10139, Palo Alto, CA 94303-0139. Annual Reviews Inc. 143-172.

Abstract: This chapter focuses on recent research concerning verbal learning and memory. A prominent guiding framework for research on this topic over the past three decades has been the modal model of memory, which postulates distinct sensory, primary, and secondary memory stores. Although this model continues to be popular, it has fostered much debate concerning its validity and specifically the need for its three separate memory stores. The chapter reviews research supporting and research contradicting the modal model, as well as alternative modern frameworks. Extensions of the modal model are discussed, including the search of associative memory model, the perturbation model, precategorical acoustic store, and permastore. Alternative approaches are discussed including working memory, conceptual shea-term memory, long-term working memory, short-term activation and attention, processing streams, the feature model, distinctiveness, and procedural reinstatement.

Note: Review AF Healy, Univ Colorado, Dept Psychol, Muenzinger Bldg, Campus Box 345, Boulder, CO 80309 USA

Keyword(s): memory models; primary memory; sensory memory; secondary memory; working memory; SHORT-TERM-MEMORY; ORDER INFORMATION; IMMEDIATE MEMORY; FREE-RECALL; INDIVIDUAL-DIFFERENCES; CONCEPTUAL MEMORY; AUDITORY MEMORY; SERIAL-RECALL; RECENCY; RECOGNITION

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