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An example of maintenance rehearsal would be repeating a phone number mentally, or aloud until the number is entered into the phone to make the call. The number is held in working memory long enough to make the call, but never transferred to long-term memory. An hour, or even five minutes after the call, the phone number will no longer be ...
Maintenance rehearsal is viewed in educational psychology as an ineffective way of getting information to the long-term memory. Another type of rehearsal is elaborative rehearsal. This entails connecting new material learned, with already existing long term memories. In this type of rehearsal repetitive tactics are not successful.
For example, the repetition of a series of numbers is a form of maintenance rehearsal. In contrast, elaborative or relational rehearsal is a process in which you relate new material to information already stored in Long-term memory. It's a deep form of processing information and involves thought of the object's meaning as well as making ...
Rehearsal is the process by which information is retained in short-term memory by conscious repetition of the word, phrase or number. If information has sufficient meaning to the person or if it is repeated enough, it can be encoded into long-term memory. There are two types of rehearsal: maintenance rehearsal and elaborate rehearsal.
Although maintenance rehearsal (a method of learning through repetition, similar to rote learning) can be useful for memorizing information for a short period of time, studies have shown that elaborative rehearsal, which is a means of relating new material with old information in order to obtain a deeper understanding of the content, is a more ...
Long-term memory (LTM) is the stage of the Atkinson–Shiffrin memory model in which informative knowledge is held indefinitely. It is defined in contrast to sensory memory, the initial stage, and short-term or working memory, the second stage, which persists for about 18 to 30 seconds.
It also proposes that rehearsal is the only mechanism by which information eventually reaches long-term storage, but evidence shows us capable of remembering things without rehearsal. The model also shows all the memory stores as being a single unit whereas research into this shows differently.
For example, "remember" is affected by variables such as depth of processing, generation effects, the frequency of occurrence, divided attention at learning, and reading silently vs. aloud. In contrast, "know" is affected by repetition priming, stimulus modality, amount of maintenance rehearsal, and suppression of focal attention. There are ...