The Levels of Processing Model of Memory (College Board AP® Psychology): Study Guide
Levels of processing model
The levels of processing model, proposed by Craik & Lockhart (1972), offers an alternative way of thinking about memory to the multi-store model
Rather than focusing on separate memory stores, this model proposes that
how well something is remembered depends on how deeply it is processed at the point of encoding
the deeper the level of processing, the stronger and more durable the memory trace, and therefore the better the later recall
There are three levels of processing, from shallowest to deepest:
Level | Type of processing | Description | Example |
|---|---|---|---|
Structural | Shallow | Processing based on the physical appearance of the information - its visual form | Noticing that the word "MEMORY" is written in capital letters |
Phonemic | Intermediate | Processing based on the sound of the information. How it is pronounced or what it rhymes with | Noticing that the word "memory" rhymes with "emery" |
Semantic | Deep | Processing based on the meaning of the information. Connecting information to existing knowledge and understanding | Thinking about what memory means and how it relates to your own experiences of remembering |
Information processed at the semantic level produces the strongest, most durable memory traces because meaning creates rich connections to existing knowledge in LTM
Information processed only at the structural level produces weak, shallow memory traces that fade quickly
Elaborative rehearsal and levels of processing
The levels of processing model provides the theoretical basis for why elaborative rehearsal is more effective than maintenance rehearsal:
Maintenance rehearsal involves shallow, repetitive processing
Repeating information without thinking about its meaning (structural or phonemic level)
Elaborative rehearsal involves deep, meaningful processing
Connecting information to existing knowledge (semantic level)
For example:
Simply repeating the term "long-term potentiation" over and over is maintenance rehearsal at the phonemic level.
Thinking about how it relates to synaptic strengthening and why practice improves memory is elaborative rehearsal at the semantic level
This produces far better long-term retention
Effortful processing is generally required for deep, semantic encoding, whereas automatic processing tends to produce shallower memory traces
This is why information encoded without conscious attention is harder to retrieve later
The self-reference effect
One of the most powerful forms of deep processing is the self-reference effect
This is the finding that information is better remembered when it is related to oneself
When we ask "does this apply to me?", we process information at a deep semantic level and connect it to a rich network of personal memories and experiences
E.g. you are more likely to remember the personality trait "generous" if you think about whether it describes you than if you simply read it as a definition
The self-reference effect demonstrates that the deepest level of processing involves personal meaning
Connecting new information to our sense of self produces the most durable memory traces of all
Levels of processing and the multi-store model compared
Multi-store model | Levels of processing model | |
|---|---|---|
Focus | Structure: separate stores information passes through | Process: how deeply information is encoded |
Key mechanism | Rehearsal transfers information between stores | Depth of processing determines memory strength |
View of STM | A distinct, limited-capacity store | No separate stores, but shallow processing produces weak traces |
Practical implication | Rehearse information to move it to LTM | Process information meaningfully to improve retention |
Examiner Tips and Tricks
For Skill 1.A, levels of processing questions may describe a study behavior and ask you to identify the level of processing being used
Is the person focusing on appearance, sound , or meaning?
Always link depth of processing to predicted recall, i.e. deeper processing predicts better retention
The three levels are named specifically in the CED
Ensure that you know all three and be able to give an example of each (Skill 1.A)
For Skill 2.A, levels of processing research typically uses experimental methodology, as researchers manipulate the type of processing task (IV) and measure recall accuracy (DV)
Be prepared to identify the research design and explain why random assignment is important for controlling individual differences in memory ability
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