Response
After knowledge is imputed through short-term memory a response is needed about the information processed. Here a decision is made to transfer the processed information to “long-term memory or choose to delete that information from the memory system altogether” (Schraw & McCrudden, 2013). At the response level the “more deeply the information is processed and the more connections that can be made between new information and existing memory structures, the more information will be retained in long-term memory” (Lutz & Huitt, 2003). As with the diagram, for the response to be confident more connections would be made to link the new information to background knowledge and to be able to process the new information more deeply. Alternatively, if the response is not confident, very few connections would be made to previous background knowledge. Therefore, information going into long-term memory can be re-organized so that it is “modified or altered in the process of learning” (Thomas, 1972). New coding patterns can be inputted so that the information entering long-term memory would be situated differently than before resulting in multiple storage places for one particular memory. Reflection at the end can help with reorganization of information and to finalize learning consolidation.