Chapter 4 presents a three-component model of human memory; it stresses the fact that this model provides a useful means of summarizing many but not all research findings related to memory. It describes the general nature of the three components (sensory register, working memory, long-term memory) and integrates the roles of attention, in-depth cognitive processing, and executive functions into the model. The chapter also presents concepts that aren’t entirely compatible with a traditional three-component model, including implicit learning (e.g., as a contributing factor to infantile amnesia) and levels of activation. The chapter’s “Being Strategic” section offers recommendations related to getting and maintaining attention, regularly creating connections between “new” and “old” (i.e., previously acquired) information, working within the constraints of working memory’s limited capacity, and focusing classroom assessments on things that students most need to know and be able to do.