Memory and retention in learning
Human memory is the process in which information and material is encoded, stored and retrieved in the brain.
Memory is a site of storage and enables the retrieval and encoding of information, which is essential for the process of learning.
[5] Information is retained in human memory stores in different ways, but it is primarily done so through active learning, repetition and recall.
Long-term memory is the site for which information such as facts, physical skills and abilities, procedures and semantic material are stored.
Long-term memory is important for the retention of learned information, allowing for a genuine understanding and meaning of ideas and concepts.
[6] Long term memory can still be forgotten so the information that is held here is constantly changing over time.
Procedural memory is responsible for guiding how we perform certain tasks and providing the knowledge of how to do things, such as walking or talking.
[9] Semantic memory is responsible for providing general world knowledge through the information we have accumulated over our lives.
[9] Episodic memory is responsible for storing autobiographical events that we have personally experienced, which can be stated explicitly.
The storage capacity and duration of short-term memory is very limited; information can be lost easily with distraction.
Miller wrote how short-term memory only has the ability to process or hold seven, plus or minus two items at a time, which then expires after roughly 30 seconds.
Learning can be defined as the acquisition of relative knowledge gained through experience or studying, which can permanently modify a behaviour.
The first kind is procedural: how-to processes, and the second is declarative: specific information that can be recalled and reported.
[13] When learning new information, the brain seeks to associate this material with previously stored knowledge through assimilation.
[7] Recall refers to the re-accessing of previously learned information held in long-term memory stores.
During this process, the brain relays a specific pattern of neural activity that echoes the original perception of that event.
[4] This is also referred to as pseudo-forgetting, and it is usually attributable to distractions, or a lack of attention when engaging in learning that lead to ineffective encoding.
[1] Decay theory posits that the process of forgetting is due to the inevitable fading of memory traces over time.
In combination, associating groups of items with things held in memory stores can make this more memorable, and can improve retention.
Imagination creates stronger visuals and connections, which can lead to significant improvement in memory and retention.
The avoidance of interfering stimuli such as music and technology when learning, can improve memory and retention significantly.
[13] Retrieval cues can trigger stored memories, and are important for enhancing learning of new material.
