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Memory is the process of retaining and retrieving knowledge and skills learned overtime (Sousa, 2022). Memory is our brain's way of storing and recalling information from the experiences we encounter. Memories help us learn and make decisions.

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Memories are made by a process called encoding. Encoding is the first stage of memory and is the process in which our brains take in information and convert it into a format that can be stored (Psychology Today, n.d.). When you learn something new, synapses occurs, which is connection between neurons firing together (Sousa, 2022). The more you review or use the information learned, the stronger each connection become, which makes it easier to recall that memory.

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Short-term Memory:

Short-term memory, immediate memory and working memory are all related. Short-term memories are information that you only need to recall for a short amount of time (Havard Health Publishing, 2022). Short-term memories are important for everyday life because they help us remember things like a phone number and is gone shortly after we dial it. Immediate memory is the first stage of short-term memory and is where memories are temporary and information is processed subconsciously in seconds to either be blocked or sent to the working memory (Sousa, 2022). They are then passed to the working memory. The working memory is where information is is processed consciously and are temporary memories (Sousa, 2022). The working memory is what you use to solve problems and make decisions. Short-term memory (immediate an and working memory included), is important in education because it helps students retain information long enough to understand what is being taught and use the skills being taught. It also helps students follow directions, which may include multi-step directions and complete various types of problems.

Sensory Memory:

Sensory Memory is the short-lived retention of information from a person's senses (Psychology Today, n.d.). This is the first stage of processing information. It allows an individual take in a lot of information from their surroundings quickly. This is important in the classroom because it helps a student figure out what information is important enough to move to the short and long-term memory. It helps a student retain information. For example, if a student is listening to a lesson, sensory memory will help them hear the teach and pick up on what the teacher is saying. Whatever they pick up on will be processed for understanding.

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Retention:

Retention is the ability to keep information learned in the long-term storage and can be recalled in a quick manner (Sousa, 2022). It's like how well you can hold onto certain information and recall it after you have learned it. Retention and learning go hand in hand.

We have learned that new information is initially stored in the short-term memory. In order to retain the information long-term, you need to review and practice it (Sousa, 2022). Spaced repetition is one way an individual can increase retention. Spaced repetition is when information is repeated at different times and not just at once (Narkhede, 2024). For example, instead of studying everything you need to know for a test the night before, you can revisit the material over a certain period of time. This helps information stick better and stays fresh in the memory.

Rehearsal strategies like rote rehearsal and elaborative rehearsal are important in retention as well. Rote rehearsal is when an individual needs to store something exactly as it is and elaborative rehearsal is when an individual uses new learning to connect it to something learned in the past (Sousa, 2022). All of these strategies help make it easier to access information learned later on.

Transfer:

Transferring information is a two-part process that is made up of "transfer during learning" and "transfer of learning."

"Transfer during learning" is how past learning effects of processing of new learning (Sousa, 2022). There are two types of transfer that can occur, positive and negative transfers. Positive transfers help the learner, whereas negative transfers interfere with understanding (Sousa, 2022). An example of a positive transfer is when the skills you learned from soccer can help you learn how to basketball quickly. An example of a negative transfer is if you are used to solving an equation using a certain method and using that same method for a different type of equation might cause mistakes to be made.

"Transfer of Learning" is the degree to which an individual applies the new information in the future (Sousa, 2022). You are applying what you have learned previously to a current situation. For example, you could have learned about World War 2 in Social Studies previously, but now are asked to write a paper about it in English Class. You can use the previous knowledge learned in Social Studied to help you in English Class.

Transferring of information is important because it helps an individual apply old learning and new learning. It helps to create connections between different subjects and makes everything easier to understand.

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When trauma occurs, it can significantly impact memory in several ways. Here is what happens in the brain:

The hippocampus can be effected when an individual experiences trauma. The hippocampus is responsible for forming new memories from experiences (Sousa, 2022). The hippocampus can be affected by high levels of cortisol (a stress hormone), causing it to not function at its normal level (Coleman, 2022). This causes the hippocampus to shrink and can impair the ability to form new memories or recall existing ones.

The Amygdala can also be effected by trauma. As we have learned, the Amygdala processes emotions (Sousa, 2022). This part of the brain becomes very active during traumatic events. If the Amygdala is impaired because of trauma, it could cause emotional triggers and intense emotions (Coleman, 2022). If a person experiences trauma, they are most likely going to have a heightened emotional response, which makes emotions and emotional memories super intense. A person with trauma may feel like they are in a constant state of "fight or flight" because of what has happened to them, causing a lot of stress and anxiety. Flashbacks may also occur as well.

The Prefrontal Cortex is also also affected by trauma. The Prefrontal Cortex is the part of the brain that plans and thinking (Sousa, 2022). When someone experiences trauma, it has been found that the Prefrontal Cortex is less active, which can lead to less learning (Lebow, 2021). This makes it hard to learn new things and to create new memories. It is harder to stay focused and concentrate, because the individual may be focusing on what has happened to them.

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There are a lot of strategies to improve memory. Below are detailed descriptions of the strategies I found.

Using mental and memory strategies in the classroom is a good way to improve memory. In a study done in 2020 by various teachers across different subjects, they implemented memory strategies and saw positive results in their classrooms (Johnson, 2020). Having students use things like pictures, flashcards and so much more made it easier to learn and make memories. Other things like puzzles and reading help memory.

Making connections is also a way to improve memory. Using interleaved practice, teachers can make meaningful connections to students (DiTullio, 2021). Making connections to what students already know is key in order to enhance memory. You can also make connections to things that are relevant and enjoyable to students.

Mindfulness techniques are a way to improve memory, especially those who have experienced trauma. Mindfulness techniques can include meditation, deep breathing, journaling, and so much more. A study was done in China back in 2021, which focused on mindfulness techniques at the elementary level. Using mindfulness techniques in this setting help to decrease and anxiety (Wen, 2021). It has been proven that mindfulness techniques help to reduce stress and anxiety in individuals. Giving students time to practice mindfulness in the classroom setting will help them feel "at ease." The more they feel safe and secure, the more likely they are to pay attention to the lessons or tasks at hand.