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Sensory memory: The first level of memory that contains sensory information but only for an extremely short time, typically a fraction of a second. Sensory memory is a stimulus buffer from the external environment, allowing people to notice the stimuli before the stimuli are deleted or transferred into short-term memory (Psychology Today, n.d.). Audiovisual aids trigger sensory memory and learning in the classroom

Working Memory: Working memory is considered to be a short-term memory system with a difference. That is, it is concerned with not just holding information in mind but deliberately manipulating it for cognitive tasks, such as solving problems and drawing inferences. Therefore, students are using working memory to keep track of different perspectives during a classroom discussion while also engaging in higher-order thinking (Psychology Today, n.d.).

Episodic Memory: This long-term memory is about personal experiences and specific episodes that have been laid down in memory together with contextual details regarding the time and place (Psychology Today, n.d.). Thus, episodic memory in educational and professional environments facilitates learning by linking new information to past experiences to enhance access to knowledge for applicability in real-world environments.

Semantic Memory: This contrasts with episodic memory, in which semantic memory deals with facts and conceptions and general knowledge not tied to experience (Psychology Today, n.d.). It is paramount in the educational environment for acquiring and applying content knowledge, such as knowledge regarding mathematics or theories in science.

Procedural Memory: This refers to skills and actions that the individual performs unconsciously, e.g., riding a bike or typing. It is core in a professional learning environment, in which practical skills should be easily automated for performance and proficiency (Psychology Today, n.d.). Thus, training approaches that consolidate procedural memory are efficient ways of instruction across various fields; these include simulations and actual working practice.

Prospective Memory: Prospective memory is the type of memory that permits a person to remember to fulfill planned actions in the future, for example, to remember appointments or deadlines (Psychology Today, n.d.). This type of memory becomes crucial too in the academic ambience and professional context because it enables an individual to manage time and fulfill responsibilities.

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Synapses serve as a means of passing on information from one neuron to another, the process of "encoding" occurs when the information, having first been processed, is consolidated into the hippocampus and then stored in various cortical areas.

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Retention is when someone has the ability to maintain and remember information over time. Effective retention requires a combination of encoding strategies and reinforcement, which can be enhanced through techniques like spaced repetition (Edutopia, 2020). We can measure someones retention through recall tests and assessments.

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Transfer is ones ability to utilize previously learns skills and knowledge in a new context. There are two different types of transfers:

Positive Transfer: When previous learning enhances the new learning for examples learning another new language after you have already mastered another.

Negative Transfer: Happens when prior knowledge interferes with new learning skill for example getting driving rules confused in two different countries.

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Relationship Between Retention and Transfer

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Relationship Between Retention and Transfer

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Retention and transfer together make the learning process even possible. It is well known that the successful transfer of information requires high retention of it. In the cases when they have to be used in different contexts, the learners need to remember what they learned. Cognitive research has shown that retention-enhancing strategies such as meaningful learning, active engagement, and practice can also enhance learning transfer (Edutopia, 2020).

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Retention and transfer-enhancing methods may include:

Active Learning: Retention and transfer are strengthened through discussion, problem-solving tasks, or real-life activities in which students actively participate (Edutopia, 2020).

Real-World Applications: Helping students to relate what they are learning in class to real-life situations answers their questions about the learning's relevance, which then is enhancing retention and transfer (PBS Learning Media, n.d.).

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The amygdala will process memories as emotions relative to the trauma, and this will help create strong emotional memories. However, it may also fragment the storage of memories, where vivid details are stored while others remain scattered (Perry, 2001).

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The hippocampus is involved in the formation and retrieval of memories. However, trauma can interfere with its functioning. Overwhelming stress will prevent the hippocampus from working properly with episodic memory formation, leading to fragmentary recollections or sometimes even amnesia related to the traumatic event (Bremner, 2006).

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This area is important for rational cognition and decision-making. Trauma can disrupt its functioning and obscure the ability to contextualize memories, enhance anxiety, and cause great difficulty in distinguishing between past and present threats (Van der Kolk, 2014).

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The interaction between these brain regions leads to various memory-related issues:

Fragmented and Intrusive Memories: Most often trauma will bring out non-cohesive memories, painful flashbacks, and even intrusive thoughts that feel current instead of recalled (Van der Kolk, 2014).

Dissociation and Memory Suppression: Trauma can lead to dissociation, or rather a defense strategy to "forget" about the event, in which case it would be really difficult to recall the event and this may serve as protection from overwhelming emotional pain (Draijer & Langeland, 2006).

Post-Traumatic Stress Disorder (PTSD): Individuals suffering from PTSD experience memories that are persistent and troubling memories  due to the hyperactivity in the hyperactive amygdala  and impaired hippocampus, which can then lead to intense anxiety and emotional distress. (Bremner, 2006).

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1. Meaningful Connections

- Definition: Enable learners to merge newly acquired information with something known or, at best, part of it with their personal experiences through discussions and storytelling.

- Contextual Use: In classrooms, we can prompt students to share relevant anecdotes, fostering emotional connections that enhance retention, particularly for those with trauma backgrounds (Edutopia, 2020).

2. Multimodal Learning Experiences

- Definition: Provide all types of senses: visuals, sounds, and kinesthetic, to match every learning style.

- Contextual Use: Many different ways of presenting content-from videos to hands-on activities-accommodate different types of learners and may reduce anxiety for students with trauma enabling memory retention and transfer (Total Learning Teaching Ideas, "n.d.").

3. Mindfulness and Trauma-Informed Practices

- Definition: Using mindfulness exercises such as deep breathing or short reflections, to improve focus and awareness.

- Contextual Use: Mindfulness creates a calmer environment of learning, which reduces stress and improves concentration, which is capable of enhancing knowledge usage and retention

4. Spaced Repetition and Retrieval Practice

- Definition: Use spaced repetition and active recall (quiz or group discussions) to reinforce learning.

- Contextual Use: These techniques build confidence and enhance long-term retention, particularly beneficial for learners with trauma, facilitating effective transfer of knowledge (Edutopia, 2020).

5. Supportive Learning Environment

- Definition: Fostering a inclusive environment and emotional support through team-building and open communication in the classroom

- Contextual Use: A supportive atmosphere allows students, especially those with trauma backgrounds, to engage more, which enhances their retention and transfer of information

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American Psychological Association. (n.d.). Mindfulness. Retrieved from https://www.apa.org/topics/mindfulness/meditation

Edutopia. (2020). How to engage students’ memory processes to improve learning. Retrieved from https://www.edutopia.org/article/how-engage-students-memory-processes-improve-learning

Harvard Health Publishing. (n.d.). Memory. Retrieved from https://www.health.harvard.edu/topics/memory

Johns Hopkins Medicine. (n.d.). Traumatic brain injury. Retrieved from https://www.hopkinsmedicine.org/health/conditions-and-diseases/traumatic-brain-injury

Mindworks. (n.d.). Does meditation improve memory? Retrieved from https://mindworks.org/blog/does-meditation-improve-memory/

PBS Learning Media. (n.d.). Stress, trauma, and the brain: Insights for educators. Retrieved from https://az.pbslearningmedia.org/collection/stress-trauma-and-the-brain-insights-for-educators/

PsychCentral. (n.d.). The science behind PTSD symptoms: How trauma changes the brain. Retrieved from https://psychcentral.com/ptsd/the-science-behind-ptsd-symptoms-how-trauma-changes-the-brain#trauma-and-the-brain

Psychology Today. (n.d.). Types of memory. Retrieved from https://www.psychologytoday.com/us/basics/memory/types-of-memory