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The first step in memory processing involves sensory memory, where we take in information through our senses (sight, sound, touch, etc.). This type of memory lasts only a few seconds but is critical for helping us process our environment.
Example: You hear a loud noise, and your brain briefly registers the sound before you decide whether to respond.

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This is where we temporarily store information we actively work with. For example, when you look up a phone number, you may remember it for a few seconds to dial it.

Example: The number you remember long enough to call it but forget soon after.

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Information that is repeated or given significant meaning is transferred into long-term memory. This is where we store knowledge, facts, and experiences.
Example: Remembering your childhood phone number or important historical dates.

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How Does the Brain Retain and Transfer Information?

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How Does the Brain Retain and Transfer Information?

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Retention:
Retention refers to the ability to keep information stored in the brain. Effective learning depends on our ability to retain new knowledge over time.
Example: When studying for a test, the more you review the material, the more likely you are to retain it in long-term memory.

Transfer:
Transfer is the ability to apply learned knowledge to new situations. This is key to real-world learning, where we take what we've learned in one context and use it in another.
Example: Learning math formulas in class and then applying them in solving real-world problems.

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The Brain's Response to Trauma:
When a person experiences trauma, the brain’s memory systems can be disrupted. The hippocampus, which helps us form memories, can be impaired, and the amygdala, which processes emotions, can become overactive.
Example: A person who has gone through a traumatic event might struggle to recall the specifics of the event or may have emotional reactions triggered by reminders of the trauma.

Impact on Learning:
Trauma can interfere with the brain's ability to focus, process information, and make connections. This means trauma survivors may struggle to learn or retain new information.
Example: A student who has experienced trauma might have difficulty concentrating during lessons and may require additional support to retain and process information.

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1,200+ Traumatic Memory Stock Illustrations, Royalty-Free Vector Graphics & Clip Art - iStock

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Choose from Traumatic Memory stock illustrations from iStock. Find high-quality royalty-free vector images that you won't find anywhere else.

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Make Meaningful Connections:
Linking new information to what students already know creates stronger neural connections. The more connections you make, the easier it is to retain and transfer information.
Example: Relating new vocabulary words to students’ personal experiences helps them remember the words longer.

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Incorporating visuals, sounds, touch, or even smells can help improve memory retention. The more senses engaged, the stronger the memory formation.
Example: Using manipulatives in math lessons or encouraging students to draw diagrams in science helps them remember the concepts better.

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Create a Safe Learning Environment for Trauma Survivors

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Create a Safe Learning Environment for Trauma Survivors

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For learners affected by trauma, creating a stable, supportive learning environment is essential. Predictable routines, clear expectations, and emotional support can help these learners focus and retain information.
Example: A predictable daily schedule and a safe space where students can calm down can help them feel more secure and able to learn.

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Understanding how the brain processes, retains, and transfers information is essential for educators, learners, and professionals. By applying these strategies, we can create more effective learning environments that support all learners, especially those impacted by trauma.

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How childhood trauma affects health across a lifetime | Nadine Burke Harris | TED

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We feel, therefore we learn: The relevance of affective and social neuroscience to education.

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Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affect in education. In particular, the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making, and social functioning, are both profoundly affected by and subsumed within the processes of emotion; we call these aspects emotional thought. Moreover, the evidence from brain-damaged patients suggests the hypothesis that emotion-related processes are required for skills and knowledge to be transferred from the structured school environment to real-world decision making because they provide an emotional rudder to guide judgment and action. Taken together, the evidence we present sketches an account of the neurobiological underpinnings of morality, creativity, and culture, all topics of critical importance to education. Our hope is that a better understanding of the neurobiological relationships between these constructs will provide a new basis for innovation in the design of learning environments. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

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Sousa, D. A. (2020). How the Brain Learns.

Immordino-Yang, M. H., & Damasio, A. (2007). "We Feel, Therefore We Learn." Mind, Brain, and Education.

Zadina, J. (2014). Multiple Pathways to the Student Brain.