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It is a vital process that helps us learn, plan, and solve problems. Memory is the process of encoding, decoding, and experiences. It is our ability to recall information.

(Sousa, 2022)

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Sensory: is not consciously controlled

Short-term: holds only a limited amount of information

Long-term: stores an unlimited amount of information

(Sousa, 2022)

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Sensory memory is important in the classroom because it is the primary input into the thinking process. The five senses are the keys to learning, and sensory memory is the first stop for stimulation from the senses. It essentially lays the foundation for learning by allowing students first to register and perceive information through sight, sound, touch, taste, and smell before it can be actively processed and remembered. Sensory memory decides which stimuli are important enough to focus attention on and pass along to further processing.

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Short-term memory allows students to temporarily hold and manipulate information that is needed for immediate tasks like following directions, completing calculations, and processing new concepts. When students have a strong short-term memory, they are better able to retain knowledge and process new information. Short-term memory acts as the working space before transferring the information to long-term memory.

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Long-term memory allows students to store and retrieve information over time. This forms a foundation for further learning, allowing them to apply previously learned skills and concepts to new situations and leading to better academic performance. Long-term memory provides students with a strong foundation in reading and writing assignments. Many parts of the brain are responsible for long-term memory. To name a few the hippocampus retrieves information from the short-term and creates long-term memories. The prefrontal cortex processes explicit memories such as rules, events, and facts.

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Retention is the ability to store and recall information in long-term memory. It focuses on storing information in the memory for later.

Transfer of learning is using previously acquired knowledge and skills in new learning or situations with problem-solving.

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Retention and Transfer: Relationship to learning

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Retention and Transfer: Relationship to learning

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Retention is foundational for transfer. You need to have information stored in the memory before you can apply it in new contexts. The goal of learning is not to memorize information but to be able to use it effectively in different situations. This is where transfer comes in.

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The brain goes through changes in how memories are encoded, and stored. This affects the hippocampus and amygdala which causes memory disruptions. The hippocampus is impacted by the stress hormones released during trauma, leading to difficulties in properly storing and retrieving details of the event.

The amygdala becomes highly activated, strongly encoding the fearful aspects of the experience into memory.

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Memory gaps: might not be able to recall significant parts of a traumatic event.

Intrusive thoughts and flashbacks: re-experiencing of the traumatic event. This can often be triggered by seemingly unrelated stimuli. This includes a certain smell, song, or color.

Difficulty with narrative recall: struggle to recount the traumatic experience in a coherent, chronological order.

Emotional distress upon recall: partial recall of a traumatic memory can trigger intense negative emotions.

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How to improve memory, transfer and retention?

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How to improve memory, transfer and retention?

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1. Teach students to use visual images and other memory strategies: using word substitution which can be used for information that is hard to visualize. The vocabulary word the student is trying to remember will become the cue for a visual word image.

2. Teach students to become active readers: students should highlight, underline, and jot down key details or phrases as they read. This enhances their short-term/working memory then the information can be used to create graphic organizers and outlines which puts information in the long-term memory.

3. Give directions in multiple formats: directions are given in both verbal and written formats and students repeat the directions aloud.

Thorne, G. (n.d.)