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information that is stored for later use 

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information that is stored for later use 

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data that can be retrieved at a later date and time

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data that can be retrieved at a later date and time

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This type of consciousness helps us to remember the names of others, where we met them and even the surrounding details of that still-shot (such as the weather that day or what you were eating). We might use declarative memory to remember our phone number, our locker combination or our address to share with others. This can be broken down into even further sections of a deeper understanding of Declarative Memory including episodic and semantic (Sousa, D. A., 2022).

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This type of information recall is just that-the callback of important and informational data such as driving a car, knowing the lyrics to a song from the 90s and tying our shoes in the morning before work (Reber, P. J., 2008). The information that we are able to remember using this type of memory is not directly related to a specific experience is specific to our own personal narrative. While our first time driving may have been a funny story, we do not remember how to drive each time we get into our car because of that humorous time. Research indicates multiple different types of nondeclarative memory including procedural memory, perceptual representation system, classical conditioning and non-associative learning.

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is controlled by the amygdala in the brain and assists us in recognizing whether a specific memory is negative or positive and it can also pinpoint specifically how we felt about the memory and our emotional reaction to it. Emotional memory is not as concerned with the specifics of the recollection but the emotional response that was evoked as a result.

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are highly connected and closely linked as we want students to store the most important information into their long-term memories while also being able to retrieve and recall this information upon assessment. Rehearsing information can take the information from the working memory and create high value as a signal to remember this (as a sign of importance).

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Neurons form new connections in the brain

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Synapses from the communication of neurons create circuits

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Circuits created between nerve cells leave way for brain flexibility

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The use of the skill determines the strength of the synapse and whether it will be pruned or kept

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The hippocampus takes information from the working memory and determines its need in the long-term storage

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remembering information over a period of time

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remembering information over a period of time

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the storage of needed information for a later date/time

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the storage of needed information for a later date/time

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the storage of information based on when and where it will be needed and classification 

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the storage of information based on when and where it will be needed and classification 

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a selection of memories that are moved to long-term storage based on needs that link the past and the future 

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a selection of memories that are moved to long-term storage based on needs that link the past and the future 

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memories linked to knowledge in the brain 

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memories linked to knowledge in the brain 

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moving information from past to present and from present to future 

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moving information from past to present and from present to future 

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assists students in comparing and finding similarities to build deeper connections with skills

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allows students to digest and contemplate their learning and use of new skills

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encourages students to map their own learning and explain their thinking to turn their knowledge into a motor activity

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makes learning more comfortable and surrounds topics with positive interactions and emotional connections

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memories can be warped and changed in the brain (for better or for worse) as a student attempts to process and deal with the memory or pieces of it. Directed forgetting can be at play when memories are being distorted.

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parts of memories can be misplaced or forgotten completely and can cause students to struggle with communication of the recall.

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students who experience trauma, especially situations in which they had to choose to "fight or flight", tend to store those specific events in the emotional part of the brain causing them to forget important details

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when a student does not want to recall information about a particularly stressful event, the time and everything that happened during that time can be seemingly "forgotten"