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Memory and Transfer Professional Resource Brittany Robertson, Grand Canyon University TCH-520: Brain-Based Learning Professor Mary McKone May 6, 2024,

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Memory and Transfer Professional Resource

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Memory and Transfer Professional Resource

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Effective teaching and learning in the educational field depend on understanding how the brain transfers and retains information. In this process, memory is essential because it affects how knowledge is retained and transferred. In this blog post, we will examine the complexities of memory, how it relates to learning, and methods to improve memory, transfer, and retention. These methods are especially relevant when discussing trauma.

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Sensory, short-term, and long-term memory

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Memory can be categorized into three main types:

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Memory can be categorized into three main types:

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1. Sensory Memory: Brief retention of sensory information (e.g., visual, auditory) before further processing.

2. Short-Term Memory: Temporary storage of information actively being processed; limited capacity.

3. Long-Term Memory: Relatively permanent storage of information; unlimited capacity.

When memories are formed, multiple regions of the brain are engaged. The hippocampus is primarily responsible for encoding, which is the process of converting sensory input into neural code. Following initial encoding, consolidation occurs, during which memories are reinforced and incorporated into preexisting neural networks across the brain.

Memory and Transfer Professional Resource

Brittany Robertson

Grand Canyon University

TCH-520: Brain-Based Learning

Professor Mary McKone

May 6, 2024,

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The capacity to transfer knowledge from short-term to long-term memory has an impact on the learning process.

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People use attention, repetition, and association with past learning to encode information.

Neurologically, encoding happens when information is repeatedly processed in the hippocampus.

Unconscious Incompetence: “I don’t know that I don’t know something.”

Conscious Incompetence: “I know that I don’t know some things.”

Conscious competence: “I know something, but I have to think about it as I do it.”

Unconscious Competence: “I know something so well I don’t have to think about it.”

Memory and Transfer Professional Resource

Brittany Robertson

Grand Canyon University

TCH-520: Brain-Based Learning

Professor Mary McKone

May 6, 2024,

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Retention refers to the ability to store and recall information over time, while transfer involves applying learned information to new contexts or situations. Both retention and transfer are crucial components of effective learning, as they facilitate the application of knowledge in real-world scenarios.

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Retention pertains to the capacity to retain and retrieve information in the future. The procedure entails encoding, storing, and retrieving data in memory. The encoded information is subsequently converted into a neural code and stored within the brain. Multiple variables can impact retention, including the level of processing depth, the frequency of repetition, and the emotional significance of the information. Retention can be improved through organization, rehearsal, and elaboration, facilitating more efficient encoding and storage of information. Retention is critical for the ability to apply knowledge in a variety of contexts and for sustaining knowledge over time.

"Transfer" describes applying knowledge or abilities to novel circumstances or contexts. It entails having the capacity to apply knowledge to different contexts and make generalizations. Depending on the situation, knowledge can be used in two ways: near or far. Near transfer occurs when knowledge is applied in conditions that are similar to one another. Transfer is essential for learning to be meaningful because it allows people to use their expertise and abilities to solve new problems, make wise decisions, and deal with obstacles in the real world.

5 Factors That Influence Retention Learning

1. Interest, Motivation Feeling of a person whose attention, concern, or curiosity is mainly engaged and wanting to be involved.

2. Repetition: saying or doing something over and over again.

3. Processing: Use or transform new information in the learning program. Move past recall & recognition.

4. Multiple Channels: Combining different sensory elements to convey and reinforce information. Video, Audio, text & graphics

5. Association: linking new skills, knowledge, and previous learning.

Learning, transfer, and retention are all inextricably linked. Effective retention ensures that information is stored in memory for later use, while transfer allows people to apply knowledge in fresh and relevant contexts. Together, retention and transfer promote deep, meaningful learning by facilitating the integration of new knowledge with prior knowledge and fostering the development of transferable skills and competencies. Careful pedagogical approaches and instructional design are required in educational settings to promote retention and transfer. Using tactics that encourage active engagement, critical thinking, and the real-world application of knowledge can enhance retention and transfer. Practice, feedback, and reflection opportunities should be offered to help with learning retention and application even more. By prioritizing retention and transfer in their teaching and learning strategies, educators can help students develop into lifelong learners capable of applying their knowledge and skills in various contexts.

Memory and Transfer Professional Resource

Brittany Robertson

Grand Canyon University

TCH-520: Brain-Based Learning

Professor Mary McKone

May 6, 2024,

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Trauma has a profound effect on memory functions. Stress hormones released during traumatic events may impair hippocampal function, which may lead to incomplete or fragmented memories. Trauma may also disrupt the processes of encoding and retrieval, impacting both short- and long-term memory.

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Trauma has the power to profoundly change the physiology of the brain and how memories are processed. Trauma, especially severe or acute trauma, can change the way memories are encoded, stored, and retrieved from the brain and how the brain's memory systems usually work.

A traumatic event triggers the brain's stress response mechanism, which releases stress hormones like cortisol and adrenaline. These hormones may significantly impact the amygdala and hippocampal regions of the brain, which are associated with memory. The intense stress response following traumatic events can harm or temporarily inhibit the hippocampus, which is essential for forming and consolidating memories. As such, memories associated with the upsetting event may be partially encoded, distorted, or fragmented.

Furthermore, the amygdala, a brain region that processes emotions and emotional memories, becomes highly activated during traumatic events. This increased activity might bring back intense emotional memories associated with the trauma. These strong, emotionally charged memories can be hard to ignore or forget because they are vivid.

Additionally, trauma can affect the consolidation and retrieval of memories. Individuals who have suffered trauma may have irregularities or gaps in their memory or may find it difficult to recall the traumatic event regularly. Moreover, learning and remembering new information can be challenging because traumatic memories' emotional intensity interferes with consolidating new memories.

After experiencing trauma, some people develop symptoms of post-traumatic stress disorder (PTSD), which can make memory problems worse. In addition to interfering with daily functioning, symptoms like intrusive memories, flashbacks, and avoidance behaviors can interfere with normal memory formation and retrieval processes.

Trauma can profoundly impact how the brain processes memory, making encoding, storing, and retrieving memories more challenging. Understanding these impacts is crucial for offering efficacious assistance and interventions to individuals who have undergone traumatic experiences and might be grappling with memory issues as a consequence.

Memory and Transfer Professional Resource

Brittany Robertson

Grand Canyon University

TCH-520: Brain-Based Learning

Professor Mary McKone

May 6, 2024,

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It is important to know how the brain stores and sends information in order to teach and learn effectively. By understanding how memories work, teachers can change the way they teach to help students remember and apply what they've learned, even after a traumatic event. Using techniques like making meaningful connections, using different senses, and giving structured practice can help improve memory, retention, and transfer, leading to better outcomes and deeper learning.

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Strategies to Improve Memory, Retention, and Transfer

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Strategies to Improve Memory, Retention, and Transfer

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1. Making Meaningful Connections: Encouraging students to relate new information to prior knowledge can enhance memory encoding and retrieval. This strategy activates existing neural networks, facilitating learning and retention.

2. Incorporating Sensory Experiences: Engaging multiple senses (e.g., visual, auditory, kinesthetic) during learning activities can enhance memory consolidation and retrieval. Sensory-rich experiences create stronger memory traces, promoting retention and transfer.

3. Providing Structured Practice: Offering opportunities for repeated retrieval practice and spaced repetition reinforces memory traces and promotes long-term retention and transfer. Structured practice helps learners consolidate knowledge and apply it effectively in various contexts.

Memory and Transfer Professional Resource

Brittany Robertson

Grand Canyon University

TCH-520: Brain-Based Learning

Professor Mary McKone

May 6, 2024,

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References:

1. Anderson, J. R. (2014). Cognitive psychology and its implications. Worth Publishers.

2. McLeod, S. (2019). Multi-store model of memory. Simply Psychology.

3. Perry, B. D., & Dobson, C. (2017). The role of healthy relational interactions in buffering the impact of childhood trauma. Child and Adolescent Psychiatric Clinics, 26(2), 211-228.