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I believe the best way to tap into non-declarative memory is through focusing on procedural tasks. In my limited personal experience with people who suffer from memory loss, I have noticed that one thing people always seem to come back to is routine. One idea I have is to set people up to perform a deeply ingrained routine or task with some slight impediment which disrupts the automaticity of the action in order to force them to focus on something consciously to complete the task. By incorporating this new wrinkle into their automatic routine, people will incorporate the new whatever new piece of information we have introduced into their non-declarative memory.

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In this week’s reading reflection post, I shared just how much I enjoy learning about the brain and this video was the cherry on top this week! There are so many way in which we can draw on a student’s implicit/non-declarative memory.  One activity that would show an example of non-declarative memory would to start singing a well-known song or say the beginning of a nursery rhyme and have the student sing along or complete the phrase.  Likely they can do this without specific thought and say it out loud right away.  This activity could be used to strengthen declarative memory by perhaps asking the student when or where they first heard that song or rhyme.  You could also have them recall the last time they heard it.  Then, you could give them a task to use a song or rhyme to remember certain places or times in history.

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I find it interesting that I am using my non-declarative memory right now to type without looking at the keys and my declarative memory to formulate words and coherent sentences. Every day we use both our declarative and non-declarative memories, and yet I never knew we even had different forms of memory.

One activity that can be used to draw on adults' non-declarative memory is the alphabet jingle. Most I would presume are very familiar with the "ABC's" song - it's a jingle that is still in my head a couple decades later and one that I am sure I will never forget. It is important to know these letters and their sounds in order to formulate words - a function that is part of our declarative memory. Games like Scrabble, Words with Friends, or Wheel of Fortune are some that come to mind as brain strengthening activities that stems back from our youth and our implicit memory of our alphabet.

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To capitalize on nondeclarative memory or knowing, we need to tap into the unconscious, perceptual and motor skills, habits and "Pavlovian conditioning," according to the video. For foreign or second language learners, associating words or phrases or language structures with music or movement might be helpful. Emphasizing communicative competency (getting your point across with whatever means possible) and

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Watching this video and referencing back to chapter 9 of Merriam and Bierema where research suggests from Foos & Clark (2008) that “once something is clearly seen or heard, there is minimal decline in sensory memory.”  An activity that I think that could possibly draw on adults’ non-declarative memory is the use of lexical and semantic tasks that can be found in music in tunes and lyrics.  With aging, we associate sensory and with activities that can correlate strong connections and be able to re-store a particular memory from sight or sound it can help engage conscious remembering.

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Memory is split into declarative and non-declarative -- the latter tends to remain intact when the former degrades. I would think that an activity that takes this into account will either combine these types of memory or attempt to utilize non-declarative memory in a way that protects declarative memory.

I am picturing an activity wherein a learner's declarative memory has begun to erode and this learner needs to retain crucial personal information, like their address or the phone number of their caretaker.

We could have the learner attach certain pieces of information to the steps of a task they routinely perform -- like cooking a meal or tying their shoes. The learner could be prompted to recite each piece of information, in the same order each time, for each small portion of the task they accomplish. This way, they are tied together: vital facts encoded and, theoretically, preserved.

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The idea that we lose declarative and non-declarative memory at different rates as we age is fascinating. In trying to strengthen declarative memory learning, I think I would use some sort of activity that is very familiar to the learner. My first thought was cooking a meal or creating some sort of art that they enjoy. This low-stress non-declarative activity may help create pathways that better embed the declarative learning. I have found that memories associated with particular activities or events are better recalled when recalling that event, so this may help create a bridge.

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When working with adults, I think it is first important to understand who they are--their background and experiences--in order to get a sense of their motivations. With this knowledge, an activity that one could use to draw on adults' non-declarative memory are reflections. I mention the former because the critical piece in reflections that's controlled by the instructor is the reflection question. If an educator knows the right questions to ask, these can elicit particular responses, those that can tap into a learner's unconscious attitudes, beliefs, values, and behaviors. I found this activity to be extremely helpful in my first quarter of graduate school when taking a theory course. Sometimes, theories are difficult to conceptualize and further unpack because they can be interpreted as something abstract. The instructor, however, always required reflections in our academic papers. She asked open-ended, simple, yet thought-provoking questions that forced me to think about my subconscious beliefs in relation to the theories; other students and I found this concrete and tangible that strengthened our declarative learning regarding theoretical frameworks.

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The first example that came to mind when thinking about non-declarative memory and the impact it has on declarative memory is word associations or acronyms. As a more concrete example, many people use the acronym PEMDAS to remember the order of operations- this behavior or task is from rote memorization learned sometime in our adolescence and yet many people will respond with “Please Excuse My Dear Aunt Sally” or another form of this, which then is translated into how we solve math equations. This can also be used with childhood songs, and dances as well.  This quarter I have witnessed how this type of learning can be beneficial in learning; during my Education Research class we recently learned a song that discusses APA format and follows the melody of Twinkle Twinkle Little star. By using a melody we are familiar with we are able to connect with it and apply new information and increase our ability to retain information.

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I found this video quite interesting, particularly the section about how Alzheimer's is becoming epidemic partially because people are living longer and longer, so "they live to be old enough to be susceptible to it." It reminds me of a book I read awhile ago of someone who worked with Alzeimer's and dementia patients. Rather than fight their gradual memory loss and troubling behaviors that resulted from it, she helped them do routine tasks that they were familiar with. For instance, one person used to work with horses, so she got him an old saddle to continually polish.

If I were to work with aging adults who were beginning to lose their memory, I think this could be a great strategy to use. I'd find a routine or environment that they'd been comfortable in for many years, and incorporate it into their new daily life. Then, as they were working through that routine or in that environment, I'd discuss what we were doing and the skills that are important for it - this way, it could also strengthen their declarative memory learning. Or, I might also associate a variety of facts/information they were beginning to forget with each step of the routine. For instance, if a person was beginning to forget details about their childrens' lives, I would discuss these facts during the steps it takes to brush their teeth.

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I found this video very interesting as I've always wondered why folks with age related illnesses such as dementia, and Alzheimer's are able to remember specific events or lyrics to a song and tap into non-declarative memory. With regards to developing an activity, given that the brain continually influenced by memory I would consider starting with everyday routines that adult learners partake in on a regular basis and ask that they make subtle changes and build on that concept to larger new ways of building on declarative memory. For example, the first series of exercises may include brushing your teeth for a few weeks with your non-dominate hand, writing with your non-dominate hand, and taking a new route on your morning commute or commute home. These exercises would continue until the learner was mostly comfortable and then a new set of exercises would build off of this same concept but it would include all of the senses, sight, sound, touch, smell and some physical activity. Essentially, a bridge for declarative and non declarative memory. The exercises would have a 'strengthening the muscle' approach.

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I found the topic of aging brain to be very intriguing. The video states that there is an epidemic in age related illnesses such as dementia, and alzheimer's. Within time and research these diseases may be preventable. Eric Kandel goes on to elaborate on the two major memory systems in the brain. Declarative memory involves the temporal lobe, and is the memory that involves people and places. Nondeclarative memory involves things that are done automatically such as speaking, golfing etc. It is said that non-declarative memory handles aging well comparison to declarative memory. One activity  that can be included in the classroom to draw on adults non-declarative memory are reflections as they require individuals to stop and think critically about things that are thought and done without thought. This allows one to realize the unconscious beliefs, values and  attitudes they hold towards something in particular. A classroom activity that can be included in the classroom to strengthen declarative memory is physical activity. It is said that integrating physical activity into the classroom helps strengthen long term memory.

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Focusing adult learners on WHY they are doing what they are doing is a great first step to have them place non-declarative memory into practice.  This why question would elicit values and issues of relevance and context, perhaps even reflections on habit formation over time.  Adult learners beginning from the why, could then describe HOW they know what they know.  Again, a non-declarative memory exercise where the learners must trace their concept formation, perhaps eliciting insight into their own constructivist and inquiry modeling.  The connection to declarative memory would come from the WHAT level questions.  These factual, data-centered, often memorized chunks of information are susceptible to aging so by building toward them the learners have an opportunity perhaps to preserve their recall from long-term memory.  I envision this kind of metacognitive exercise as a unit or class summary with adult learners.  EX: Why were you drawn to this unit, or not?  Critique can help frame the why.  How did your understanding of the concept change and how do you see the relationships between the various examples provided?  Compare & contrast can help frame the how.  Finally, redefine specific vocabulary words in your own words.  Providing definitions is the what.  It is like a Bloom’s taxonomy exercise overlapping with Simon Sinek’s Golden Circle to help strengthen declarative memory by emphasizing non-declarative memory first.

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First getting the logistics out of the way.  I find it interesting that brain has two regions that’s associated with memories, a declarative and non-declarative.  Declarative degrades with age, but according to the video, non-declarative can withstand with age and this is really important for us educators.  We know that non-declarative associate with the know-how, procedural task, intuition, value and reasoning stick with the memory.  Furthermore, researcher still trying to transfer short-term memory into long-term memory.  That being said, I think we can bring back to the traditional theory to learning.  If we can use behavioral for example, we can help retain and obtain valuable immediate feedback information we can attempt to transfer that short-term memory to long-term memory through repetition.  Thus I believe an activity that could help with that is to assign activities that prolongs the same action day by day and observe any significant changes using the behaviorist theory as Merriam and Bierema suggests that this method is in a sense a carrot stick method, but it is still possible to teach old dogs new tricks. �