# data[].attributes.body
Also known as sensory memory.

Stimuli is received into the thalamus and processed based on importance (Sousa, 2022). If the stimuli holds no importance, then processing stops. If the stimuli holds meaning, the brain will continue to move stimuli into processing areas of the cortex (Sousa, 2022). Stimuli is subconsciously and consciously present in the sensory memory for momentary periods of time.

# data[].attributes.body
Stimuli is consciously processed in the frontal lobes (Sousa, 2022). When stimuli is processed in the working memory, it requires focus and attention of the individual. This stimuli comes from the immediate memory or can be retrieved from long-term memory. Working memory has a limited capacity (Sousa, 2022). The working memory can hold more stimuli in comparison to the immediate memory.

# data[].attributes.body
Educators need to be mindful of the students' ability to focus and be actively engaged during instruction. If students are not participating, they will not be able to interpret and process content into their long-term memory. It has been proven that the working memory has time constraints which demonstrates the students ability to perform to the best of their ability. According to Sousa (2022), it is vital to present content into smaller lessons. This is a strategy that will improve the retention of information and lead to more efficient learning.

# data[].attributes.body
Long-term memory is the cognition process of storing and retreiving stimuli (Sousa, 2022). Stimuli in the long-term memory has achieved retention; meaning has been derived for information to be stored. Various parts of the brain are used in long-term memory including: hippocampus, cerebral cortex, amygdala, and the medial temporal lobe (Psychology Today Staff, n.d.). Long-term memory is categorized by Declarative and Nondeclarative memory.

# data[].attributes.body
Declarative memory is the ability to remember names, facts, music, and objects (Sousa, 2022). This is the brain's conscious ability to remember information. Declarative memory can further be broken down into episodic and semantic memory (Sousa, 2022). Episodic memory is the identification of events, also known as the memory of remembering (Sousa, 2022). Semantic memory is the knowledge of facts and data; it is the memory of knowing (Sousa, 2022).

# data[].attributes.body
Nondeclarative memory is the innate ability to access information or skills. This can be described as memories that cannot be explained clearly; these memories do not have to be associated with a specific memory to recall (Sousa, 2022). Nondeclarative memory is divided into subcategories: procedural memory, classical conditioning, and non associative learning (Sousa, 2022). These subcategories include the memory of how to do specific tasks, association, and stimulus awareness.

# data[].attributes.body
Transfer is the brain's ability to use stimuli from long-term storage and make connections to previously learned skills or content (Sousa, 2022). Dependent on prior knowledge, students can evaluate content to further their understanding and build upon skills that they have previously learned. If students are lacking the prior knowledge, it will be more challenging for them to make meaning of the content. The process restarts to interpret stimuli through the immediate memory, working memory, and hopefully the long-term memory.

# data[].attributes.body
Memory retention is use of the long-term memory to locate, identify, and retrieve information at a later time (Sousa, 2022). Students can successfully achieve retention when their brain has processed stimuli and made meaning of the information. This is dependent upon the student's ability to focus, understand the content that is presented and the use of processing time. Students also need an adequate amount of sleep to support the brain's ability to retain information (Psychology Today Staff, n.d.).

# data[].attributes.body
Rehearsal is the repetition and processing of information that is moving through the working memory to the long-term memory (Sousa, 2022). Educators can provide opportunities of rehearsal in the classroom to solidify learning experiences. As students use rehearsal they can develop higher critical thinking skills. Students can use rote rehearsal skills that will lead them to elaborative rehearsal abilities (Sousa, 2022). Educators can use the strategy of rehearsal to guide students to apply knowledge that they have previously learned to new concepts. This is a strategy that encourages retention due to the application of knowledge and skills.

# data[].attributes.body
When an individual experiences trauma, the brain is unable to perform efficiently and remains in survival mode (Lebow, 2021). The brain has difficulty interpreting stimuli which interferes with the ability to process. Students that have experienced trauma will learn and retain information at a decreased rate. This is due to the extended time that is required to make meaning of content and process it into the working memory. Finding the motivation to learn is challenging for students with trauma because of the brain's inability to utilize energy appropriately (Lebow, 2021). The overall emotional well-being of students' influences their ability to learn. Emotions can dictate a student's ability to focus and participate during instruction (Sousa, 2022).