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During traumatic experiences, as memories form, there are holes in the details we remember, so if one is experiencing anxiety while learning a new skill, there may be portions of the skill that are simply left out of the memory, leaving us confused and unable to transfer knowledge relating to the incomplete memories formed.

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Memory is the brains capacity that constantly encodes, stores, and transfers information (Sussex Publishers, n.d.). As initial details of life’s experiences occupy your mind, the brain encodes this information and represents this information in different ways as time passes. As reminders of these experiences arise, your memories can grow stronger or weaker and may adopt varying characteristics. As educators and professionals, an understanding of memory is imperative for efficiently advancing our students and fellow practitioners on their path to success. Do you remember a major accomplishment you made as a child? How has this memory related to other life experiences that you have had growing up? There you have it, that’s your brain encoding stored information and transferring previous experiences to others! You’re a pro!

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Different types of experiences impact how and what we are able to remember. This can be attributed to the different types of memory. So, let’s dive right in!

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Different types of experiences impact how and what we are able to remember. This can be attributed to the different types of memory. So, let’s dive right in!

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Information stored as long-term memory is stored in the brain to be used for reference at a later point in time. You can use your long-term memory in a variety of ways. Do you remember your high school graduation? That is an example of long-term memory.

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While used interchangeable, short-term and working memory slightly vary from each other. Both of these types of memory are stored in the brain from a rather brief period of time, but, working memory involves the mental manipulation of the information being stored. What color shirt did you wear today? Your answer to this question gives you and indication of successful formation of a short-term memory. What was the first word in this sentence? Your answer to this question is an example of your working memory since the word of the question are valuable in your ability to understand what you are reading.

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Take a moment to recall a particular event in your life that made you happy. The recollection of this specific experience is known as episodic memory. Episodic memories are long-term and bring attention to a range of details that play through your mind like an “episode”.

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How would you describe the process of making toast to a child? Would you give them step by step instructions on what to do in order from first to last? This is known as procedural memory. Procedural memory involves the recollection of how to complete specific mental and physical tasks.

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Do you remember the last time you saw such a beautiful sight you just couldn’t forget it? Or what about the smell of the last meal you had? Or even the sound of the last airplane that flew by? When your mind recalls experiences based on your senses (sight, smell, touch, taste, and sound), these short-term memories are known as sensory memories.

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Semantic memory is another type of long-term memory that stores knowledge. Semantic memory is a combination of facts learned throughout your academic journey, learned concepts and their relations to each other, and even definitions of words and phrases. Let’s use our semantic memory together for a moment. What year were you born? What year is it now? What is the capitol of the United States? All of these answers are examples of semantic memory.

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When using prospective memory, your brain is thinking ahead and recalling past intentions to be able to complete a future action. Prospective memory is used on a consistent basis by helping us carry out routines and meet our obligations. So, the next time you’re at work and think to yourself, “I need to grab some paper towels on the way home today”, give some kudos to your prospective memory!

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DiTullio, G. (2021, September 9). How to engage students’ memory processes to improve learning. Edutopia. https://www.edutopia.org/article/how-engage-students-memory-processes-improve-learning

Sousa, D. A. (2022). How the brain learns (6th ed.). SAGE Publications.

Sussex Publishers. (n.d.). Types of Memory. Psychology Today. https://www.psychologytoday.com/us/basics/memory/types-of-memory

University of Northern Colorado. (n.d.). Neurobiology of trauma. Assault Survivors Advocacy Program. https://www.unco.edu/assault-survivors-advocacy-program/learn_more/neurobiology_of_trauma.aspx

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Retention refers to the process in which long-term memory preserves learning in order to locate, identify, and retrieve it accurately in the future (Sousa, 2022).

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The transfer of retained information depends on factors such as student focus, the method of frequency in which students study retained information, student’s learning profile, and even the influence of prior knowledge relating to the retained topic. These factors determine the way and length in which information will be stored, which later impact how efficiently this information can be transferred to life’s experiences and lessons.

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In relation to learning, prior knowledge can not be successfully transferred and utilized for the comprehension of new learning without adequate retention of information learned. This is why it is important to teach students how to focus, make content engaging to sustain student attention, find study techniques that best fit student needs, and tailor delivery of content based on student strengths and interests.

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If students can not recall what they’ve learned, have they really learned it? No.

These tools can assist students in recalling newly learned information to aid in retention (DiTullio, 2021).

Flash Cards

“Today’s Learning” Summary

Frequent Quizzes (Kahoot, Quizzizz, etc.)

Recalling 3 Main Ideas from a Lesson

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When giving context to learning, students are able to relate their learning to their life experiences. Listed below are some techniques to aid in the conceptualization of student learning.

Turn and Talk w/ a Partner

Hands on Learning Opportunities

Concept Mapping

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We learn from our environment every day by making connections. When educators aid students in cross-curricular connections or even singular subject connections, students gain a deeper understanding of their learning. Look below for interleaving strategies.

Alternating Connecting Subjects

Practicing Multiple Skills at Once

Learning Multiple Math Operations at Once

Learning Vocabulary while Reading

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When our brains experience trauma, we are forced into a state of mind of survival known as the fight-or-flight response. During these time periods, our brain lessens the capacity of “unnecessary” functions in order to focus on our needs to survive. But, what if we are stressed at work or have a student that suffers from anxiety in class? In these settings, fight-or-flight mode limits our ability to engage and learn new information. Thus, impacting our ability to form memories and retain the information presented (University of Northern Colorado, n.d.).