# data[].attributes.body
Short term memory holds information for short periods of time. Information can be presented to a person and immediately after a person can recall that information that was presented. Short term memory is important in education, it is a vital part in learning. In an educational setting short term memory allow students to retain information and process new material. Students with a greater short term memory will be able to better retain knowledge and process information. Students with short term memory difficulty will struggle in an educational setting. They will struggle with answering questions about the topic and what was read. They will also struggle with a multistep of instructions.

# data[].attributes.body
Long term memory stores information for a long period of time. When a person repeatedly practices a skill over and over again they gain knowledge and the information is stored in their long term memory. Memory is important in the classroom especially long term memory. In an educational setting long term memory provides students with a strong educational foundation for reading and writing assignments. Long term memory allows students to retain and recall information which will help with better academic performance. Educators can use incentives or encouragement to build up students long term memory through retrieval practices . The hippocampus part of the brain is responsible for forming new long term memories.

# data[].attributes.body
Based on the text, all incoming sensory information is first sent to the thalamus which monitors the strength and nature of the sensory impulses for survival content in just milliseconds, use an individual past experiences to determine the datas degree of importance. (Sousa, D. 2022. pg.41.). The text also states that the sensory registers does hold sensory information for a very brief time. Sensory memory in education is the ability to understand and interact with the environment using sense of sight, smell, hear, taste and touch. (Sousa, D. 2022. pg.41.). All individuals have a need to sense and be cognizant of their environment, especially in an educational setting.

# data[].attributes.body
Working memory is a temporary memory and places conscious rather than subconscious processing occurs. For working memory a person can build , take apart, or rework ideas for eventual storage somewhere else. Working memory in an educational environment is an essential part for learning and academic achievement. The cognitive system helps perform complex task like learning, reasoning and comprehension. Working memory helps and supports students processing skills and understanding of new information. Students can make connections between different concepts, remember information, and apply knowledge pertaining to what is being said or learned in an educational environment.

# data[].attributes.headline
Discuss retention and transfer and their relationship to learning. 

# data[].attributes.subject
Discuss retention and transfer and their relationship to learning. 

# data[].attributes.body
Learning retention processes and transfers new information into long term memory. A person has effectively taken information in and able to recall it later on, in the future. But the things learned wont stick around long in your short term memory if you do not retain the information. Learning retention is different. Based on the text, Learning involves the brain, the nervous system, the environment, and the process by which their interaction acquires information and skills. (Sousa, D 2022 pg.78). In schools teachers teach students a great deal of information in each subject, math, science and social studies. Students may hold certain information in working memory long enough to complete a test. The information will eventually decay or get lost. However, the text states that retention requires that learners not only give conscious attention, but build conceptual frameworks that have a sense of meaning that will eventually go into the long term storage networks part of the brain.

# data[].attributes.headline
strategies that can be used to improve memory, retention, and transfer

# data[].attributes.subject
strategies that can be used to improve memory, retention, and transfer

# data[].attributes.body
lifestyles choices

Mnemonics

space repetition

active recall

chunking information

review questions

use visuals

Strategies that improve memory are

sleep well

exercise

review and test your memory

write it down

apply learning to the real world

use visuals

repeat information

# data[].attributes.headline
what occurs in the brain in relation to trauma and memory.

# data[].attributes.subject
what occurs in the brain in relation to trauma and memory.

# data[].attributes.body
Trauma that happened in a child's childhood has detrimental impacts on the brain. Traumatic memories get stuck in the emotional memory of the amygdala part of the brain. Rather than reaching the hippocampus. Events are recorded in the brain and some people lives this trauma over and over again. The brains. circuity may also focus its attention on certain parts of the events that took place. The brain may not activate memory regions for traumatic experiences because a person want to forget. Trauma can lead to structural abnormalities.

# data[].attributes.body
Wols, K. (2019). Trauma and the Brain: A Look at How Traumatic Events Shape Memory and Perception.

Sousa, D. (2022). How the Brain Learns.

https://lvp.digitalpromiseglobal.org/content-area/literacy-4-6/factors/long-term-memory-literacy-4-6/summary#:~:text=Long%2Dterm%20Memory%20can%20store,their%20reading%20and%20writing%20assignments.

Hobbs, C & Paulsen, D, Thomas, J. (2019)Trauma-Informed Practice for Pre-service Teachers.

https://oxfordre.com/education/display/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1435

# data[].attributes.attachment_link.title
Trauma and the Brain: A Look at How Traumatic Events Shape Memory and Perception - Mosaic Georgia

# data[].attributes.attachment_link.description
Without understanding what happens within the brain during a trauma, there exists a risk of doing more harm to people who have experienced horrific events. When survivors are expected to recall the traumatic event in an episodic manner (the when, where, why), they become set up for judgement, disappointment, frustration, and even disbelief despite the reality that the memory is not consolidated and stored in a way that can be recollected.