There are two types of long-term memory: Declarative and Nondeclarative Memory.

The storage of information for a limited time, which leads to long-term memory.

Short-term memory is related to:

• Immediate Memory: Sensory data that is not lost that moves from the thalamus to the sensory processing areas of the cortex (Sousa, 2022).

  • Signals in the brain will tune out senses that reach the conscious portion of the brain.

• Working Memory: Place in the brain where conscious processing occurs (Sousa, 2022).

Short-term form of memory of sensory stimuli one has just experienced such as the feel, taste, smell, sound, or sight of something (Psychology Today).

Retention is related to learning in a way where a learner has a time frame where learning is most crucial to be stored into long-term memory. The learning that is retained can benefit the student, or learner, with related events or learning experiences in life.

Trauma can affect the brain in ways that can be minor, severe, or even permanent.

Trauma can affect the frontal lobe, which can cause severe, dramatic, or minor changes in personality or behavior, speech loss, or difficulties with memory (Sousa, 2022).

Awareness meditation can help improve stress and anxiety by focusing less on traumatic events, and those events continuously popping up in ones' mind. It can promote memory by staying more focused during tasks and learning, which in hand can promote memory (Mendel, n.d.).

Creating a healthy learning environment and building relationships with students, creating them to feel safe and supported by the teacher, helps students remember curriculum content due to having positive emotions in the classroom (Sousa, 2022).

• This can help students that have faced trauma in their lives to create a positive atmosphere, creating that safe space for them which can assist them from a "flight, fight, or freeze" response.

Teachers should teach new material during mode one of retention, or at the very start of a lesson. This is when most of the new information will go from working-memory to long-term memory.

Teachers can then do an activity such as a closure at the end of the lesson, during mode three of retention, to relearn the new material at the start of the lesson to build retention.

• This can help students facing with trauma if they experience difficulties with their memory, by reviewing the lesson.

Keep lessons short and meaningful. Deliver the information and give time for students to process. The longer the lesson, the longer mode two will take place.

Integrating subjects and topics allow for students to apply other learnings towards new learnings.

Teaching with similarity when introducing something new.

Providing students with time to reflect and jot down or review their learnings.

When a memory is established, a stimulus in the brain will cause nerves to travel down synapses to the neurons next to them, releasing neurotransmitter chemicals. When these chemicals are fired, other neurons begin to signal. The more these neurons signal neighboring neurons, the longer and more likely an individual is to create that information or experience as a memory (Sousa, 2022).

Long-term memory is important to use for later experiences, events, or learning in life.

Short-term memory is important because it can retrieve information from long-term memory to aide in learning.

Memories are representations of fluctuating patterns of connections and associations across the brain, where a person extracts order and meaning. It allows an individual to use past experiences to predict and decide outcomes of future events (Sousa, 2022).

Retention is the process of long-term memory preserving learning in a way that the brain can locate, identify, and retrieve it accurately in the future (Sousa, 2022).

Retention is presented in 3 stages during learning, known as the primacy-recency effect:

1. Mode one: Highest amount of retention during a lesson.

2. Mode two: Least amount of retention during a lesson.

3. Mode three: Refocus and increase in retention.

Retention is influenced by the following factors:

1. Degree of student focus

2. Length and type of rehearsal involved in the lesson

3. Identified attributes involved

4. Learning profile of the learner

5. Background knowledge or prior learnings

Transfer is taking one learning experience and using that towards other learnings, experiences, or situations.

It allows one to problem solve, think creatively, and other forms or higher order thinking.

Transfer is broken down into a two-part process:

1. Transfer during learning: The effect of past learning experiences with new learning experiences.

2. Transfer of learning: Applying new learning into future learning, experiences, or situations.

There are two forms of transfer:

1. Positive transfer: Past learning experiences are beneficial towards new learning experiences.

2. Negative transfer: Past learning experiences confuse, interfere, or counteract with new learning experiences.

Transfer is an important part of learning, as past learning experiences are highly beneficial towards new learning experiences.

Sensory memory is important because it allows the brain to tune out senses in the environment that are not relevant or unnecessary to what the individual is learning.

It also can allows an individual to catch certain aspects of learning if they lose focus for a brief moment or become distracted from their surroundings.

When an individual experiences trauma, the brain can begin to shut down, causing and individual to get into a flight, fight, or freeze response. Trauma can cause difficulty getting out of that response.

With that, it can cause one to feel like a threat happening currently to have the same response as a threat that happened in the past.

Individuals with trauma have a smaller hippocampus which is less active, creating one to have issues with their memory and problem-solving skills.