Incoming sensory is monitored for importance due to past memories. Most of the time the information is not important and is ignored. (Sousa, 2022)

This is where the conscious thought processes happens, what has captured attention and what we are working through with limited capacity.(Sousa, 2022)

As educators we have to remember to teach in small chunks so that our students are able to process everything and move it to long-term memory instead of just forgetting it.

If the information just makes sense there will most likely have no recollection how the information was obtained.

If both sense and meaning was established it is more likely that the information will be moved into Long-term memory

Long-term Memory can be split in to different types.

There are two types of Declarative memory episodic and semantic.

Episodic memory is about our own personal history. What we can remember about the events of our lives.

Semantic memory is the knowledge and facts not related to events. (Sousa, 2022)

While episodic memory has meaning and sense to us semantic memory does not necessarily have meaning. Educators therefore have to make meaning possible when teaching by relating the information to personal experiences.

Nondeclarative memory has four types: Procedural, Perceptual representation system, Classical conditioning,

Nonassociative learning

Procedural memory are the things that we can do with little conscious effort

Perceptual representation system is the ability to recall the structures of words and pictures out of memory without explicit recall.

Classical conditioning is when a conditioned stimulus prompts an unconditioned response.

Nonassociative learning comes in two forms: habituation and sensitization. Habituation is when we learn to not to respond to things that require conscious attention. Sensitization is when we respond to wrong or threatening stimuli. (Sousa, 2022)

In education nondeclarative memory is important for fine and gross motor skills, and the skills that are needed to read quickly, and the knowledge of what we should do without a conscious thought. This is where early childhood teachers spend a lot of time focusing their efforts so that students are successful as they get older.

Teachers must give students small chances of information and provide a meaning behind the information being taught if not students will only keep the information long enough for it to be assessed and then it will be dropped from working memory.

Transfer in the brain is a two step process Transfer during learning and transfer of learning.

This can be a positive transfer that allows previous learning to integrate with ease, or it can be a negative transfer when the previous learning interferes and makes it harder to learn (Sousa, 2022)

TBI's can cause minor to extreme cognitive effects, motor deficits, perceptual or sensory deficits, communication or language deficits, and many other deficits or difficulties.

Also, a TBI can cause a person's personality to change or cause them psychiatric issues.John Hopkins medicin. (n.d.). Traumatic brain injury. (John Hopkins medicine, n.d.)

If it is a physical Trauma the brain can have significant memory loss or it can cause a loss of physical, visual, or other functions.

Stress induced trauma can cause memory loss, it can cause a person to be triggered into an emotional state without warning, it can also cause a person to act in a way that is normal.

Procedural memories are best learned by continuing to practice the fine or gross motor skills that are needed to complete the procedure. However, the brain cannot learn two of these at the same time. Therefore educators need to focus on teaching one at a time so that the brain can spend the effort needed to learn it to mastery.

When trauma happens and it affects procedural memory that person will have practice the skills again until mastery happens.

This is also good for learners with disabilities or trauma related memory issues who need longer times to formulate answers. (Sousa, 2022)