Memory and Transfer by

An overview of memory, including different types of memory such as long-term memory, short-term memory, and sensory memory, and their importance in educational or professional learning environments. Included in this overview should be a description of what occurs in the brain when memories are established.

sierranelson101 — 2024-11-20 12:41:49 UTC

Long-term memory is the amount of information stored over a particular timeframe. For example, if you can remember what you put on your calendar last Friday on Monday Morning, it has been inputted into your long-term memory. There are two types of long-term memory: declarative and nondeclarative (Sousa, 2022). Declaratives make it easier to recall information based on a small number of details. Nondeclarative thinking is an acquired skill that we already know how to use. For example, you are brushing your teeth every morning and night. Long-term memory helps individuals store information longer in educational or professional learning environments.

Short-term memory is the opposite. Individuals must be more limited in the information they can store and remember. Cognitive neuroscientists conduct short-term memory studies to include the steps of temporal memory that will transfer to long-term memory (Sousa, 2022). The duration that memory lasts in our short-term memory is shorter if the information is minimized, and the likelihood of retention is higher. In educational or professional learning environments, short-term memory can temporarily store information, which can be beneficial for understanding procedures in school or at work.

Sensory memory is the shortest time frame in which information can be recalled. Our sensory register holds sensory information briefly (usually less than a second) (Sousa, 2022). For example, I zoned out during a lecture but remembered only the last part of the professor's words before the information was gone. In educational or professional learning environments, sensory memory helps individuals to return to sensory details even after the stimuli are non-existent.

Many changes occur in an individual's brain for all three memory forms. Memory consolidation takes place when memories are established. Retrieving information requires signaling various storage units for intermediate consolidation and decoding into working memory. Our memory plays a significant role in our everyday work and school routine.

Related to memory, an overview of retention and transfer including their relationship to learning.

sierranelson101 — 2024-11-20 12:44:48 UTC

Working in education for many years, I have learned how retention and transfer go hand in hand. Retention is the ability to recall or remember information over a given period. Teaching retention only occurs if repetition is used throughout the day and if the lesson meets the needs of each learner. The goal of learning is to retain information. If we can't retain information, there will be no meaning behind what we are teaching.

Transfer is the process of taking the learned information and using it in various forms. For example, last month, our theme was "families." Students had to work together to create a family recipe with a parent of their favorite food to share with the class. Everything the students learned about families and why they are so crucial to each of us was relatable to their assignments at home. Regarding learning, relating to my example, if children transfer things they learned to different situations, it is a sign that what they learned was meaningful.

A description of what occurs in the brain in relation to trauma and memory, including how trauma can affect memory.

sierranelson101 — 2024-11-20 12:46:25 UTC

Many things occur in the brain that are related to trauma. Comparing this to the education setting and having a child who experienced trauma, it is important not to cross boundaries. If you don't understand what happens with the brain during trauma, the risk of doing more harm begins to increase (Wolz, n.d.). It is vital to approach specific questions with grace and patience to make sure that does not occur. Traumatic memories get stuck in the amygdala instead of reaching the hippocampus (Wolz, n.d.). Many people who have experienced trauma could exhibit a sensitive, emotional experience. In return, trauma can affect an individual ability to recall information due to various factors that are associated with how the brain is affected.

Describe 2-3 strategies that can be used to improve memory, retention, and/or transfer in your current or future professional settings, including with learners who have experienced trauma (e.g., helping students make meaningful connections, involving sensory experiences in the teaching and learning processes). Discuss how each strategy will be helpful within the context of education, training, or learning in general.

sierranelson101 — 2024-11-20 12:48:00 UTC

Making meaningful connections is essential to teaching students. As a teacher, I have always strived to help my students make meaningful connections between what they know and what they are currently learning. For example, if I am teaching my students about the weather, specifically what season it is and how we should dress, I could relate it to everyday experiences and how the weather fluctuates to help them understand.

As a teacher, I have always incorporated sensory experiences for my students. A great example is utilizing a visual schedule. I will verbally tell my students what they are about to do and get their attention to show them using our visual schedule. For students who have experienced trauma, a visual schedule could help them know what's to come and help them retain the daily routine. When information is stored in our memory, it travels to the long-term memory.