Memory and Transfer Resource by Melissa

Long-Term Memory

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Long-term memory (LTM) is where information is stored for extended periods. LTM is divided into explicit and implicit memory (DiTullio, 2021).

Explicit memory involves the conscious recall of facts and events. Two types of explicit memory are semantic memory which includes memory of general knowledge and facts and episodic memory Which includes memory of personal experiences (Psychology Today Staff, 2024).

Implicit Memory involves unconscious recall or procedural memory for skills and tasks like riding a bike, tying your shoe, or playing tennis. Long-term memory allows us to build a library of knowledge, skills, and experiences that shape our behavior, decision-making, and identity over time.

Short-Term Memory

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Short-term memory (STM), is also known as working memory. It is the ability to temporarily hold a small amount of information in an active, readily accessible state for a short period (Psychology Today Staff, 2024). Information in STM may be moved to long-term memory or it forgotten within minutes.

Sensory Memory

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Sensory memory is the initial stage of memory processing that gathers a tremendous amount sensory data from the environment in a short period of time and filters through the information (Sousa, 2022). This system uses the thalamus and a portion of the brain stem known as the reticular activating system (RAS) to sort through incoming information and determine how important it is.

Sensory memory allows us to retain impressions of sensory experiences such as sights, sounds, and smells just long enough for our brain to decide if it should be moved to short-term memory for further processing (Psychology Today Staff, 2024).

Retention of Memory

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Retention of memory is the process by which long-term memory stores information so that it can be effectively located, recognized, and retrieved for future use (Sousa, 2022). Using prompts to help with memory, spaced repetition or reviewing information at increasing intervals, and actively engaging students with the material through discussions, visual representations, and hands-on practice are some strategies to improve retention. Educators should also ensure students are reaching a deeper understanding of the content rather than mere routine memorization.

Transfer of Memory

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Transfer of memory is the process of using what you have already learned and modifying or applying it in a new situation (Sousa, 2022). This promotes creativity, problem-solving skills, and the ability for one to take on new challenges across a variety of domains. It allows learners to be flexible and adaptable when applying new knowledge.

Their Relationship to Learning

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Retention and transfer are an important part of learning and gaining new skills. Retention ensures that students can hold onto the information and skills they learn, making it possible to build on that knowledge over time. Transfer allows students to apply what they have “retained” to new and different situations, which is essential for problem-solving and real-world applications. Together, retention and transfer allow learners to develop a strong understanding of different concepts and adapt their thinking to new challenges. These skills are important for academic success.

What does Trauma do to the Brain

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Individuals experiencing trauma or post-traumatic stress disorder (PTSD) may show strong effect on the amygdala and the hippocampus (Keefe et al., 2022).

This part of the brain associates’ memories with emotions, by connecting them together to improve one’s comprehension of different life experiences. Trauma can hinder this by making it harder to remember the past, comprehend the past from the present, and regulate emotions. (Greenberg, 2021).

How Trauma Affects Memory

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Trauma can have an impact on memory formation as well as memory retrieval. It can cause one to feel unsafe or worthless even in non-threatening, supportive environments, because people with post-traumatic stress often interpret current events through a trauma lens, leading to inaccurate perceptions and disproportionate reactions (Greenberg, 2021).

What is Memory

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Memory is our ability to recall information over time (Harvard Health, n.d.). It is fundamental to our ability to learn, as it allows us to hold onto information, skills, and experiences that help mold our understanding of the world and help to direct our actions.

Scholarly sources

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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

Greenberg, Melanie. (2021). Understanding the trauma brain. Psychology Today. https://www.psychologytoday.com/gb/blog/the-mindful-self-express/202106/understanding-the-trauma-brain

Harvard Health. (n.d.). Memory - Harvard Health. https://www.health.harvard.edu/topics/memory

Hobbs, C., Paulsen, D., & Thomas, J. (2019, May 23). Trauma-Informed Practice for Pre-service Teachers. Oxford Research Encyclopedia of Education. Retrieved 17 Jun. 2024, from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1435.

Keefe, J. R., Suarez‐Jimenez, B., Zhu, X., Lazarov, A., Durosky, A., Such, S., Marohasy, C., Lissek, S., & Neria, Y. (2022). Elucidating behavioral and functional connectivity markers of aberrant threat discrimination in PTSD. Depression and Anxiety, 39(12), 891–901. https://doi.org/10.1002/da.23295

Psychology Today Staff. (2024). Types of memory. Psychology Today. https://www.psychologytoday.com/us/basics/memory/types-memory

Sousa, D. A. (2022). How the brain learns. Six edition. Corwin a SAGE Company. https://bibliu.com/app/#/view/books/9781071855348/epub/OEBPS/s9781071855324.i546.html

Building Positive Teacher-Student Relationships

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Teachers should be viewed as safe and secure for all students. With the use of student-centered approaches, positive teacher-student relationships, and unconditional positive regard. We can encourage students to build positive self-images and healthy relationships (Hobbs,2019). With these strategies teachers can lessen the effects of trauma and foster students' well-being by emphasizing a strength-based approach. We can also be effectively supporting the unique needs of our trauma-affected students.

Using Similarity to Improve Memory

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Teachers can use similarity to enhance memory and improve student learning. We can use skills acquired in one environment and apply them to similar situations. For instance, introducing new material through similar patterns, such as learning words with similar spellings or using classroom drills (Sousa, 2022). We might also use sensory similarities, like the color red for danger or jingles for specific strategies to help with quick recognition. This process should highlight the importance of cues in working memory to facilitate efficient storage and retrieval in long-term memory.