Memory transfer professional resource

Memory & Transfer Professional Resource

Overview of Memory

Sensory Memory

Overview

Short-term Memory

Long-term Memory

Trauma & Memory

Strategies

Short-term Memory

Definition: The ability to retain a small amount of knowledge for a short duration of time in an engaged accessible state in the mind. Short-term memory, or working memory, temporarily stores and processes information lasting 20 to 30 seconds.

Capacity: Short-term memory (STM) possesses a restricted capacity, indicating that only a minimal quantity of information may be retained simultaneously.

Function:The function facilitates the active processing of information, including problem-solving, reasoning, and comprehension.

Significance: For skills like answering questions, carrying out calculations, or engaging in discussions, short-term memory is crucial in the classroom because it helps pupils remember information long enough to apply it effectively.

Sensory Memory

Definition: The brain stores sensory data, such as sights, sounds, tastes, smells, and touch, for a brief period of time following an event is first perceived. This allows for an effortless move of details to short-term memory; in other words, sensory memory is the "keeping space" for sensory data until subsequent processing takes place.

Significance: In educational settings, sensory memory is essential for attracting attention and promoting early interaction with novel knowledge.

Function: Our interactions with the world primarily stem from the brain's ability to link every sensory experience into a cohesive views by means of the use of sensory processing.

Long-term Memory

Definition: The process of moving knowledge from short-term memory into long-term storage to produce durable memories is known as long-term memory. This kind of memory lasts for decades or possibly a lifetime and has a limitless capacity.

Explicit/Implicit Memory: Entails the conscious retrieval of facts and events (e.g., recalling historical dates). Implicit entails unconscious abilities and conditioned reactions (e.g., cycling).

Significance: Long-term memory is essential for learning ideas developing skills, and using information in real-world situations in both occupational and academic environments.

Function: The purpose of the long-term memory is to store large amounts of information, including abilities, expertise, and past experience, that may be recalled and used in a variety of situations.

Overview of Retention and Transfer

The ability to hold onto knowledge in the mind for a long time is known as retention. It covers the procedures for keeping, accessing, and saving. Transfer, on the other hand, is the process of using information that was previously acquired to address unfamiliar situations or problems. Both ideas have a significant impact on the way people learn.

Relationship to Learning: Acquisition of data and the implementation of learned material in many circumstances are indicators of successful instruction.

Trauma and Memory

Trauma and Memory: Memory processing and recovery can be significantly impacted by trauma. Traumatic events frequently cause changes in the brain that affect memory formation and recall.

Hippocampus: Considering trauma frequently has a detrimental effect on the hippocampus, a region of the brain essential for memory development, those that suffered trauma could discover harder to store and access their emotions. Bremner (2006) found that those with a history of trauma may have a smaller hippocampus, which can make it harder for them to remember things.

Amygdala: Individuals with post-traumatic stress disorder (PTSD) frequently have a hyperactive amygdala, which is a brain area involved in feeling regulation. According to Gilbertson et al. (2002), when the amygdala activity is elevated, it can cause intense emotional memories and flashbacks, which in return can interrupt the regular processing flow of memories.

Prefrontal Cortex: Interest, reasoning, and decision-making are all influenced by the prefrontal cortex, which is also referred to as the area in charge of handling decisions. Poor prefrontal cortex function after trauma impedes the ability to concentrate and process information, which in turn affects retention and transfer.

Strategies to Improve Memory, Retention, and Transfer

Creating Meaningful Connection Allowing students to make connections between new material and prior knowledge or life experiences helps them retain and apply what they have learned.Writing reflective journals, having brainstorming sessions, and holding group conversations can all help achieve this. In educational settings, making connections aids students in appreciating the importance of the content, which enhances learning. This approach can help traumatized students heal by helping them to contextualize their experiences within the educational process. Studies indicate that meaningful learning supports more profound cognitive processing, making it simpler to recall information later on (Mayer, 2009).

Incorporating sensory experience When learning is done with several senses—including hands-on activities, visual aids, and auditory components—it can result in more vivid and long-lasting learning experiences. For those who have experienced trauma, sensory engagement can be especially helpful since it helps create safe and supportive learning environments. For instance, involving students emotionally and physically through the use of art, music, or activities that involve the outdoors can help with memory retention. Research suggests that environments rich in sensory stimuli can boost memory retention by forming stronger neural connections linked to the material being learned (Dewey, 1938).

Utilizing Spaced Repitition It has been demonstrated that this approach, which entails methodically reviewing material at longer intervals, improves long-term memory retention. Spaced repetition improves the application of knowledge in many contexts and prevents memory loss throughout school and employment settings. This method can be very helpful for trauma survivors since it eases the cognitive impact of intensive research and enables learning to be reiterated gradually. Studies conducted by Cepeda et al. (2006) indicate that spaced repetition leads to significantly better retention compared to concentrated practice.

References

Bremner, J. D. (2006). Trauma and Memory. Journal of Traumatic Stress, 19(5), 785-795. Retrieve on October 8, 2024

Dewey, J. (1938). Experience and Education. Kappa Delta Pi. Retrieved on October 8, 2024

Dewey, J. (1938). Experience and Education. Kappa Delta Pi. Retrieved October 8, 2024 Gilbertson, M. W., Schumm, J. A., Mozzoni, P. B., et al. (2002). Smaller hippocampal volume predicts the development of posttraumatic stress disorder. Retrieved October 8, 2024 Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press. Retrived October 8, 2024

https://www.sciencedirect.com/topics/medicine-and-dentistry/sensory-memory https://blog.brookespublishing.com/4-strategies-for-supporting-students-short-term-memory https://www.ncbi.nlm.nih.gov/books/NBK545136/

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