Theories That Incorporate Memory

Cognitive psychology represents the dominant theoretical perspective in psychology today. A fundamental component to this approach is memory (the storage and retrieval of information). There are a multitude of theories which incorporate the learning concept of memory. One of these theories is the "levels-of-processing" theory which is based upon the work of Craik and Lockhart (1972). This theory proposes that each learner uses different levels of elaboration as they process information. For example, the continuum begins with perception, then attention, to labeling, and ultimately, meaning. "The key point is that all stimuli that activate a sensory receptor cell are permanently stored in memory, but that different levels of processing (i.e., elaboration) contribute to an ability to access, or retrieve, that memory" (Huitt, 2003, p. 1). One of the most widely known and accepted cognitive theories is the "stage theory" which is based upon the work of Atkinson and Shriffin (1968). This theory focuses on the process by which information is stored in one's memory. It proposes that information is processed and stored in three different stages such as sensory memory (affiliated with the transduction of energy), short-term memory (working or conscious memory), and long-term memory (preconscious or unconscious memory). Other related theories include those of Bruner which proposes that memory is "always an active reconstruction of existing knowledge" and Paivio which suggests that there is a "dual coding scheme for verbal and visual information" (Encyclopedia of Psychology, 2010, p.1).

References

Encyclopedia of Psychology (2010). Memory. Retrieved from http://www.psychology.org/links/Environment_Behavior_Relationships/Memory/

Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cogsys/infoproc.html

Application of Memory Techniques in Learning

The process of how the brain retains and retrieves information has long been a hot topic of discussion and debate. However, one of the common denominators that has been agreed upon is the belief that by means of the process of repetition the brain stores information from memory into learning. For example, one may look up a telephone number and remember it long enough to dial it and then the information is lost. Although the number was memorized long enough to make the call, without repetition and use the number will be forgotten. With this in mind, teachers can incorporate a variety of memory techniques into their teaching strategies in order to ensure successful learning outcomes. The following is a list of suggested ways for teachers to help students develop a more efficient and effective memory.

1. Give directions in multiple formats such as visual and verbal formats. Also, encourage the student to repeat the directions given and offer examples of what needs to be done (Thorne, n.d.).
2. Teach students to "over-learn" new material. Explain that he or she needs to be able to perform several (not just one) error-free repetitions of the material being learned (Thorne, n.d.).
3. Teach students to use visual images, as well as other memory strategies such as word substitution. For example, having the student visualize walking through an art museum and seeing a painting of a brain with big bulging eyes in order to remember the word occipital - the region of the brain that controls vision (Thorne, n.d.).
4. Reinforce class lectures and oral directions by providing the student with teacher-prepared handouts. These will help the student to organize and identify the information which was presented during the lectures (Thorne, n.d.).
5. In order to enhance short-term and working memory, have students underline, highlight, and jot key words down in the margin when reading. In order to consolidate the information into long-term memory, have the student make outlines or use graphic organizers for the information (Thorne, n.d.).
6. Encourage students to review material being studied right before going to sleep at night. "Research has shown that information studied this way is better remembered" (Thorne, n.d., p. 1).

The following is a quote that I believe sums up the importance of memory techniques and the importance of these teaching strategies:

"We remember what we understand; we understand only what we pay attention to; we pay attention to what we want. - Edward Bolles" (Bucks County Community
College, 1999, p. 1).

In addition to these strategies, there are numerous online memory games that can be practiced and incorporated into teaching strategies in order to improve memory. Memory games are an entertaining and enriching way to train one to focus his or her attention and make note of details and relationships. Please visit the online game websites that I have included in the related links section. I found them very interesting, relaxing, entertaining, and helpful.

References

Bucks County Community College (1995). The basics of effective learning: Memory and the importance of review. Retrieved from http://www.bucks.edu/~specpop/memory.htm

Thorne, G. (n.d.). 10 strategies to enhance students' memory. Retrieved from http://www.cdl.org/resource-library/articles/memory_strategies_May06.php

Advantages and Disadvantages of Memory

The advantages of having a good memory are infinite. A retentive and accurate memory is one of life's most essential tools needed to be able to learn and to be successful in life. Having a good memory affords one the ability to learn and remember a wide range of things varying from such things as skills that he or she has learned, life experiences, people, relationships, emotions, to where he or she parked the car in the parking lot. There are two types of memory that categorize how we remember and both are necessary for learning to occur. Implicit memory refers to those things one learns without really thinking about it such as breathing or driving a car. Explicit memory refers to the ability of one to consciously recall specific things such as what you had for supper last night or where you last had your car keys. As mentioned in a previous post, without memory learning would not occur and would yield catastrophic consequences on not only one's personal life but his or her professional life as well. For example, the employee who cannot remember his responsibilities and is always using the excuse "I forgot" would most likely lose his or her job.

"A bad memory is such a handicap in life that everyone realizes the advantages of a good one" (Language123, 2009). The only disadvantage of having a good memory would be the inability to forget things one may wish he or she could. For example, one may wish that they could forget traumatic experiences such as rape, abuse, or witnessing a murder. On a lighter note, another example of something we wish we could forget may be that of the proverbial song we cannot get out of our head.

Reference

Language123. (2009, March 30). The advantages and disadvantages of a good memory [Web log post]. Retrieved http://language123.blogspot.com/2009/03/advantages-disadvantages-good-memory.html

Definition of Memory vs. Learning

In order to comprehend the role memory plays with regard to the learning process, one must have a clear understanding of the differences between the two concepts. Although closely related, memory and learning are indeed two different concepts. The definitions of memory and learning are varied and are, at times, difficult to define. As I researched the two terms, I found the following definitions helpful in differentiating between the two concepts.

• Learning refers to "the acquisition of new information or skills which involves a long-term change in mental representations or associations as a result of experience" (Ormrod, 2008, p. 167).


• Memory refers to the ability "to recall previously acquired information" (Ormrod, 2008, p. 167).


• "Learning is the process by which new information is acquired; memory is the process by which that knowledge is retained" (Rohatgi, 2010, p.1).


• "Memory refers to the processes that are used to acquire, store, retain, and later retrieve information" (Cherry, 2010, p. 1).

As I researched the different meanings of memory, I ran across an interesting website that featured various quotes about memory and what the terms means to different people. The following quote was my favorite and seemed to define what memory is to me:

"The faintest waft is sometimes enough to induce feelings of hunger or anticipation, or to transport you back through time and space to a long-forgotten moment in your childhood. It can overwhelm you in an instant or simply tease you, creeping into your consciousness slowly and evaporating almost the moment it is detected. ~Stephen Lacey, Scent in Your Garden, 1991" (The Quote Garden, 2010, p. 5).

References

Cherry, K. (2010). Memory: An overview of memory. Retrieved from http://psychology.about.com/od/cognitivepsychology/a/memory.htm

Ormrod, J. E. (2008). Human learning (5th ed.). Upper Saddle River, N.J.: Pearson Prentice

Rohatgi, R. (2010). Learning and Memory. Retrieved from http://serendip.brynmawr.edu/exchange/node/1681

The Quote Garden (2010). Quotations about memory. Retrieved from http://www.quotegarden.com/memory.html

The Importance and Usage of Memory in Learning

The ability to recall previously acquired information involves three processes: encoding, storage, and retrieval. Information that is obtained must be processed through encoding, then stored and later retrieved as needed. Information stored may be forgotten and is dependent upon how the information was learned and how often the information is used. Information not retrieved can be replaced with new memories and/or forgotten related to the lack of use (Cherry, 2010). Almost everything we do involves our memory. Whether is it remembering phone numbers, people's faces, names, anniversaries, how to ride a bicycle, or recalling a certain emotion felt as the result of one of our life experiences, our ability to remember and our reliance on our memory affects every aspect of our lives. It allows us to make a psychological connection between the past, present, and future and subsequently helps us to adjust our experiences and decisions so that we are less likely to make the same mistakes twice. Without memory such skills as problem-solving, critical thinking, and reading comprehension would not be possible. Additionally, the better our memory is in certain situations, the more likely we will be to complete tasks and acheive our goals quicker and more proficiently (Noll, 2010).

Reference

Cherry, K. (2010). Memory. Retrieved from http://psychology.about.com/od/cognitivepsychology/a/memory.htm

Noll, C. (2010). Importance of memory. Retrieved from
http://ezinearticles.com/?Importance-of-Memory&id=2916061

Learning Concept Chosen: Memory

After reviewing the vast array of learning concepts, I have chosen to focus my research and blog on the concept of memory which I believe to be one of the most important concepts in learning. Memory plays a significant role in each of our lives and without the ability to remember, learning would not be possible. As my life has become more and more hectic due to the combination of my responsibilities and duties as a nurse, wife, mother, daughter, and now graduate student, my memory has begun to suffer due to the overload and I have become sharply aware of how memory affects the learning process. For example, the more my brain becomes overwhelmed with tasks and responsibilties the more difficult it is for me to remember even the most simple, mundane things like my cell phone number or, as scary as it may sound, my checking account number.

Getting Started

In preparation for this assignment, I am currently researching information about learning concepts. I am excited about this assignment because I am also learning about how to create a blog.