Mritsa Week 13: Memory and Learning
Memory, as defined by cognitive science, is “the ongoing process of information retention over time” (Harvard). Its significance in shaping our understanding of the present cannot be overstated. A comprehensive grasp of its functions is important for educators aiming to enhance their teaching methods.
In accordance with contemporary research, memory operates on a “dual-process” model, where System 1 encompasses unconscious, routine thought processes, contrasting with the conscious, problem-solving nature of System 2 (Harvard). This dual nature highlights the complexity of memory mechanisms.
Central to memory are three fundamental processes: encoding, storage, and retrieval (Harvard). Encoding denotes how information is assimilated, whether visually, acoustically, semantically, or tactually. This lays the groundwork for storage, initially in short-term memory before potentially transitioning to long-term memory, characterized by its vast storage capacity (Harvard). Retrieval, the final phase, involves accessing stored information, with STM retrieval being sequential and LTM retrieval being associative (Harvard).
The efficacy of teaching strategies hinges on the ability to enhance recall. The testing effect highlights the importance of frequent, active retrieval to bolster long-term retention (Harvard). Spacing, or distributing learning across time, surpasses cramming in enhancing recall (Harvard). Interleaving, where students engage in multiple related skills in one session, demonstrates superiority over traditional blocking techniques (Harvard).
Furthermore, students can employ techniques to augment their recall capabilities. State-dependent memory posits that being in the same state as when information was learned aids retrieval (Harvard). Schemas, mental frameworks for organizing information, expedite interpretation but may restrict learning if overly rigid (Harvard). Chunking, grouping information for easier recall, and deliberate practice, actively honing skills, both contribute to improved retention and performance (Harvard).
Memory is a dynamic process connected with learning and cognition. By comprehending its nuances and implementing effective strategies, educators can optimize student learning and retention, fostering knowledge acquisition that extends beyond the confines of the classroom.
Hi Mritsa! I enjoyed your in-depth and informative analysis about the nature of memory in this week's blog! I specifically found the two or dual-process aspect of memory very interesting. A connection I made to the central memory system was how it is very similar to how computers operate, to some extent of course. A computer encodes information in the form of binary to a computer’s long term memory and is retrieved through the CPU and sent to the short term memory or RAM. I find this process very interesting, maybe even a bit creepy, to the process you describe which was encoding, storage, and retrieval of information. Another interesting connection I made while reading your blog was my approach to memorizing my POAS script. Considering J. Edgar Hoover speaks in a very specific manner, it was necessary to memorize a script as it would have been very difficult to spawn in 1900s diction and patriotic rhetoric. The approach I took was by grouping my script by slides and memorizing them in chunks, similar to how you described in our blog. As a result I personally found this process very helpful and now I know why! Thank you for sharing your experiences!
ReplyDeleteHey Mritsa! I enjoyed reading your informative blog on the science of memory. I appreciate that you took information from a reliable source and explained it in such a straightforward way. It was captivating to learn about the function of memory and its intricacy, comprising many aspects and processes. In particular, I was fascinated by the dual-process model of memory, which surprised me because of its simultaneous simplicity and complexity. I also discovered techniques that are extremely relevant to my life; your mention of effective teaching strategies implied methods for my studies as well. The aspect that stuck out the most was interleaving, which sounded astonishing. It seemed odd that it is better to participate in similar skills in a session, but as I thought about it, I realized that it was logical. In the penultimate paragraph, I liked how you explained the scientific reasoning behind consistent practice leading to better retention. This is a well-known fact, but I do not think many people realize why it is true, including me. Nevertheless, memory is a crucial factor in the human species. Education is founded upon this special ability to store the past in our minds and recall it whenever necessary. Your blog sparked an important thought in me: as high school students, we should actively put an effort into understanding our minds. Since memory plays a significant role in our lives—especially in academics—we need to learn how it works and how to optimize it for maximum success. By doing this, we will realize the benefits of harnessing the power of memory.
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