Description
Memory, Retention, and Transfer Essay |
A thorough understanding of how the brain retains and transfers information is vital in order for professionals to make sound decisions about teaching and learning. All professionals involved in teaching, learning, and curriculum and instructional design should be aware of and work to support retention and transfer of information.
In a 500-750 word essay, explain how memories are formed and retained and how information is transferred.
Address the following:
- 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.
- Related to memory, an overview of retention, including its relationship to learning.
- An overview of transfer, including its relationship to learning.
- Describe 2-3 strategies that can be used to improve memory, retention, and/or transfer in your current or future professional setting related to your area of study (e.g. helping students make meaningful connections, involving sensory experiences in the teaching and learning processes). Include how each will be helpful.
Support your responses with 2-3 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Running head: MEMORY
1
The Nature of Memory
Breanna Mitchell
Grand Canyon University: TCH 520
05/27/20
MEMORY
2
The Nature of Memory
Formation & Stages of Memory
The beginning process of memory formation requires a neuron to receive an external
stimulus. This neuron will ultimately release neurochemical transmitters that may reach and fire
another neuron, creating electrochemical reactions. The reactions can continue to create other
neurons to fire, causing a pattern of neural connections that fire together. Repetition of the neural
connections firing will increase the chances of firing off neighboring neurons. Without the
repetition, the firing may last a short time causing the memory to decay. The faster the neurons
fire, the more neighboring neurons will fire as well. Ultimately, a memory is formed when the
pattern of neural connections is repeated causing all neurons to fire together (Sousa, 2017).
Understanding the process is vital because it allows for the selection and implementation of
instructional practices to increase retrieval. The more meaning and connections that are
integrated into instruction, the more retrieval opportunities students will have.
When a memory is formed, it will encounter various stages to be classified into such as
the sensory/immediate memory, working memory, short-term memory, and long-term memory.
Sensory memory inputs data taken in from the senses. If there is significance determined, it will
be transferred to the short-term memory, otherwise it will be forgotten since it lasts such a short
time. Short-term memory stores data from the sensory input. It’s the simple ability to recall.
Within short-term memory lies immediate and working memory. These are two types of shortterm memory that hold different characteristics. Data can either be transferred to the immediate
memory for 30 seconds, or it can go to the working memory which manipulates information to
create something. Age range limits the capacity of working memory and increases over time.
When information has significance and meaning, it is transferred to long-term memory for
MEMORY
3
retention and retrieval (Sousa, 2017). Knowing and understanding the stages of memory will also
help educators plan and implement developmentally appropriate instructional practices.
Types of Memory
The brain has two types of long-term memory: declarative memory and nondeclarative
memory. Declarative memories, which can be often known as explicit memories, are those that
an individual consciously remembers facts, events, and objects without much effort like their
name, birthday, etc. It can be explained straightforward (“The Brain from Top to Bottom:
Memory and Learning,” 2019). These are important in education because recalling is an essential
skill students must possess. Nondeclarative memories are those that are not explained
straightforward such as riding a bike, or tying shoes. They are often referred to as implicit
memories because they are not intentionally recalled (“The Brain from Top to Bottom: Memory
and Learning,” 2019). Nondeclarative memories often involve performance and skills. Although
cognitive skills that are learned require conscious attention, eventually students will
unconsciously perform them. This is important in the learning environment so students build
fluency as they, for example, read and write.
Learning, Retention, & Transfer
Learning, retention, and transfer are vital characteristics of brain function in education.
Educators create engaging lessons and use a variety of instructional techniques so students can
learn. Learning requires the brain to be active in the environment while taking in information;
however, the information can easily be lost. Educators should strive for deeper learning within
their lessons to promote learning and retention. Students have a greater chance of retaining what
MEMORY
4
they learn as long as opportunities for meaningful and deeper connections are created. When
these opportunities are given, the information can be transferred into the brain’s long-term
memory for retrieval. Retention requires individuals to fully understand what they have learned
and to have made connections with the content. The more a student understands and retains
concepts, the more likely they will also be able to apply that knowledge in various contexts
(Sousa, 2017). Using and applying knowledge in multiple learning contexts means that students
are transferring their learning; however, transfer requires time to build up. This requires many
concrete examples and meaningful connections to understand how to use the knowledge in
multiple ways across various learning experiences.
Strategies
Often times, educators are faced with the overwhelming feeling of teaching the necessary
yearly curriculum, while making sure their students retain it. One strategy to improve retention
and transfer is to utilize the spacing practice. The spacing practice is an instructional strategy to
space content out over periods of time, rather than cramming it in one sitting and moving on
(Sousa, 2017). The key is to use repetition to expose their brains and practice over time. The
more frequent learning opportunities and practice they are exposed to with the content, the better
chance it will be stored into their long-term memory for retrieval. This strategy will also help
them learn how to apply the information to various learning contexts, thus building transfer.
Chunking is another strategy used to improve retention and transfer because instructional
content is delivered into chunks (Cohen & Sekuler, 2010). The brain’s working memory has a
capacity depending on age. Educators need to be aware and understand the limits of their
students’ working memory capacity to guide their instructional practices. For example,
MEMORY
kindergartener’s working memory can only hold three to four chunks of information (Sousa,
2017). If students are overloaded with content, the less likely their brain will be able to process
and store the information. Therefore, by delivering content in chunks within their working
memory capacity, the greater chance their brain will be engaged in the learning. This will
ultimately guide the transfer and storage of information into long-term memory to be recalled.
5
MEMORY
6
References
Cohen, N. R., & Sekuler, R. (2010). Chunking and compound cueing of movement sequences:
Learning, retention, and transfer. Perceptual & Motor Skills, 110(3), 736–750.
https://doi-org.lopes.idm.oclc.org/10.2466/PMS.110.3.736-750
Sousa, D. A. (2017). How the brain learns. Thousand Oaks: Corwin.
https://www.gcumedia.com/digital-resources/sage/2016/how-the-brainlearns_ebook_5e.php
The brain from top to bottom: Memory and learning. (2019). Retrieved May 27, 2020, from
http://thebrain.mcgill.ca/flash/d/d_07/d_07_p/d_07_p_tra/d_07_p_tra.html
Memory and
Transfer Digital
Presentation
KERISTIN JONES
AUG 8, 2018
TCU-520
Three Stages of Memory
Sensory, short-term, and longterm memory
Sensory memory
➢
visual, auditory, and olfactory
information
➢
transfers to short-term memory
Short-term memory
➢
stores seven single or chunked
items for 30 seconds without
repetition
➢
solves problems through reasoning
process (example: organizing facts
into a coherent essay)
Long-term Memory
The ability to transfer
information from short- to longterm memory is relevant to the
learning process.
➢
People use attention, repetition,
and association with past learning
to encode information.
➢
Neurologically, encoding
happens when information
is repeatedly processed
in the hippocampus.
Unconscious
Incompetence- “I don’t know that I
don’t know something”
Conscious
Incompetence- “I know that I don’t know
somethings”
Conscious
Competence- “ I know something, but I
have to think about it as I do it.”
Unconscious
Competence- “Iknow something so
well I don’t have to think about it.”
Four Stages of Learning
Learning
➢
modification in behavior due to an increase in knowledge or skills
Memory
➢
ability to recall information and experiences
Learning and Memory
• Learning relies on memory.
➢ Learning requires the storage and retrieval of information.
• Memory relies on learning.
➢ An individual’s established knowledge base provides a
structure of past learning.
➢ Incoming data attaches to that structure though association.
Retention
The ability to recall or recognize
what has been learned or
experience: memory
Learning and retention are different. We can learn something
for just a few minutes and then lose it forever.
Interest, Motivation
Feeling of a person whose attention, concern or
curiosity is particularly engaged and wanting to be
involved.
Repetition
Saying or doing something
over and over again
5 Factors Influence
Retention Learning
Association
Processing
Making a link between New Skill,
knowledge and previous learning
Multiple Channels
Combining different sensory to convey and
reinforce information. Video, Audio, text &
graphics
Use or transform new
information in the learning
program. Move pass recall &
recognition
Factors the Influence Readiness to
Learn
Processing
Capacity,
Affective State,
Prior learning “Knowledge and
experience
the learner’s “way of knowing” or
philosophy of learning.
Factors the Influence Rediness to
Learn
Emotion has a substantial influence on the cognitive
processes in humans, including perception, attention,
learning, memory, reasoning, and problem solving.
Emotion has a particularly strong influence on attention,
especially modulating the selectivity of attention as well
as motivating action and behavior.
This attentional and executive control is intimately linked
to learning processes, as intrinsically limited attentional
capacities are better focused on relevant information.
Visual Material.
Adding visual material
substantially increases the
chances of retention.
This is because the
brain’s visual memory
system has an enormous
capacity for storage and
remarkable availability for
recall
Instructional
Strategies
Verbal and
Visual Information.
Instructional
Strategies
Verbal and visual
processing allow students
to become more involved
in the learning process,
and retention increases.
This occurs because
working memory has both
verbal and visual
components.
Learn by Doing/Practice
Practice involves kinesthetic
and tactile activities, thereby
obtaining more sensory input.
Learning by doing also
encourages problem-based
learning, whereby students get
a real-world problem to solve
that requires using their new
information and skills.
The problem-based approach
has the added advantage of
boosting student motivation
when compared to lecturebased instruction
Instructional
Strategies
Practice and Teaching
Others.
Instructional
Strategies
Cooperative learning groups
and helps to explain the
effectiveness of this
instructional technique.
Best way to learn something
well is to prepare to teach it.
In other words, whoever
explains, learns.
References
Sousa, D. A. (2017). How the brain learns. Thousand Oaks, CA: Corwin,
a Sage Publishing Company.
Tyng, C, Amin, H, Saad, M, and Malik,M. (2017) Frountiers of
Physchology: The Influences of Emotion on Learning and Memory
Running head: MEMORY
1
Memory, Retention, and Transfer
Emily O’Dell
Grand Canyon University: UNV-520
2/5/2020
MEMORY, RETENTION, AND TRANSFER
2
We all have memories in our brain that remind of us good times, bad times, and even
very random events. Memories can be triggered by many things such as smell, music, or a
conversation. Bu how do these memories form? What events or scenarios make it more likely
that a memory will form and be stored in the long term? How can we as educators ensure that we
are creating lasting memories for our students through education? There are many contributing
factors that contribute to forming a memory including emotional experiences as well as repeated
firing of the brain (Sousa, 2017).
When patterns in our brain are repeatedly fired, a series of neurons, dendrites, and
electrical charges are set off causing long-term potentiation (Sousa, 2017). Over time, this
repeated firing helps to bind neurons together so that they fire all at once, thus creating a memory
(Sousa, 2017). When these networks are triggered, a memory is remembered (Sousa, 2017). This
process can be started through rehearsal or practice (Sousa, 2017). Experiences are stored
differently overtime in more than one network (Sousa, 2017). This makes it possible for learners
to connect new learning to past learning, and can strengthen understanding and meaning (Sousa,
2017). When we give our students multiple experiences to practice, rehearse, and learn and
connect new information, we are increasing the opportunity for retrieval of the information, and
increasing the chance of memory formation (Sousa, 2017).
Our memories are formed in three stages; sensory/immediate, working and long-term
(Sousa, 2017). In our immediate memory, our brain is processing information from our
environment, and sorting it for relevance and/or survival (Sousa, 2017). In our working memory,
the brain processes information for meaning and understanding for only a temporary time
(Sousa, 2017). Finally, in long-term memory, our brain stores information that are meaningful
MEMORY, RETENTION, AND TRANSFER
3
and make sense for future retrieval (Sousa, 2017). If we truly want our students to hold onto the
information which we teach, we must seek to connect the information to our students’ past
learnings and interests so that they can find meaning and understand the material. We must also
consider the limits which our students’ working memories can function, and prepare lessons that
are age appropriate for our students to process.
There are different types of memories which each have their importance in the learning
environment. To begin, declarative memory refers to our memory which is extremely easy to
recall, such as the name of your spouse (Sousa, 2017). Declarative memory can be broken into
two categories, episodic memory and semantic memory (Sousa, 2017). Episodic memory
describes the memory which replays our important life evets, where semantic memory is our
knowledge of common facts and information (Sousa, 2017). We should be aware of some of
these memories within our students as it will better help us to create lessons and activities that
are interesting and relevant to their lives. For example, I teach refugee students. Most of my
students had never had a birthday party. I would not have students write a story about a birthday
party, as this has no relevance or connection to their lives; it is not a part of their declarative
memory. However, I know that most of my students have lost a tooth, so this would be an
episodic memory that they may connect with and be able to discuss and write about.
Another type of memory is the non-declarative memory, which includes three different
categories: procedural memory, perceptual representation, and non-associative learning (Sousa,
2017). All three categories of non-declarative memory refer to memories that are implicit, such
as holding a pencil or tying our shoes (Sousa, 2017). Both motor skills and cognitive skills can
be learned and held in non-declarative memory, but it is important to note that these skills must
still be practiced and acquired (Sousa, 2017). Our procedural memory is an important part of the
MEMORY, RETENTION, AND TRANSFER
4
learning environment because it helps us to learn habits, routines, and procedures that allow
students to be accustomed to the classroom environment (Sousa, 2017).
Lastly, emotional memories are memories which can be both implicit or explicit, but have an
emotional experience attached to it (Sousa, 2017). Emotional memories can be positive or
negative, and can be stored as a very vivid memory or just a slight idea of a memory (Sousa,
2017). As we know, memories are best formed when students can attach an emotional experience
to the information (Sousa, 2017). Also, creating an emotionally positive environment for
learning can increase attention and focus (Sousa ,2017).
When it comes to learning, not all information is stored, or retained. Learning can happen
and be kept for a short period in the working memory, but can be lost forever if the information
is not revisited (Sousa, 2017). Recalling information that has been stored in long-term and plying
it to new learning is a process called transfer (Sousa, 2017).
Of course, we all want our students to be able to learn, retain, and transfer information as
they continue their path of education. One instructional strategy that can aid in retention of
information is rehearsal, the repetition and processing of information (Sousa, 2017). Another
instructional strategy that can aid in learning and working memory is to provide visual
information (Watson et al, 2015). Having visuals reduces the demands of our students working
memories (Watson et al., 2015). This can in turn increase retention because in increase the
capacity of thinking and learning (Watson et al., 2015).
MEMORY, RETENTION, AND TRANSFER
5
References
Sousa,
D.
A.
(2017).
How
the
brain
learns.
Corwin
Press.
Retrieved
from:
https://viewer.gcu.edu/nxywhw
Watson, A. C., Wirtz, M., & Sumpter, L. (2015). Putting memory to work. Independent
School, 75(1), 56–60.
Memory and Transfer
in Learning
Doiminique A. Carroll
Grand Canyon University
TCH-520
October 3, 2018
Types of Memory
• There are three stages of memory
– Sensory Memory
– Short Term Memory
– Long Term Memory
Figure 1: Types of memory: working memory tied to your child’s intelligence [3 Types
of Working Memory]. (n.d.). Retrieved October 2, 2018, from
http://www.ilslearning.com/types-of-memory-working-memory-tied-to-your-childsintelligence/
Types of Memory
Figure 2: [Types of Memory Flowchart]. (n.d.). Retrieved from https://diethics.com/types-of-memorysensory-memory-short-term-memory-stm-or-working-memory-long-term-memory-ltm/
Sensory Memory
• Sensory Memory “takes the information
provided by the senses and retains it accurately
but very briefly.” (Dubuc)
• Only lasts for a short period of time
Short Term Memory
• Short-term memory (working memory)
“temporarily records the succession of events in
our lives. Short-term memory has a storage
capacity of only about seven items and lasts
only a few dozen seconds.” (Dubuc)
Long Term Memory
• Long-term memory ”not only stores all the
significant events that mark our lives, it lets
us retain the meanings of words and the
physical skills that we have learned. Its
capacity seems unlimited, and it can last
days, months, years, or even an entire
lifetime!” (Dubuc)
Learning and Retention
• Learning and retention are often thought to be
interchangeable but they are actually two
different processes in our brain.
• Learning involves the immediate processing of
information but this information is often forgotten
after a short amount of time.
• Retention, however, is ”the process whereby
long-term memory preserves learning in such a
way that it can locate, identify, and retrieve it
accurately in the future.” (Sousa, 2017)
Factors that affect Retention
• Many factors can affect retention of information in
students such as:
– Poor student focus
– No given opportunities to recall and rehearse information
– The inability to connect new learning to previously
learned skills
– Lack of understanding
– Lack of sleep
– Developmental delays
– Etc.
Strategies to
Improve Retention
• Guided Reading/Math
– Non-lecture based form of teaching
– Provides direct instruction to students
– The teacher does a short lesson (about 10 to 15 minutes) to
introduce a new skill or reteach a previously taught skill with the
whole class.
– The teacher works with smaller groups of 4 to 6 students at a
time that are of similar learning levels to work on a specific
standard or skill. This provides differentiation.
– Students that are not working with the teacher in a small group
rotate through learning centers to practice skills independently.
– Whole class comes back together to wrap up the lesson.
Strategies to
Improve Retention cont.
• Guided Math Video
Strategies to
Improve Retention cont.
• Routine Practice
– The more a student practices a
skill, the easier it becomes for
them to retain that information long
term.
– When students get immediately
involved in new learning (ie.
practicing) it enhances the memory
of that learning. (Sousa, 2017)
Strategies to
Improve Retention cont.
• Think-Pair-Share
– Students collaborate with one another to reteach or
discuss what was taught by the teacher
– Allows for peer-to-peer re-teaching which helps clear
up any possible misconceptions
– A child that is able to explain
what was taught in their own
words is more likely to
remember what was
taught long term.
Strategies to
Improve Retention cont.
• Classroom Environment
– Classrooms should be conducive to learning
– Visual models of previously learned skills and
strategies should be visible around the room
– The opportunity for student expression and
choice provides a welcoming atmosphere for
children to grow at independent rates. (Abiola
and Dhindsa, 2011)
Conclusion
• Learning is not the same as retention.
• Memory and transfer are influenced by
many internal and external factors that
determine our ability to retain information
long term.
• As educators, we must provide an
environment that allows our students to
consistently practice skills, ask and
answer questions, and provide feedback.
References
Abiola, Oduola & Dhindsa, Harkirat. (2011). Improving classroom practices using our knowledge of how the brain works.
International Journal of Environmental and Science Education. 1. 71-81.
Dubuc, B. (n.d.). The brain from top to bottom. Retrieved from
http://thebrain.mcgill.ca/flash/d/d_07/d_07_p/d_07_p_tra/d_07_p_tra.html
Sousa, D. A. (2016). How the brain learns. (5th ed.). Thousand Oaks, CA: Corwin. ISBN-13: 978150634630
Course Code
TCH-520
Class Code
TCH-520-O500
Criteria
Criteria
Percentage
100.0%
Memory Overview
20.0%
Retention Overview
20.0%
Transfer Overview
20.0%
Memory, Retention, and Transfer Strategies
10.0%
Research
5.0%
Thesis Development and Purpose
7.0%
Argument Logic and Construction
8.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, and language use)
10.0%
Total Weightage
100%
Assignment Title
Memory, Retention, and Transfer Essay
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
130.0
Insufficient (69.00%)
The essay provides an erroneous overview of memory, or
does not include different types of memory such as long-term
memory, short-term memory, and sensory memory.
Ineffectively relates memory types to educational or
professional learning environments. The overview of what
occurs in the brain when memories are established is
The essay provides an incomplete overview of retention and
its relationship to learning.
The essay provides an inaccurate overview of transfer and its
relationship to learning.
The essay includes strategies that would not improve
memory, retention, and/or transfer in professional settings,
or fails to describe how they are helpful.
Sources provided do not support the claims of the
presentation or are not credible.
Paper lacks any discernible overall purpose or organizing
claim.
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made, and the
argument is incoherent.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice
and/or sentence construction are used.
Approaching (74.00%)
The essay provides an underdeveloped overview of memory,
broadly addressing different types of memory such as longterm memory, short-term memory, and sensory memory and
their relevance in educational or professional learning
environments. It is lacking key details in the overview of what
occurs in the brain when memories are established.
The essay provides a vague overview of retention and its
relationship to learning.
The essay provides a shallow overview of transfer and its
relationship to learning.
The essay includes strategies that would minimally improve
memory, retention, and/or transfer in professional settings,
and lacks clarity in how they are helpful.
Submission includes only 1-2 sources, sources do not fully
support claims, or sources are not all credible.
Thesis is underdeveloped or vague. Purpose is not clear.
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) and/or
word choice are present. Sentence structure is correct but
not varied.
Acceptable (87.00%)
The essay provides a detailed overview of memory, including
different types of memory such as long-term memory, shortterm memory, and sensory memory and their importance in
educational or professional learning environments. It includes
a detailed overview of what occurs in the brain when
memories are established.
The essay provides a competent overview of retention,
including its relationship to learning.
The essay provides an accurate overview of transfer,
including its relationship to learning.
The essay includes relevant strategies that can be used to
improve memory, retention, and/or transfer in professional
settings, as well as how they are helpful.
Research is relevant and generally supports the information
presented. All of the criteria stated in the assignment are
addressed.
Thesis is clear and forecasts the development of the paper.
Thesis is descriptive and reflective of the arguments and
appropriate to the purpose.
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion.
Submission includes some mechanical errors, but they do not
hinder comprehension. A variety of effective sentence
structures are used, as well as some practice and contentrelated language.
Target (100.00%)
Comments
The essay provides a comprehensive 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. It includes an in-depth overview of what
occurs in the brain when memories are established.
The essay provides a sophisticated overview of retention,
including its relationship to learning.
The essay provides a substantial overview of transfer,
including its relationship to learning.
The essay includes innovative strategies that can be used to
improve memory, retention, and/or transfer in professional
settings, as well as how they are helpful.
Research is supportive of the information presented. Sources
are timely, distinctive and clearly address all of the criteria
stated in the assignment.
Thesis is comprehensive and contains the essence of the
paper. Thesis statement makes the purpose of the paper
clear.
Clear and convincing argument that presents a persuasive
claim in a distinctive and compelling manner.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Points Earned
Purchase answer to see full
attachment
1
The Nature of Memory
Breanna Mitchell
Grand Canyon University: TCH 520
05/27/20
MEMORY
2
The Nature of Memory
Formation & Stages of Memory
The beginning process of memory formation requires a neuron to receive an external
stimulus. This neuron will ultimately release neurochemical transmitters that may reach and fire
another neuron, creating electrochemical reactions. The reactions can continue to create other
neurons to fire, causing a pattern of neural connections that fire together. Repetition of the neural
connections firing will increase the chances of firing off neighboring neurons. Without the
repetition, the firing may last a short time causing the memory to decay. The faster the neurons
fire, the more neighboring neurons will fire as well. Ultimately, a memory is formed when the
pattern of neural connections is repeated causing all neurons to fire together (Sousa, 2017).
Understanding the process is vital because it allows for the selection and implementation of
instructional practices to increase retrieval. The more meaning and connections that are
integrated into instruction, the more retrieval opportunities students will have.
When a memory is formed, it will encounter various stages to be classified into such as
the sensory/immediate memory, working memory, short-term memory, and long-term memory.
Sensory memory inputs data taken in from the senses. If there is significance determined, it will
be transferred to the short-term memory, otherwise it will be forgotten since it lasts such a short
time. Short-term memory stores data from the sensory input. It’s the simple ability to recall.
Within short-term memory lies immediate and working memory. These are two types of shortterm memory that hold different characteristics. Data can either be transferred to the immediate
memory for 30 seconds, or it can go to the working memory which manipulates information to
create something. Age range limits the capacity of working memory and increases over time.
When information has significance and meaning, it is transferred to long-term memory for
MEMORY
3
retention and retrieval (Sousa, 2017). Knowing and understanding the stages of memory will also
help educators plan and implement developmentally appropriate instructional practices.
Types of Memory
The brain has two types of long-term memory: declarative memory and nondeclarative
memory. Declarative memories, which can be often known as explicit memories, are those that
an individual consciously remembers facts, events, and objects without much effort like their
name, birthday, etc. It can be explained straightforward (“The Brain from Top to Bottom:
Memory and Learning,” 2019). These are important in education because recalling is an essential
skill students must possess. Nondeclarative memories are those that are not explained
straightforward such as riding a bike, or tying shoes. They are often referred to as implicit
memories because they are not intentionally recalled (“The Brain from Top to Bottom: Memory
and Learning,” 2019). Nondeclarative memories often involve performance and skills. Although
cognitive skills that are learned require conscious attention, eventually students will
unconsciously perform them. This is important in the learning environment so students build
fluency as they, for example, read and write.
Learning, Retention, & Transfer
Learning, retention, and transfer are vital characteristics of brain function in education.
Educators create engaging lessons and use a variety of instructional techniques so students can
learn. Learning requires the brain to be active in the environment while taking in information;
however, the information can easily be lost. Educators should strive for deeper learning within
their lessons to promote learning and retention. Students have a greater chance of retaining what
MEMORY
4
they learn as long as opportunities for meaningful and deeper connections are created. When
these opportunities are given, the information can be transferred into the brain’s long-term
memory for retrieval. Retention requires individuals to fully understand what they have learned
and to have made connections with the content. The more a student understands and retains
concepts, the more likely they will also be able to apply that knowledge in various contexts
(Sousa, 2017). Using and applying knowledge in multiple learning contexts means that students
are transferring their learning; however, transfer requires time to build up. This requires many
concrete examples and meaningful connections to understand how to use the knowledge in
multiple ways across various learning experiences.
Strategies
Often times, educators are faced with the overwhelming feeling of teaching the necessary
yearly curriculum, while making sure their students retain it. One strategy to improve retention
and transfer is to utilize the spacing practice. The spacing practice is an instructional strategy to
space content out over periods of time, rather than cramming it in one sitting and moving on
(Sousa, 2017). The key is to use repetition to expose their brains and practice over time. The
more frequent learning opportunities and practice they are exposed to with the content, the better
chance it will be stored into their long-term memory for retrieval. This strategy will also help
them learn how to apply the information to various learning contexts, thus building transfer.
Chunking is another strategy used to improve retention and transfer because instructional
content is delivered into chunks (Cohen & Sekuler, 2010). The brain’s working memory has a
capacity depending on age. Educators need to be aware and understand the limits of their
students’ working memory capacity to guide their instructional practices. For example,
MEMORY
kindergartener’s working memory can only hold three to four chunks of information (Sousa,
2017). If students are overloaded with content, the less likely their brain will be able to process
and store the information. Therefore, by delivering content in chunks within their working
memory capacity, the greater chance their brain will be engaged in the learning. This will
ultimately guide the transfer and storage of information into long-term memory to be recalled.
5
MEMORY
6
References
Cohen, N. R., & Sekuler, R. (2010). Chunking and compound cueing of movement sequences:
Learning, retention, and transfer. Perceptual & Motor Skills, 110(3), 736–750.
https://doi-org.lopes.idm.oclc.org/10.2466/PMS.110.3.736-750
Sousa, D. A. (2017). How the brain learns. Thousand Oaks: Corwin.
https://www.gcumedia.com/digital-resources/sage/2016/how-the-brainlearns_ebook_5e.php
The brain from top to bottom: Memory and learning. (2019). Retrieved May 27, 2020, from
http://thebrain.mcgill.ca/flash/d/d_07/d_07_p/d_07_p_tra/d_07_p_tra.html
Memory and
Transfer Digital
Presentation
KERISTIN JONES
AUG 8, 2018
TCU-520
Three Stages of Memory
Sensory, short-term, and longterm memory
Sensory memory
➢
visual, auditory, and olfactory
information
➢
transfers to short-term memory
Short-term memory
➢
stores seven single or chunked
items for 30 seconds without
repetition
➢
solves problems through reasoning
process (example: organizing facts
into a coherent essay)
Long-term Memory
The ability to transfer
information from short- to longterm memory is relevant to the
learning process.
➢
People use attention, repetition,
and association with past learning
to encode information.
➢
Neurologically, encoding
happens when information
is repeatedly processed
in the hippocampus.
Unconscious
Incompetence- “I don’t know that I
don’t know something”
Conscious
Incompetence- “I know that I don’t know
somethings”
Conscious
Competence- “ I know something, but I
have to think about it as I do it.”
Unconscious
Competence- “Iknow something so
well I don’t have to think about it.”
Four Stages of Learning
Learning
➢
modification in behavior due to an increase in knowledge or skills
Memory
➢
ability to recall information and experiences
Learning and Memory
• Learning relies on memory.
➢ Learning requires the storage and retrieval of information.
• Memory relies on learning.
➢ An individual’s established knowledge base provides a
structure of past learning.
➢ Incoming data attaches to that structure though association.
Retention
The ability to recall or recognize
what has been learned or
experience: memory
Learning and retention are different. We can learn something
for just a few minutes and then lose it forever.
Interest, Motivation
Feeling of a person whose attention, concern or
curiosity is particularly engaged and wanting to be
involved.
Repetition
Saying or doing something
over and over again
5 Factors Influence
Retention Learning
Association
Processing
Making a link between New Skill,
knowledge and previous learning
Multiple Channels
Combining different sensory to convey and
reinforce information. Video, Audio, text &
graphics
Use or transform new
information in the learning
program. Move pass recall &
recognition
Factors the Influence Readiness to
Learn
Processing
Capacity,
Affective State,
Prior learning “Knowledge and
experience
the learner’s “way of knowing” or
philosophy of learning.
Factors the Influence Rediness to
Learn
Emotion has a substantial influence on the cognitive
processes in humans, including perception, attention,
learning, memory, reasoning, and problem solving.
Emotion has a particularly strong influence on attention,
especially modulating the selectivity of attention as well
as motivating action and behavior.
This attentional and executive control is intimately linked
to learning processes, as intrinsically limited attentional
capacities are better focused on relevant information.
Visual Material.
Adding visual material
substantially increases the
chances of retention.
This is because the
brain’s visual memory
system has an enormous
capacity for storage and
remarkable availability for
recall
Instructional
Strategies
Verbal and
Visual Information.
Instructional
Strategies
Verbal and visual
processing allow students
to become more involved
in the learning process,
and retention increases.
This occurs because
working memory has both
verbal and visual
components.
Learn by Doing/Practice
Practice involves kinesthetic
and tactile activities, thereby
obtaining more sensory input.
Learning by doing also
encourages problem-based
learning, whereby students get
a real-world problem to solve
that requires using their new
information and skills.
The problem-based approach
has the added advantage of
boosting student motivation
when compared to lecturebased instruction
Instructional
Strategies
Practice and Teaching
Others.
Instructional
Strategies
Cooperative learning groups
and helps to explain the
effectiveness of this
instructional technique.
Best way to learn something
well is to prepare to teach it.
In other words, whoever
explains, learns.
References
Sousa, D. A. (2017). How the brain learns. Thousand Oaks, CA: Corwin,
a Sage Publishing Company.
Tyng, C, Amin, H, Saad, M, and Malik,M. (2017) Frountiers of
Physchology: The Influences of Emotion on Learning and Memory
Running head: MEMORY
1
Memory, Retention, and Transfer
Emily O’Dell
Grand Canyon University: UNV-520
2/5/2020
MEMORY, RETENTION, AND TRANSFER
2
We all have memories in our brain that remind of us good times, bad times, and even
very random events. Memories can be triggered by many things such as smell, music, or a
conversation. Bu how do these memories form? What events or scenarios make it more likely
that a memory will form and be stored in the long term? How can we as educators ensure that we
are creating lasting memories for our students through education? There are many contributing
factors that contribute to forming a memory including emotional experiences as well as repeated
firing of the brain (Sousa, 2017).
When patterns in our brain are repeatedly fired, a series of neurons, dendrites, and
electrical charges are set off causing long-term potentiation (Sousa, 2017). Over time, this
repeated firing helps to bind neurons together so that they fire all at once, thus creating a memory
(Sousa, 2017). When these networks are triggered, a memory is remembered (Sousa, 2017). This
process can be started through rehearsal or practice (Sousa, 2017). Experiences are stored
differently overtime in more than one network (Sousa, 2017). This makes it possible for learners
to connect new learning to past learning, and can strengthen understanding and meaning (Sousa,
2017). When we give our students multiple experiences to practice, rehearse, and learn and
connect new information, we are increasing the opportunity for retrieval of the information, and
increasing the chance of memory formation (Sousa, 2017).
Our memories are formed in three stages; sensory/immediate, working and long-term
(Sousa, 2017). In our immediate memory, our brain is processing information from our
environment, and sorting it for relevance and/or survival (Sousa, 2017). In our working memory,
the brain processes information for meaning and understanding for only a temporary time
(Sousa, 2017). Finally, in long-term memory, our brain stores information that are meaningful
MEMORY, RETENTION, AND TRANSFER
3
and make sense for future retrieval (Sousa, 2017). If we truly want our students to hold onto the
information which we teach, we must seek to connect the information to our students’ past
learnings and interests so that they can find meaning and understand the material. We must also
consider the limits which our students’ working memories can function, and prepare lessons that
are age appropriate for our students to process.
There are different types of memories which each have their importance in the learning
environment. To begin, declarative memory refers to our memory which is extremely easy to
recall, such as the name of your spouse (Sousa, 2017). Declarative memory can be broken into
two categories, episodic memory and semantic memory (Sousa, 2017). Episodic memory
describes the memory which replays our important life evets, where semantic memory is our
knowledge of common facts and information (Sousa, 2017). We should be aware of some of
these memories within our students as it will better help us to create lessons and activities that
are interesting and relevant to their lives. For example, I teach refugee students. Most of my
students had never had a birthday party. I would not have students write a story about a birthday
party, as this has no relevance or connection to their lives; it is not a part of their declarative
memory. However, I know that most of my students have lost a tooth, so this would be an
episodic memory that they may connect with and be able to discuss and write about.
Another type of memory is the non-declarative memory, which includes three different
categories: procedural memory, perceptual representation, and non-associative learning (Sousa,
2017). All three categories of non-declarative memory refer to memories that are implicit, such
as holding a pencil or tying our shoes (Sousa, 2017). Both motor skills and cognitive skills can
be learned and held in non-declarative memory, but it is important to note that these skills must
still be practiced and acquired (Sousa, 2017). Our procedural memory is an important part of the
MEMORY, RETENTION, AND TRANSFER
4
learning environment because it helps us to learn habits, routines, and procedures that allow
students to be accustomed to the classroom environment (Sousa, 2017).
Lastly, emotional memories are memories which can be both implicit or explicit, but have an
emotional experience attached to it (Sousa, 2017). Emotional memories can be positive or
negative, and can be stored as a very vivid memory or just a slight idea of a memory (Sousa,
2017). As we know, memories are best formed when students can attach an emotional experience
to the information (Sousa, 2017). Also, creating an emotionally positive environment for
learning can increase attention and focus (Sousa ,2017).
When it comes to learning, not all information is stored, or retained. Learning can happen
and be kept for a short period in the working memory, but can be lost forever if the information
is not revisited (Sousa, 2017). Recalling information that has been stored in long-term and plying
it to new learning is a process called transfer (Sousa, 2017).
Of course, we all want our students to be able to learn, retain, and transfer information as
they continue their path of education. One instructional strategy that can aid in retention of
information is rehearsal, the repetition and processing of information (Sousa, 2017). Another
instructional strategy that can aid in learning and working memory is to provide visual
information (Watson et al, 2015). Having visuals reduces the demands of our students working
memories (Watson et al., 2015). This can in turn increase retention because in increase the
capacity of thinking and learning (Watson et al., 2015).
MEMORY, RETENTION, AND TRANSFER
5
References
Sousa,
D.
A.
(2017).
How
the
brain
learns.
Corwin
Press.
Retrieved
from:
https://viewer.gcu.edu/nxywhw
Watson, A. C., Wirtz, M., & Sumpter, L. (2015). Putting memory to work. Independent
School, 75(1), 56–60.
Memory and Transfer
in Learning
Doiminique A. Carroll
Grand Canyon University
TCH-520
October 3, 2018
Types of Memory
• There are three stages of memory
– Sensory Memory
– Short Term Memory
– Long Term Memory
Figure 1: Types of memory: working memory tied to your child’s intelligence [3 Types
of Working Memory]. (n.d.). Retrieved October 2, 2018, from
http://www.ilslearning.com/types-of-memory-working-memory-tied-to-your-childsintelligence/
Types of Memory
Figure 2: [Types of Memory Flowchart]. (n.d.). Retrieved from https://diethics.com/types-of-memorysensory-memory-short-term-memory-stm-or-working-memory-long-term-memory-ltm/
Sensory Memory
• Sensory Memory “takes the information
provided by the senses and retains it accurately
but very briefly.” (Dubuc)
• Only lasts for a short period of time
Short Term Memory
• Short-term memory (working memory)
“temporarily records the succession of events in
our lives. Short-term memory has a storage
capacity of only about seven items and lasts
only a few dozen seconds.” (Dubuc)
Long Term Memory
• Long-term memory ”not only stores all the
significant events that mark our lives, it lets
us retain the meanings of words and the
physical skills that we have learned. Its
capacity seems unlimited, and it can last
days, months, years, or even an entire
lifetime!” (Dubuc)
Learning and Retention
• Learning and retention are often thought to be
interchangeable but they are actually two
different processes in our brain.
• Learning involves the immediate processing of
information but this information is often forgotten
after a short amount of time.
• Retention, however, is ”the process whereby
long-term memory preserves learning in such a
way that it can locate, identify, and retrieve it
accurately in the future.” (Sousa, 2017)
Factors that affect Retention
• Many factors can affect retention of information in
students such as:
– Poor student focus
– No given opportunities to recall and rehearse information
– The inability to connect new learning to previously
learned skills
– Lack of understanding
– Lack of sleep
– Developmental delays
– Etc.
Strategies to
Improve Retention
• Guided Reading/Math
– Non-lecture based form of teaching
– Provides direct instruction to students
– The teacher does a short lesson (about 10 to 15 minutes) to
introduce a new skill or reteach a previously taught skill with the
whole class.
– The teacher works with smaller groups of 4 to 6 students at a
time that are of similar learning levels to work on a specific
standard or skill. This provides differentiation.
– Students that are not working with the teacher in a small group
rotate through learning centers to practice skills independently.
– Whole class comes back together to wrap up the lesson.
Strategies to
Improve Retention cont.
• Guided Math Video
Strategies to
Improve Retention cont.
• Routine Practice
– The more a student practices a
skill, the easier it becomes for
them to retain that information long
term.
– When students get immediately
involved in new learning (ie.
practicing) it enhances the memory
of that learning. (Sousa, 2017)
Strategies to
Improve Retention cont.
• Think-Pair-Share
– Students collaborate with one another to reteach or
discuss what was taught by the teacher
– Allows for peer-to-peer re-teaching which helps clear
up any possible misconceptions
– A child that is able to explain
what was taught in their own
words is more likely to
remember what was
taught long term.
Strategies to
Improve Retention cont.
• Classroom Environment
– Classrooms should be conducive to learning
– Visual models of previously learned skills and
strategies should be visible around the room
– The opportunity for student expression and
choice provides a welcoming atmosphere for
children to grow at independent rates. (Abiola
and Dhindsa, 2011)
Conclusion
• Learning is not the same as retention.
• Memory and transfer are influenced by
many internal and external factors that
determine our ability to retain information
long term.
• As educators, we must provide an
environment that allows our students to
consistently practice skills, ask and
answer questions, and provide feedback.
References
Abiola, Oduola & Dhindsa, Harkirat. (2011). Improving classroom practices using our knowledge of how the brain works.
International Journal of Environmental and Science Education. 1. 71-81.
Dubuc, B. (n.d.). The brain from top to bottom. Retrieved from
http://thebrain.mcgill.ca/flash/d/d_07/d_07_p/d_07_p_tra/d_07_p_tra.html
Sousa, D. A. (2016). How the brain learns. (5th ed.). Thousand Oaks, CA: Corwin. ISBN-13: 978150634630
Course Code
TCH-520
Class Code
TCH-520-O500
Criteria
Criteria
Percentage
100.0%
Memory Overview
20.0%
Retention Overview
20.0%
Transfer Overview
20.0%
Memory, Retention, and Transfer Strategies
10.0%
Research
5.0%
Thesis Development and Purpose
7.0%
Argument Logic and Construction
8.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, and language use)
10.0%
Total Weightage
100%
Assignment Title
Memory, Retention, and Transfer Essay
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
130.0
Insufficient (69.00%)
The essay provides an erroneous overview of memory, or
does not include different types of memory such as long-term
memory, short-term memory, and sensory memory.
Ineffectively relates memory types to educational or
professional learning environments. The overview of what
occurs in the brain when memories are established is
The essay provides an incomplete overview of retention and
its relationship to learning.
The essay provides an inaccurate overview of transfer and its
relationship to learning.
The essay includes strategies that would not improve
memory, retention, and/or transfer in professional settings,
or fails to describe how they are helpful.
Sources provided do not support the claims of the
presentation or are not credible.
Paper lacks any discernible overall purpose or organizing
claim.
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made, and the
argument is incoherent.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice
and/or sentence construction are used.
Approaching (74.00%)
The essay provides an underdeveloped overview of memory,
broadly addressing different types of memory such as longterm memory, short-term memory, and sensory memory and
their relevance in educational or professional learning
environments. It is lacking key details in the overview of what
occurs in the brain when memories are established.
The essay provides a vague overview of retention and its
relationship to learning.
The essay provides a shallow overview of transfer and its
relationship to learning.
The essay includes strategies that would minimally improve
memory, retention, and/or transfer in professional settings,
and lacks clarity in how they are helpful.
Submission includes only 1-2 sources, sources do not fully
support claims, or sources are not all credible.
Thesis is underdeveloped or vague. Purpose is not clear.
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) and/or
word choice are present. Sentence structure is correct but
not varied.
Acceptable (87.00%)
The essay provides a detailed overview of memory, including
different types of memory such as long-term memory, shortterm memory, and sensory memory and their importance in
educational or professional learning environments. It includes
a detailed overview of what occurs in the brain when
memories are established.
The essay provides a competent overview of retention,
including its relationship to learning.
The essay provides an accurate overview of transfer,
including its relationship to learning.
The essay includes relevant strategies that can be used to
improve memory, retention, and/or transfer in professional
settings, as well as how they are helpful.
Research is relevant and generally supports the information
presented. All of the criteria stated in the assignment are
addressed.
Thesis is clear and forecasts the development of the paper.
Thesis is descriptive and reflective of the arguments and
appropriate to the purpose.
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion.
Submission includes some mechanical errors, but they do not
hinder comprehension. A variety of effective sentence
structures are used, as well as some practice and contentrelated language.
Target (100.00%)
Comments
The essay provides a comprehensive 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. It includes an in-depth overview of what
occurs in the brain when memories are established.
The essay provides a sophisticated overview of retention,
including its relationship to learning.
The essay provides a substantial overview of transfer,
including its relationship to learning.
The essay includes innovative strategies that can be used to
improve memory, retention, and/or transfer in professional
settings, as well as how they are helpful.
Research is supportive of the information presented. Sources
are timely, distinctive and clearly address all of the criteria
stated in the assignment.
Thesis is comprehensive and contains the essence of the
paper. Thesis statement makes the purpose of the paper
clear.
Clear and convincing argument that presents a persuasive
claim in a distinctive and compelling manner.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Points Earned
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