Memory in the Classroom: How Important is it?

Memory in the Classroom: How Important is it?

By Ashlynn Rome, Program Coordinator

Memory is a complex and vital aspect of the learning process, influencing how students absorb, retain, and retrieve information. To make things simple, let’s say there are three main types of memory systems: short-term memory, working memory, and long-term memory. Recognizing the distinct roles of short-term, working, and long-term memory allows for a better understanding of any challenges students may face. After all, understanding something differs from remembering it.

Understanding the Memory Systems:

• Short-Term Memory:
  • Brief storage that lasts approximately 30 seconds to two minutes.
  • Limited capacity, holding around seven plus or minus two “chunks” of information.
• Working Memory:
  • Dynamic and active aspect of short-term memory.
  • Involves holding multiple parts of a task in mind while completing it.
  • Essential for various tasks in both academic and daily life.
• Long-Term Memory:
  • Considered relatively permanent storage of vast amounts of information.
  • Involves both storing and retrieving information when needed.

Memory Demands in Education:

Typically, an educational environment has significant memory demands for students. Constant exposure to new information requires quick learning, and challenges may arise in encoding, storing, or retrieving information from memory. In fact, school can be some of the highest memory demands we will experience during students’ lives. Memory affects so many aspects of a student’s learning process in the classroom, such as reading comprehension, writing composition, and even classroom participation. 

How Memory Issues may appear in a Classroom Setting:

• Reading Comprehension:
  • Challenges in remembering sentences while reading subsequent ones.
  • Impacts the understanding and retention of information.
• Writing Composition:
  • Difficulty retrieving ideas from long-term memory while adhering to writing rules.
  • Arduous task involving simultaneous recall of grammar and punctuation rules.
• Classroom Participation:
  • Difficulty remembering spoken information while taking notes.
  • Challenges in processing information in real-time.

How Can Teachers and Parents Address Issues with Memory? 

Addressing memory issues in the classroom requires a complex approach that acknowledges each type of memory. Educators can implement memory-enhancing strategies tailored to each memory system, such as spaced repetition for long-term memory retention and visual aids to support short-term memory encoding. Additionally, fostering a supportive learning environment that reduces cognitive load can alleviate memory strain and stress. Techniques like chunking information into manageable segments and providing frequent opportunities for retrieval practice can bolster memory performance. By recognizing the many challenges students face and acknowledging them through targeted interventions, educators can empower students. Ultimately, enhancing academic success and fostering lifelong learning.

References

Baddeley, A. D. (2004). Your memory: A user’s guide (New illustrated edition). London: Prion.

Bjork, E. L. and & R. A. Bjork (eds) (1996). Memory: Handbook of perception and cognition. San Diego: Academic Press.

Hattie, J. (2013). Visible learning and the science of how we learn. New York: Routledge.

Kail, R. & Hall, L. (2001). Distinguishing short-term memory from working memory. Memory and Cognition, 29, 1-9.

Thomas, A. and Thorne, G. (2010). Differentiating instruction: 150+ targeted strategies for diverse learners.  Metairie, LA: Center for Development and Learning.

Thomas, A. (2010). How minds work: The key to motivation, learning and thinking. www.cdl.org.

Tulving, E. (1992). Episodic and semantic memory. In E. Tulvig & W. Donaldson (Eds.), Organization of Memory. New York: Academic Press, pp 381-403.

Vallar, G., & Papgno, C. (1996). Neuropsychological impairments of short-term memory. In A. D. Baddeley,
B. A. Wilson & F. N. Watts (eds), Handbook of memory disorders. Chichester: John Wiley & Sons, pp. 135-165.