What Is Memory Retention

Memory is the ongoing process of information retention over time. Because it makes up the very framework through which we make sense of and take action within the present, its importance goes without saying. But how exactly does it work? And how can teachers apply a better understanding of its inner workings to their own teaching? In light of current research in cognitive science, the very, very short answer to these questions is that memory operates according to a "dual-process," where more unconscious, more routine thought processes (known as "System 1") interact with more conscious, more problem-based thought processes (known as "System 2"). At each of these two levels, in turn, there are the processes through which we "get information in" (encoding), how we hold on to it (storage), and and how we "get it back out" (retrieval or recall). With a basic understanding of how these elements of memory work together, teachers can maximize student learning by knowing how much new information to introduce, when to introduce it, and how to sequence assignments that will both reinforce the retention of facts (System 1) and build toward critical, creative thinking (System 2).

Think back to a time when you learned a new skill, such as driving a car, riding a bicycle, or reading. When you first learned this skill, performing it was an active process in which you analyzed and were acutely aware of every movement you made. Part of this analytical process also meant that you thought carefully about why you were doing what you were doing, to understand how these individual steps fit together as a comprehensive whole. However, as your ability improved, performing the skill stopped being a cognitively-demanding process, instead becoming more intuitive. As you continue to master the skill, you can perform other, at times more intellectually-demanding, tasks simultaneously. Due to your knowledge of this skill or process being unconscious, you could, for example, solve an unrelated complex problem or make an analytical decision while completing it.

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As mentioned above, System 1 is characterized by its fast, unconscious recall of previously-memorized information. Classroom activities that would draw heavily on System 1 include memorized multiplication tables, as well as multiple-choice exam questions that only need exact regurgitation from a source such as a textbook. These kinds of tasks do not require students to actively analyze what is being asked of them beyond reiterating memorized material. System 2 thinking becomes necessary when students are presented with activities and assignments that require them to provide a novel solution to a problem, engage in critical thinking, or apply a concept outside of the domain in which it was originally presented.

In its simplest form, memory refers to the continued process of information retention over time. It is an integral part of human cognition, since it allows individuals to recall and draw upon past events to frame their understanding of and behavior within the present. Memory also gives individuals a framework through which to make sense of the present and future. As such, memory plays a crucial role in teaching and learning. There are three main processes that characterize how memory works. These processes are encoding, storage, and retrieval (or recall).

Through his research, Ebbinghaus concluded that the rate at which your memory (of recently learned information) decays depends both on the time that has elapsed following your learning experience as well as how strong your memory is. Some degree of memory decay is inevitable, so, as an educator, how do you reduce the scope of this memory loss? The following sections answer this question by looking at how to improve recall within a learning environment, through various teaching and learning techniques.

As a teacher, it is important to be aware of techniques that you can use to promote better retention and recall among your students. Three such techniques are the testing effect, spacing, and interleaving.

As useful as it is to know which techniques you can use, as a teacher, to improve student recall of information, it is also crucial for students to be aware of techniques they can use to improve their own recall. This section looks at four of these techniques: state-dependent memory, schemas, chunking, and deliberate practice.

Can't find your car keys? Forget your grocery list? Can't remember the name of the personal trainer you liked at the gym? You're not alone. Everyone forgets things once in a while. Still, memory loss is nothing to take lightly.

Although there are no guarantees when it comes to preventing memory loss or dementia, some activities might help. Consider seven simple ways to sharpen your memory. And know when to get help for memory loss.

Just as physical activity keeps your body in shape, activities that engage your mind help keep your brain in shape. And those activities might help prevent some memory loss. Do crossword puzzles. Read. Play games. Learn to play a musical instrument. Try a new hobby. Volunteer at a local school or with a community group.

Social interaction helps ward off depression and stress. Both of those can contribute to memory loss. Look for opportunities to get together with loved ones, friends and other people, especially if you live alone.

You're more likely to forget things if your home is cluttered or your notes are in disarray. Keep track of tasks, appointments and other events in a notebook, calendar or electronic planner. You might even repeat each entry out loud as you write it down to help keep it in your memory. Keep to-do lists up to date. Check off items you've finished. Keep your wallet, keys, glasses and other essential items in a set place in your home so they are easy to find.

Limit distractions. Don't do too many things at once. If you focus on the information that you're trying to remember, you're more likely to recall it later. It also might help to connect what you're trying to remember to a favorite song or a familiar saying or idea.

Not getting enough sleep has been linked to memory loss. So has restless sleep and sleep that gets disturbed often. Make getting enough healthy sleep a priority. Adults should sleep 7 to 9 hours a night on a regular basis. If snoring disrupts sleep, make an appointment to see your health care provider. Snoring could be a sign of a sleep disorder, such as sleep apnea.

A healthy diet is good for your brain. Eat fruits, vegetables and whole grains. Choose low-fat protein sources, such as fish, beans and skinless poultry. What you drink also counts. Too much alcohol can lead to confusion and memory loss.

Follow your health care provider's advice for dealing with medical conditions, such as high blood pressure, diabetes, depression, hearing loss and obesity. The better you take care of yourself, the better your memory is likely to be. Regularly review the medicines you take with your health care provider. Some medicines can affect memory.

If you're worried about memory loss, make an appointment with your health care provider. If memory loss affects your ability to do your daily activities, if you notice your memory getting worse, or if a family member or friend is concerned about your memory loss, it's particularly important to get help.

At your appointment, your provider likely will do a physical exam and check your memory and problem-solving skills. Sometimes other tests may be needed too. Treatment depends on what's causing memory loss.

Human memory is the process in which information and material is encoded, stored and retrieved in the brain.[1] Memory is a property of the central nervous system, with three different classifications: short-term, long-term and sensory memory.[2] The three types of memory have specific, different functions but each are equally important for memory processes. Sensory information is transformed and encoded in a certain way in the brain, which forms a memory representation.[3] This unique coding of information creates a memory.[3]

Memory and retention are linked because any retained information is kept in human memory stores, therefore without human memory processes, retention of material would not be possible.[4] In addition, memory and the process of learning are also closely connected. Memory is a site of storage and enables the retrieval and encoding of information, which is essential for the process of learning.[2] Learning is dependent on memory processes because previously stored knowledge functions as a framework in which newly learned information can be linked.[5]

Information is retained in human memory stores in different ways, but it is primarily done so through active learning, repetition and recall.[6] Information that is encoded and stored within memory stores can often be forgotten. There are multiple explanations for why this happens. These include: ineffective encoding of material, decay of information, interference, competition of newly learned material and retrieval failure.[7] There are multiple ways of improving the abilities of human memory and retention when engaging in learning. These depend on the nature of how the information was originally encoded into memory stores, and whether the stored material is regularly retrieved and recalled.[4] Human memory has been studied throughout history, and there is extensive literature available to help understand its complexity.

Long-term memory is the site for which information such as facts, physical skills and abilities, procedures and semantic material are stored. Long-term memory is important for the retention of learned information, allowing for a genuine understanding and meaning of ideas and concepts.[6] In comparison to short-term memory, the storage capacity of long-term memory can last for days, months, years or for an entire lifetime.[6] Long term memory can still be forgotten so the information that is held here is constantly changing over time.[8].Long-term memory has three components. Procedural memory is responsible for guiding how we perform certain tasks and providing the knowledge of how to do things, such as walking or talking.[9] Semantic memory is responsible for providing general world knowledge through the information we have accumulated over our lives.[9] Episodic memory is responsible for storing autobiographical events that we have personally experienced, which can be stated explicitly.[9]

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