The Relationship between Learning and Memory - Research Paper Example

The Relationship between Learning and Memory The Relationship between Learning and Memory Introduction Conscious activities interact with the systems of memory during the process of learning, retrieval, and rehearsal. Memories can be defined as the internal mental accounts that are maintained in order to provide us with instant access to our individual past, together with all the facts that we are aware of and the skills we have cultivated in the brain (Karpicke, Butler, & Roediger, 2009). The three primary stages of the human memory process include encoding, storage, and retrieval. Forgetting can be deemed to be the fourth stage of mind, though it is technically, a hindrance to memory retrieval. It is thus essential to examine the relationship between learning and memory for intuitive understanding of the topics. During the process of encoding, information is directed to the brain where it is dissected into its main substantial constituting elements. A collection of brain cells take part in processing the incoming stimuli, and then interprets that information into a particular neural code in the brain (Karpicke et al., 2009). In the storage stage, the brain has to retain the program information over extended time periods. Recovery entails the appropriate entry into the boundless world of the information that is stored in the mind (Karpicke et al., 2009). During retrieval, old information is brought out of the permanent memory, back into the operating memory, and then manipulated mentally for usage. Theoretically, learning can be defined as the ability to modify the data already stored in the memory as per the new experiences or new input. Because the memory is dependent on prior knowledge, learning becomes the first step in reminiscence (Karpicke et al., 2009). Learning takes place when the visual system sends data to the brain. This visual system can hold several items simultaneously, though only momentarily. Therefore, learning is an interactive activity that encompasses sensory input to the brain. This process occurs automatically. It also involves the ability of the brain to draw meaning from the sensory input through paying attention for a considerable time to reach short term memory. In the working memory, the information is considered for transfer to the long-term memory. Justification of the study This study is very useful and hence necessary to analyze. Nearly all aspects of the daily lives of people are significantly influenced in one way or the other, by memory. For instance, when the mind is strained, embarrassing as well as surprising results can arise. Memory lapse, for example, is an embarrassing situation that can be caused by stress and multitasking. Such interference like stress can prevent recall. Multitasking, on the other hand, can hamper retrieval due to lack of memory maintenance. Memory failure can also reflect the effects of poor nutrition, consequences of stress, and exhaustion (Dirix et al., 2009). All these aspects can have an effect of bringing about academic difficulty since education involves exchanges of immense amounts of information. For this reason, it is important to venture efforts in the study of how learning and memory are related. Research Methodology Since the question about the relationship between learning and memory is very general, this study employs qualitative method in an attempt to explore it, rather than attempting to make defined, quantitative, but then local, predictions. The paper uses a theoretical method. Even though the method is significantly based on experimental results in brain science and cognitive psychology, there is just qualitative reliability with experiments. The methodology employed in this research is unusual since the hypotheses and explanations brought forth are derived from an empirically based, though broad and qualitative computational type of human cognition. Discussion Although the memory cannot exist without learning, once data has been acquired, the mind can allow knowledge for an unlimited duration. Sensory information naturally enters consciousness in two major subtypes. These subtypes are both rather fleeting. Iconic memories found in visual data last about 0.3 seconds whereas echoic memories found in the auditory data have durations of approximately four seconds (Dirix et al., 2009). The brain, however shows relatively more response to iconic data. Compared to the printed word, vision has a relatively longer history when it’s a question of human experience. By developing the competency for vision, learners, therefore, gain knowledge quickly on when to visualize concepts while studying. This is achieved by guided use of the mental eye, where the development of mental pictures takes place. Inscribing words on an imaginary board or in air forces learners to visualize the sequence of letters in a single word while sustaining whatever they had already inscribed in the short term memory as they proceed to write. According to Li and Tsien (2009), when students are trained on how to draw diagrams that depict relationships, their content memory improves significantly. They also found out that the non -linguistic representations have the capability of increasing achievement scores significantly by about thirty percentile points. Research also indicated that individuals continuously perceive lots of information each and every minute, but they make little or no attempt to recall considerably much amount of it. Of equal importance, an individual can remember data that he or she failed to encode for the purpose of storage in the memory, in the first place. Provided the components that constitute an experience are grouped according to their distinct features, each part is pushed to a diverse brain region for additional detailed analysis. Here, a relative search for identifiable similarities to formerly encountered data begins. The different pieces of new data get stored in what are referred to as neutral circuits that are spread all over the cerebral cortex (Holmes, Gathercole & Dunning, 2009). Since the components that form a memory are located in several cortical zones, the more robust the network that links the connected pieces together, the less the probability it will be to forget that data. As one learns, physical changes take place both inside brain circuitry and in the structure-function correlations of the mind (Karpicke et al., 2009). Here the mind shares company with the prevalent associations to a digital video recorder. Naturally, mind is enough fluid. As a result, the brain will remain revisiting and reorganizing the stored information over time, with every ensuing experience in a cyclical manner. It also reprograms its insides via a recurring updating sequence called brain plasticity. This is useful because the existing information repeatedly undergoes improvements. Prior knowledge is also revised as per the new input to create a more accurate picture of the current world. This hence increases an individual’s probability of thriving. The disadvantage of these continuous memory revisions is that with the passage of time, eyewitness accounts typically become less reliable (Maehler & Schuchardt, 2009). New experiences, therefore, amend rather than protecting and maintaining the memories. This may occasionally change these minds beyond recognition. In the process, the newly saved data is altered, creating modified and new representation of events as well as the ductile knowledge that serve as the guides to the surrounding. Although in the academic language, learning is described as the acquisition of knowledge, fresh information instead is incorporated into the multifaceted network of existing information, instead of being attained and stored in isolation (Maehler & Schuchardt, 2009). Therefore, curriculum integration improves content retention whenever the previous content undergoes multiple assimilated connections. According to Li and Tsien (2009), emotions can either be a catalyst or a barrier to learning. Research findings have estimated that 95% of human reactions are intuitively compelled by the amygdala and merely discreetly affected by the exclusive zones of the cerebral cortex (Li, & Tsien, 2009). Although the human mind is usually considered a sensible brain, it is rather an emotional brain, in which feelings receive the very priority. Therefore, a learner who is upset is not able to learn and consequently cannot accurately remember well the information taught, during the assessment. In school setting, sheer exposure to content information does not warrant that it will stretch from the emotional edge of personal importance to an individual student, where encoding the data for stable memory storage is considered warranted (Li, & Tsien, 2009). What learner’s encode is contingent on what are paying attention to during the learning time. Even though teachers often wonder why their students forget vital lesson content, the greater problem remains to be whether this content was ever encoded. There has to be a clear distinction between listening and remembering. Frequently, teachers feel indebted to clarify what certainly is important, at least for the purposes of testing, since learners cannot separate the crucial from the divergent. Several linked brain regions play significant roles in memory formation. These include the thalamus, cerebral cortex, hippocampus, and amygdala. The construction of memories is hence made possible through the interaction of each and every part of the brain. For instance, the hippocampus and the amygdala are vital to classroom learning. The hippocampus performs an important task in forming and storing human memories of events and facts. Initially, short-term memories are typically stored briefly in the hippocampus, before being moved to other parts of the brain where they get combined with prior knowledge to form long-term memories (Maehler & Schuchardt, 2009). Whereas continuous stress can damage the brain cells of the hippocampal, patterns, relevance, emotions, content, context, and sense-making enhance memory formation, attention, and recall. Together, they can define the data that reaches permanent memory storage. When data is determined to possess potential long-term value, the hippocampus connects the essential elements of that experience or event together, creating a permanent memory. Making, storing, retrieving as well as using the spatial memories and episodic memories are typical brain capabilities made possible by the hippocampus (Maehler & Schuchardt, 2009). Whenever we daydream, it is a clear indication that the hippocampus is amazingly active. Brain-imaging studies have demonstrated intensified activations in the hippocampus both when individuals are recalling memories and also when they put the mind on pressure and worry. This has significant implications about creativity and innovation, practices that are founded on people’s ability to use and expand on stored factual data. Information that cannot be fruitfully stored by the hippocampus is not easily recalled or successively retrieved. As a result of the way in which elements that constitutes a memory get spread all over the cortex, long-term memories are usually stored safely. Any damage to the hippocampus, therefore, makes the formation of new memories practically impossible. Emotional experiences hence enjoy the highest chances of reaching long-term memory storage. It is the amygdala-hippocampus linking that promotes the development of the most memorable moments in life. For learners, emotions control what students pay attention to, and impacts what learners will remember in the future. Conclusion In conclusion, this study has established that there is a very strong link between learning and memory. It has clearly indicated that the stronger the emotions linked to the experience, the more resilient the succeeding memory. The research findings have also underscored the fact that learning experiences are more memorable when the learning event is connected to the social-emotional memories. This justifies the claim that cooperative learning is more perfect in enhancing memory among learners. In addition, this study has showed that the neural networks that are most vital to a learner are covered with neuro-nutrients that boost memory formation and retention. Research Limitations These research findings have failed to comprehensively explore the different kinds of memory strategies that can be deployed at certain specific time intervals on some special occasions to serve different functions and to realize different outcomes compelled by multiple memory systems. Future research should, therefore, strive to fill this research gap by looking into these types of memory strategies and the circumstances under which they should be applied. References Dirix, C. E., Nijhuis, J. G., Jongsma, H. W., & Hornstra, G. (2009). Aspects of fetal learning and memory. Child development, 80(4), 1251-1258. Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental science, 12(4), 9-15. Karpicke, J. D., Butler, A. C., & Roediger III, H. L. (2009). Metacognitive strategies in student learning: do students practise retrieval when they study on their own? Memory, 17(4), 471-479. Li, F., & Tsien, J. Z. (2009). Memory and the NMDA receptors. The New England journal of medicine, 361(3), 302. Maehler, C., & Schuchardt, K. (2009). Working memory functioning in children with learning disabilities: does intelligence make a difference? Journal of Intellectual Disability Research, 53(1), 3-10. Read More