Memory

Question 1

The accessibility of information, the duration within which that information is available,
and the extent and nature of the processing that it undergoes depend on storage. There are three
distinct memories; sensory memory, short-term memory, and long-term memory, which affect
memory retrieval. Sensory memory describes the immediate, unconscious effects of stimulation
(LeFrançois, 2018). An individual’s sensory systems such as touch, smell, hearing and vision are
sensitive to very many stimulations. They give quick responses to the available stimulations. The
bulk of the information is never processed in the memory; thus, it never becomes a part of an
individual’s awareness. The stimulation of hat a person is not paying attention to is never
processed, and thus such memories are not available for recall. For example, if a student is
engaged in a conversation with a peer at the back of a large classroom, and the teacher is
teaching at the front, the student may be totally unaware of what the teacher is saying.

Short-term memory is highly limited in capacity as it comprises of what is in a person’s
immediate consciousness at a particular time (LeFrançois, 2018). It precedes attention as it refers
to the impact that a stimulus has on a person before they actually pay attention to it. I highly
depend on rehearsal as it lasts for only seconds. If not repeated, information received fades
quickly. Short-term memory is useful in the sense that it allows individuals to keep information
in mind for a period that is long enough to make sense of what has been said, to make decisions,
or even to key-in information or numbers when recording telephone numbers. In the classroom

set-up, short term memory is useful when students are taking short notes during a lecture. It
allows them to write down what the teacher is saying, as it is being said. The information is
usually in the short-term memory for long enough for the student to write it down. It allows the
student to work on the information that is being shared by the teacher.

Long-term memory, is different from both sensory memory and short-term memory, in
that it is not all about what is in the immediate consciousness. They differ significantly in that
long-term memory is a more unconscious and passive process, while short-term memory is a
more conscious and active process (LeFrançois, 2018). Long-term memory is stable and not
easily distracted unlike short-term memory. Information is transferred from sensory memory to
short-term memory through attending, and it is maintained here through the process of repetition
or rehearsal. Then, through encoding, information is then taken from short-term memory to long-
term memory, where it is held as it goes through greater length processing. For instance, a
student understands the meaning of a word, and remembers it, because it has been processed in
the long-term memory.

Question 2

What works best for me when committing facts to short term memory is repeating the
facts a couple of times. Rehearsing the information works best for me as it helps me retain the
information for a longer period of time. However, if I am committing facts to long term memory,
then I write that down and pay attention to details. As I write, I internalize on the facts,
understand them, and this helps me retain them.

Question 3

Knowledge of how memory works will impact my instruction in the classroom, as I will
be intentional in having students encode information and store it in the long-term memory for
retrieval later. However, I will encourage students to take short notes especially during direct
instruction so that whatever information gets to the short-term memory is rehearsed and encoded
for storage in the long-term memory. I will use the repetition strategy to make the information
more memorable to the learners. Also, I will present the information in multiple ways to ensure
that students understand even concepts that are complex. This will not only increase the interest
of my learners, but it will also improve retention.

References

LeFrançois, G. R. (2018). Psychology for teaching (2nd ed.). Retrieved from
https://content.ashford.edu