Scribd
Upload
112 views3 pages

The Brain

Learning and memory are closely linked processes that rely on each other. Learning involves acquiring new knowledge or skills through modification of behavior, while memory is the ability to recall past information or experiences. The brain processes information through three distinct stages - sensory memory holds initial perceptions for a few seconds, short-term memory stores around 7 items for 30 seconds, and long-term memory enables permanent retention through the formation of associations in the hippocampus. Encoding information into long-term memory, the key to learning, is enhanced through attention, repetition, and relating new concepts to prior knowledge to establish numerous neuronal connections throughout the brain. Review and retrieval are also important to reinforce memories over time for permanent storage beyond 48 hours.

Uploaded by

AngelSanchez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
112 views3 pages

The Brain

Learning and memory are closely linked processes that rely on each other. Learning involves acquiring new knowledge or skills through modification of behavior, while memory is the ability to recall past information or experiences. The brain processes information through three distinct stages - sensory memory holds initial perceptions for a few seconds, short-term memory stores around 7 items for 30 seconds, and long-term memory enables permanent retention through the formation of associations in the hippocampus. Encoding information into long-term memory, the key to learning, is enhanced through attention, repetition, and relating new concepts to prior knowledge to establish numerous neuronal connections throughout the brain. Review and retrieval are also important to reinforce memories over time for permanent storage beyond 48 hours.

Uploaded by

AngelSanchez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

The Brain, Learning, and Memory

1. The process of learning involves a modification in behavior as


a result of an increase in knowledge or skills. In contrast,
memory is the ability to recall information or experiences.
Learning and memory, however, are closely linked, with each
depending upon the other. Learning relies upon memory in that it
requires the storage and retrieval of information. Likewise,
memory depends on learning because an individuals established
knowledge base provides a structure to which incoming date can be
attached. Dramatic breakthroughs in brain research today continue
to clarify the details of both, thereby providing educators and
students with valuable academic study skills strategies.
2. Using brain-imaging techniques, neuroscientist have tracked
three distinct stages of memory: sensory, short-term, and longterm. Initial perceptions including visual, auditory, and
olfactory* information from the surrounding environment are held
in sensory memory for a period of up to three seconds. A
Selective attention to specific environmental stimuli allows for
their transfer to short-term memory. B Here, approximately seven
singles or chunked items can be stored for roughly 30 seconds
without repetition, which enables lengthened storage. C Shortterm memory is also called working memory because it is often
used to solve temporary problems involving reasoning processes.
D For instance, in writing a research paper, a student employs

working memory to organize the facts into a coherent report.


3. The ability to transfer information from short-to long-term
memory or encoding is of particular relevance in the learning
process. Attention, repetition, and association with prior
knowledge are the methods people use to encode new information.
Neurologically, this is accomplished by repeatedly processing the
information through the hippocampus, a structure in the brain
where associations are formed. The critical factor in the
encoding, process is the perceived meaningfulness of incoming
data in terms of pre-existing mental frameworks. The greater
number of associations a person can make with established
learning, the better that new information will be retained. This
is because memories are not stored in a single location within
the brain. Instead, they are complex neuronal networks spread
throughout its entire surface. Establishing as many connections
as possible with a newly learned item is essential. In this way,
it can be more easily recalled at a later date.
4. This neuroscientific understanding can be applied to academic
study. Accessing background knowledge on a topic prior to
learning primes the brain to make associations with existing
knowledge. Continually posing mental questions while reading or
listening allows the learner to compare and contrast new date
with what is currently understood.
Classifying or categorizing new material facilitates retention
because it involves making connections. The better organized the
learning, the easier it is to remember benefits are gained
through a solid grasp of overall concepts. In this way, relevant

details can be classified into their appropriate categories.


Therefore, tactics including selectively highlighting key
information in a textbook, taking notes on main ideas, outlining,
and summarizing all boost encoding effectiveness.
5. Mere encoding, however, does not ensure retention or recall.
In fact, research reveals that people forget about 80 percent of
what they learn within 48 hours. In order to secure permanent
long-term memories, the processes of storage and retrieval must
be activated.
Storage involves review and REM sleep, where the days learning
is replayed and reinforced in the hippocampus. In review, the
retrieval of information copies it temporarily into working
memory so that it can undergo further processing, again in the
hippocampus.
6. In classic research, Herman Ebbinghaus outlined an optimal
review schedule. He demonstrated that the understanding of new
material peaks 10 minutes after learning, with this being the
best time for a preliminary review. Subsequent study after oneday, one-week, one-month, and six-month intervals was noted as
the most favorable in achieving permanent storage. Once
permanent, memories no longer need strengthening in the
hippocampus. Instead, the memory traces are stored in neuronal
networks related to regions of the brain where the sensory inputs
initially occurred.

You might also like