Attention and memory: cognitive processes and interactions

¶ … Memory Techniques

It is an illusion that anything is ever "forgotten" by the human brain. Once information is actually remembered, it is kept in storage by the brain forever, unless physical brain damage removes the data. In most cases, the actual cause of what is commonly conceived as something not being remembered is actually that the information was not really stored in the brain, or that one is simply unable to retrieve the correct data at a certain time. It is a constant occurrence that information is not stored properly or that one is unable to retrieve data, and the ability to remember vs. forget material is essential to academic success. The majority of what decides how well a student will do in a class is whether or not the student can fully pay attention and then remember information. Therefore it is vital for students and teachers to work together to help develop advanced skills in attention and memory, at every grade level and in every subject. This is the most fundamental skill for every student to master. While the actual makeup of the brain wiring that control memory is still largely not understood, it is widely accepted that a conscious effort to retain a memory for later retrieval is more effective, and newly acquired information is more ready accessible than older information. Studying the three classes of memory storage, the two aspects of memory, and commonly used memory and attention techniques can improve classroom performance.

There are three kinds of memory: super short-term, short-term, and long-term. Super short-term memory is used when information is stored in the most temporary fashion. When super short-term memory is used, the information received may be inaccessible within seconds. For example, in class, the teacher may give a piece of information in a lecture, and by the time the student has written down his or her notes, the information is already forgotten. Short-term memory lasts longer than super short-term memory, often a few hours. Short-term memory space is limited, so if too much information is put into short-term memory storage, some information is lost. "Short-term memory has a limited capacity and information disappears fast unless you can shift it into long-term memory. Most of the information that we receive is not stored but quickly lost - probably at least 50% almost immediately and around 20% after 24 hours." (Willamet University, 2004) In a classroom setting, this is the type of memory storage that would be used to "cram" for tests, and also the most common kind of memory that is used when new information is studied for the first time. Finally, there is long-term memory. This is the most "permanent" information storage, and there is not a limited amount of room for information stored in this way. "Long-term memory is effectively permanent storage of information pulled from your short-term memory. A student's goal should be to get information from classes into long-term memory." (Lorimer 2004)

Beyond the three classes of memory, there are also two parts to the memory process: concentration and recall. A person's attention is always divided. Truly undivided attention is an unattainable goal. However, the more focused a person can be on a lesson, the higher chance of absorbing and retaining the information there will be. Memory can be reinforced by association, such as adding new information to that which is already remembered, and also by making logical connections between bits of information. By making the connection between the acts of concentrating on information and recalling the information, memorization can be an easier task.

With an understanding of how short-term memory translates into long-term memory, experts suggest that students only study new or very difficult material for forty five minutes or less at a time. Also, it is important to keep focused on the information that has been input into short-term memory, allowing it time to become part of the long-term memory. "It is very important that nothing else be inserted into your short-term memory during that time, because you will lose what you studied....If you do anything that could involve your short-term memory after you study, you may lose the chance to move that information into your long-term memory." (Lorimer 2004) The hardest material should be studied right before bed, or other menial tasks that will not involve learning or memory.

While studying in or out of class, improved concentration and recall can be attained by following more simple advice. It is important that information be correct the first time, because it is easier to retain information than to replace incorrect information. Making sure that concepts are completely understood is important too, because partial or "fuzzy" information is more difficult to recall; students can make sure they understand complete concepts by trying to explain them to another person. Clustering or organizing information can also help students retain large amounts of information with greater ease than a lot of random information bits. Paraphrased and summarized information will stick better than less concise material, and condensing information into selective notes can make sure that the most important ideas are remembered. Using memory "tricks," such as mnemonic devices or rhymes, may also help to organize information and give mental cues.