{"id":945,"date":"2022-11-03T19:43:00","date_gmt":"2022-11-03T17:43:00","guid":{"rendered":"https:\/\/support.centreforelites.com\/the-concept-of-memory\/"},"modified":"2023-07-01T13:02:27","modified_gmt":"2023-07-01T11:02:27","slug":"the-concept-of-memory","status":"publish","type":"post","link":"https:\/\/support.centreforelites.com\/en\/the-concept-of-memory\/","title":{"rendered":"THE CONCEPT OF MEMORY"},"content":{"rendered":"\n<p>&nbsp;<span style=\"font-family: 'Times New Roman', serif; text-align: justify;\">Memory can be defined as the process by which people encode, store and retrieve information. There are three stages in information processing; (encoding, storing and retrieval represents the process) somewhat operating like the way the computer operates. A simple diagram will help us understand the process.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">INPUT \u25ba ENCODING \u25ba STORAGE <span style=\"mso-tab-count: 1;\">&nbsp; <\/span>\u25baRETRIEVAL<\/span><\/p>\n\n\n\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_81 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<label for=\"ez-toc-cssicon-toggle-item-69d38e79bec1d\" class=\"ez-toc-cssicon-toggle-label\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/label><input type=\"checkbox\"  id=\"ez-toc-cssicon-toggle-item-69d38e79bec1d\"  aria-label=\"Toggle\" \/><nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/support.centreforelites.com\/en\/the-concept-of-memory\/#Input_into_memory\" >Input into memory<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/support.centreforelites.com\/en\/the-concept-of-memory\/#LEARNING_AND_MEMORY\" >LEARNING AND MEMORY<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/support.centreforelites.com\/en\/the-concept-of-memory\/#Types_of_memory_and_techniques_to_enhance_memory\" >Types of memory and techniques to enhance memory<\/a><ul class='ez-toc-list-level-4' ><li class='ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/support.centreforelites.com\/en\/the-concept-of-memory\/#_Types_of_Memory\" >&nbsp;Types of Memory<\/a><ul class='ez-toc-list-level-5' ><li class='ez-toc-heading-level-5'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/support.centreforelites.com\/en\/the-concept-of-memory\/#a_Sensory_Memory_Register-_this_is_retrieval_of_information_by_the_various_sense_organs\" >a.&nbsp;&nbsp; Sensory Memory (Register)- this is retrieval of information by the various sense organs.<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-5'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/support.centreforelites.com\/en\/the-concept-of-memory\/#b_Short_Term_Memory_STM\" >b.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Short Term Memory (STM)<\/a><\/li><\/ul><\/li><\/ul><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/support.centreforelites.com\/en\/the-concept-of-memory\/#Recall_or_rehearsal\" >Recall or rehearsal<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/support.centreforelites.com\/en\/the-concept-of-memory\/#_Enhancing_memory\" >&nbsp;Enhancing memory<\/a><\/li><\/ul><\/nav><\/div>\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Input_into_memory\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Input into memory<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">(Initial recording of information) (Saved or held in memory for future use) recovery of stored information<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">1.<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">The first memory process is <\/span><b><i style=\"mso-bidi-font-style: normal;\"><span style=\"color: windowtext; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">encoding<\/span><\/i><\/b><b><span style=\"color: #00cdff; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">:<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"> the transforming of information so that the nervous system can process it. <b style=\"mso-bidi-font-weight: normal;\">Encoding<\/b> is the process whereby information is thought to be put in memory.<\/span><\/p>\n\n\n\n<p><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Basically you use your senses, i.e. hearing, sight, touch, taste, temperature, and others to encode and establish a memory. You use <i>acoustic codes <\/i>when you try to remember something by saying it out loud, or to yourself, repeatedly. For example, in trying to remember the notes that make up the spaces in the treble clef of a musical measure, you would repeat the letters \u201cF,\u201d \u201cA,\u201d \u201cC,\u201d and \u201cE.\u201d<\/span><\/p>\n\n\n\n<p><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">When you attempt to keep a mental picture of the letters, you are using <i>visual codes. <\/i>Another way you might try to remember the notes is by using <i>semantic codes. <\/i>In this way, you try to remember the letters by making sense of them. For example, if you wanted to remember the letters \u201cF,\u201d \u201cA,\u201d \u201cC,\u201d \u201cE,\u201d you might remember the word <i>face<\/i>. In this way, you have to remember only the word rather than the individual letters.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">2.<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">After information is encoded, it goes through the second memory process,<\/span><i style=\"mso-bidi-font-style: normal;\"><span style=\"color: windowtext; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"> <b>storage<\/b><\/span><\/i><b><span style=\"color: #00cdff; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">. <\/span><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">This is the process by which information is maintained over time. How much information is stored depends on how much effort was put into encoding the information and its importance. Information can be stored for a few seconds or for much longer. <b style=\"mso-bidi-font-weight: normal;\">Storage<\/b> is the maintenance of material saved in the memory system. It relates to the methods assumed to be involved in the retention of information. If the material is not stored properly, it cannot be recalled later.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">3.<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">The third memory process, <\/span><b><i style=\"mso-bidi-font-style: normal;\"><span style=\"color: windowtext; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">retrieval<\/span><\/i><\/b><b><span style=\"color: #00cdff; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">, <\/span><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">occurs when information is brought to mind from storage. The ease in which information can be retrieved depends on how efficiently it was encoded and stored (as well as on other factors, such as genetic background). <b style=\"mso-bidi-font-weight: normal;\">Retrieval<\/b> is a recovery process through which material stored in memory is brought into awareness and utilised. It is the process of recovering information from memory. This term is synonymously used with recall and remembering. There are three ways in which we recover information. These are recall, recognition and relearning.<\/span><\/p>\n\n\n\n<p><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Recall: <\/span><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">This depends upon active remembering of performances learned previously e.g. poem, routines thus exam questions require recall- we dig from memories.<b style=\"mso-bidi-font-weight: normal;\"><\/b><\/span><\/p>\n\n\n\n<p><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Recognition<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\"> This is where we are given a clue or shown on formation from which we can remember something learned previously.<\/span><\/p>\n\n\n\n<p><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Relearning<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\"> When something occurs after a lapse of time.<\/span><\/p>\n\n\n\n<p><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Note:<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\"> Memory consists of learning, retaining and remembering what was previously learned.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"LEARNING_AND_MEMORY\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">LEARNING AND MEMORY<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Memory is a term used to describe the activities of acquiring, retaining and recalling knowledge. Memory aids learning in that for one to be regarded to have learned, he or she should be able to retain and retrieve the stored information at the time it will be required. Memory is therefore a bank for learned information. Children who fail to tell what they have learned or fail to remember are said not to have learned.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">So far we have looked at some of the concepts and terms associated with memory as well as the definition of memory, let us now describe the three main types of memory.<\/span><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Types_of_memory_and_techniques_to_enhance_memory\"><\/span><span style=\"mso-bookmark: _Toc508489003;\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast;\">Types of memory and techniques to enhance memory<\/span><\/b><\/span><a name=\"_Toc508489003\"><\/a><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<h4 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"_Types_of_Memory\"><\/span><span style=\"mso-bookmark: _Toc508489004;\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;<\/span><\/span><\/span><\/b><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Types of Memory<\/span><\/b><\/span><span class=\"ez-toc-section-end\"><\/span><\/h4>\n\n\n\n<p><a name=\"_Toc508489004\"><\/a><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Like we have types of different things on earth, there are also different types of memory, each performing its own functions.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">There are three kinds of memory storage systems. These types of store-houses vary in terms of their functions and length of time information is retained (Atkinson and Shiffrin 1971). The following are the types;<\/span><\/p>\n\n\n\n<h5 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"a_Sensory_Memory_Register-_this_is_retrieval_of_information_by_the_various_sense_organs\"><\/span><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">a.<span style=\"mso-tab-count: 1;\">&nbsp;&nbsp; <\/span><b style=\"mso-bidi-font-weight: normal;\">Sensory Memory (Register)-<\/b> this is retrieval of information by the various sense organs.<\/span><span class=\"ez-toc-section-end\"><\/span><\/h5>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">&nbsp;<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">(i)<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Iconic memory<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">&#8211; ability of the eye to retain visual information after it has been presented.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">(ii)<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Echoic memory-<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">refers to the ability of the ear to retain information after it has been presented.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">(iii) <\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Semantic memory<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">&#8211; refers to how we store our knowledge of the world around us by encoding meanings not simply hard facts e.g. capital city of Zambia. Data source (Roger Davies $Peter <span style=\"mso-tab-count: 1;\">&nbsp; <\/span>Houghton (1995)<span style=\"mso-tab-count: 1;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">The information in the sensory memory register remains there for only a fraction of a second. Examples could be:<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: Symbol; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\"><span style=\"mso-list: Ignore;\">\u00b7<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Faces of people in the street, you do not remember them unless something special happens.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: Symbol; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\"><span style=\"mso-list: Ignore;\">\u00b7<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Hearing the sound of a twig snapping or a flash of lightening.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Could you think of other examples in our everyday life of how information is stored in the sensory memory register?<\/span><\/p>\n\n\n\n<h5 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"b_Short_Term_Memory_STM\"><\/span><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">b.<span style=\"mso-tab-count: 1;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><b style=\"mso-bidi-font-weight: normal;\">Short Term Memory<\/b> (STM)<\/span><span class=\"ez-toc-section-end\"><\/span><\/h5>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">The major function of the short term memory (STM) is to hold information long enough for processing. It holds information for 15 to 20 seconds. The STM enables you to grasp the meaning of a sentence even while you forget its precise words. It is designed to deal with information in the active state and at the conscious level. It is also called <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">\u2018operational memory\u2019<\/i><\/b> because it retains information called up for the more permanent long-term store.<\/span><\/p>\n\n\n\n<p><a name=\"bookmark16\"><\/a><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Buddley and Wilson (1985) described the STM as the working memory because it is the system in which decisions are made, problems solved and information is directed.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Information in STM is quickly lost unless placed through rehearsal and encoding in more permanent store. STM has limited capacity. It can contain approximately seven independent units of information.<\/span><\/p>\n\n\n\n<p><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Maintenance Rehearsal: <\/span><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">To keep information in short-term memory for more than a few seconds, you <span style=\"color: black;\">usually have to repeat the information to yourself or out loud. This is what psychologists mean by <\/span><b><span style=\"color: #00cdff;\">maintenance<\/span><\/b> <b><span style=\"color: #00cdff;\">rehearsal. <\/span><\/b><span style=\"color: black;\">When you look up a telephone number, for example, you can remember the seven digits long enough to dial them if you repeat them several times. If you are distracted or make a mistake in dialling, the chances are you will have to look up the number again. It has been lost from short-term memory. By using maintenance rehearsal (repeating the telephone number over and over again), you can keep the information longer in short-term memory.<\/span><\/span><\/p>\n\n\n\n<p><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Psychologists have measured short-term memory by seeing how long a participant can retain a piece of information without rehearsal. The experimenter shows the participant three letters, such as CPQ, followed by three numerals, such as 798, one second later. To prevent rehearsal, the participant has been instructed to start counting backward by threes and reporting the result in time with a metronome striking once per second. (A <i>metronome <\/i>is an instrument designed to mark exact time by a regularly repeated tick.) If the participant performs this task for only a short time, she or he will usually remember the letters. If kept from rehearsing for 18 seconds, however, recall will be no better than a random guess; the information is forgotten. Short-term memory lasts a bit less than 20 seconds without rehearsal.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">The moment you pay attention to information in sensory memory, that information enters short-term memory. Then that information remains in short-term memory for a few seconds. If you rehearse that information, it stays; if you do not, it disappears. Below is a representation of the process involved in memory.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">&nbsp;<\/span><\/p>\n\n\n\n<figure class=\"wp-block-image\"><a href=\"https:\/\/i0.wp.com\/blogger.googleusercontent.com\/img\/b\/R29vZ2xl\/AVvXsEgY16A2xuOZKAd8BuyQa-7juMl8GpNatZw_wmMb15YipJWWRYv-dNwGtFjJEL9VZUsMVb32XZ7wJQQFgALlNg8uST2BJOE7iTyGgbFLaT4O5VH6u0doP4FluaIl7an0qfGDgIdPg3eCF0UMLwJyL-yzsTU05lJ-OQD-t24jmqSBt_fxWDyqjBDMScsV\/s587\/The%20process%20involved%20in%20the%20memory.png?ssl=1\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/blogger.googleusercontent.com\/img\/b\/R29vZ2xl\/AVvXsEgY16A2xuOZKAd8BuyQa-7juMl8GpNatZw_wmMb15YipJWWRYv-dNwGtFjJEL9VZUsMVb32XZ7wJQQFgALlNg8uST2BJOE7iTyGgbFLaT4O5VH6u0doP4FluaIl7an0qfGDgIdPg3eCF0UMLwJyL-yzsTU05lJ-OQD-t24jmqSBt_fxWDyqjBDMScsV\/w640-h298\/The%20process%20involved%20in%20the%20memory.png?ssl=1\" alt=\"The process involved in the memory\" title=\"The process involved in the memory\"\/><\/a><\/figure>\n\n\n\n<div style=\"clear: both; text-align: center;\"><\/div>\n\n\n\n<p><b style=\"text-align: justify;\"><i><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Chunking: <\/span><\/i><\/b><span style=\"font-family: 'Times New Roman', serif; text-align: justify;\">Short-term memory is limited not only in its duration but also in its capacity. It can hold only about seven unrelated items. Suppose, for example, someone quickly reels off a series of numbers to you. You will be able to keep only about seven or eight of them in your immediate memory. Beyond that number, confusion about the numbers will set in. The same limit is there if the unrelated items are a random set of words. We may not notice this limit to our capacity because we usually do not have to store so many unrelated items in our immediate memory. Either the items are related (as when we listen to someone speak), or they are rehearsed and placed in long-term memory.<\/span><\/p>\n\n\n\n<p><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">The most interesting aspect of this limit, discovered by George Miller (1956), is that it involves about seven items (plus or minus two items) of any kind. Each item may consist of a collection of many other items, but if they are all packaged into one chunk, then there is still only one item. Thus we can remember about seven unrelated sets of initials, such as COMSAT, DDT, SST, or the initials of our favorite radio stations, even though we could not remember all the letters separately. This is referred to as <\/span><b><span style=\"color: #00cdff; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">chunking <\/span><\/b><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">because we have connected, or chunked, them together; in other words, DDT is one item, not three.<\/span><\/p>\n\n\n\n<p><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">One of the tricks of memorizing a lot of information quickly is to chunk together the items as fast as they come in. If we connect items in groups, we have fewer to remember. For example, we remember new phone numbers in two or three chunks (555-6794 or 555-67-94) rather than as a string of seven digits (5-5-5-6-7-9-4). W<\/span><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">e use chunking to remember visual as well as verbal inputs.<\/span><\/p>\n\n\n\n<p><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Even with chunking, storage in short-term memory is only temporary. Information is available, generally, for less than 20 seconds and no more than 30 seconds, assuming no rehearsal has occurred. After that, it is part of the long-term memory, or it is lost. Short-term memory contains information that is of possible interest. Information worth holding on to must be rehearsed with the intent to learn in order to transfer it to long-term memory. Rehearsal without intent to learn yields no transfer.<\/span><\/p>\n\n\n\n<p><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">The Primacy-Recency Effect: <\/span><\/b><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Read the grocery list at the right. Immediately after reading this list, write down as many of the items as you can. Which terms did you remember? The <i>primacy-recency <\/i>effect refers to the fact that we are better able to recall information presented at the beginning and end of a list. Most likely, you remembered the first four or five items in the list because you had more time to rehearse them. This is the <i>primacy effect<\/i>. You may have also recalled the last four or five items in the list because they were still accessible in short-term memory. This is the <i>recency effect<\/i>. However, you may have forgotten the middle items in the list. When trying to remember the middle items in a list, such as this one, your attention is split between trying to remember previous items and trying to rehearse new ones.<\/span><\/p>\n\n\n\n<p><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Working Memory: <\/span><\/b><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Short-term memory is also called <i>working memory. <\/i>Working memory serves as a system for processing and working with current<i> <\/i>information. Working memory includes both short-term memory<i> <\/i>(events that just occurred) and information stored in long-term memory, now recalled for current information.<i><\/i><\/span><\/p>\n\n\n\n<p><a name=\"bookmark18\"><\/a><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">C.<span style=\"mso-tab-count: 1;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span>Long term memory (LTM)<\/span><\/b><b style=\"mso-bidi-font-weight: normal;\"><\/b><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">This is a virtually permanent storage facility. Long-term memory refers to the storage of information over extended periods of time. Once information has been transferred from the STM to LTM, it remains there. It is the system of holding information n received minutes, days or years ago or since childhood. <\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Information in LTM is not stored like a piece of paper in a filing cabinet; it is stored according to categories or features. You reconstruct what you must recall when you need it. When you say a friend has a good memory, you probably mean he or she can recall a wide variety of information accurately. The capacity of long-term memory appears to be limitless. Long-term memory contains representations of countless facts, experiences, and sensations. You may not have thought of your childhood home for years, but you can probably still visualize it.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Human memory is usually compared to a computer; however, unlike a computer, people can never fill their long-term memories so full that there is no room left for storage. In addition to this, <b><i>the<\/i><\/b> <b><i>capacities of sensory memory and short-term memory differ, as shown in the following table.<\/i><\/b><\/span><\/p>\n\n\n\n<p>&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image\"><a href=\"https:\/\/i0.wp.com\/blogger.googleusercontent.com\/img\/b\/R29vZ2xl\/AVvXsEgk_OoTsPA_ivZufsrJmArW1teYGD6J7C4EAjStoITgvVS8Dq5SwJUIb0aIGmCGWSAoQk6xvGdT2cvjx12bt7QphJsMivESfGzGQBhh0kw7l4C5Qz3_Djq3xeOECXs3_s8aqSjtNV2BOCIME8KNsdTY4x0cURFYOJ4-e7STQBvrGGcnDVlOd1DI7OoC\/s620\/The%20capacities%20of%20sensory%20memory%20and%20short-term%20memory.png?ssl=1\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/blogger.googleusercontent.com\/img\/b\/R29vZ2xl\/AVvXsEgk_OoTsPA_ivZufsrJmArW1teYGD6J7C4EAjStoITgvVS8Dq5SwJUIb0aIGmCGWSAoQk6xvGdT2cvjx12bt7QphJsMivESfGzGQBhh0kw7l4C5Qz3_Djq3xeOECXs3_s8aqSjtNV2BOCIME8KNsdTY4x0cURFYOJ4-e7STQBvrGGcnDVlOd1DI7OoC\/w640-h236\/The%20capacities%20of%20sensory%20memory%20and%20short-term%20memory.png?ssl=1\" alt=\"The capacities of sensory memory and short-term memory\" title=\"The capacities of sensory memory and short-term memory\"\/><\/a><\/figure>\n\n\n\n<div style=\"clear: both; text-align: center;\"><b><\/b><\/div>\n\n\n\n<p><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Types of Long-Term Memory: <\/span><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">For almost a century, the study of memory focused on how long information was stored for usage. Then a Canadian psychologist, Endel Tulving (1972), proposed that we have two types of memory. <\/span><\/p>\n\n\n\n<p><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Semantic memory <\/span><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">is our knowledge of language, including its rules, words, and meanings. We share that knowledge with other speakers of our language. <\/span><\/p>\n\n\n\n<p><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Episodic memory <\/span><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">is our memory of our own lives, such as when we woke up this morning. Stored here are personal things where the time of occurrence is important. Everyone\u2019s episodic memory is unique. L.R. Squire (1987) proposed a related model of memory. <\/span><\/p>\n\n\n\n<p><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Declarative<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\"> <b>memory <\/b>involves both episodic and semantic memory. This is information you call forth consciously and use as you need it. <\/span><\/p>\n\n\n\n<p><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Procedural memory<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\"> does not require conscious recollection to have past learning or experiences impact our performance. One form of procedural memory involves <i>skills,<\/i> learned as we mature, including both complex skills such as swimming or driving a car and simple skills such as tying a tie. As we gain a skill, we gradually lose the ability to describe what we are doing. Other types of procedural memory, such as fear of bugs, include habits and things learned through classical conditioning.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Contents in the LTM have been worked upon and put into meaningful or associative terms-i.e. the contents have been coded-this is called retention. LTM has an infinite capacity, dependent only upon the efficiency of the coding and organisation process of an individual. Below is a representation of the process involved in memory.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Recall_or_rehearsal\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Recall or rehearsal<\/span><\/i><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><a style=\"margin-left: auto; margin-right: auto;\" href=\"https:\/\/i0.wp.com\/blogger.googleusercontent.com\/img\/b\/R29vZ2xl\/AVvXsEhaq4trSitPRer4CYM92n85u4gapvh68tzn0-d2rBYSdXfX4xr0SqbhoIhv2Ys1Xs2eQ2VaQrwE4GTqVD4ulAvEgZP_27d46yvD73P5E_eueECaXFLsx-4KUA6BFI4XQzktfyRzfu9RJJtpPT1vquIfarM0klYx9bHlXmIBPdoU6lHDVYoEPOUBPNYW\/s945\/Recall%20or%20rehearsal.png?ssl=1\"><img data-recalc-dims=\"1\" fetchpriority=\"high\" decoding=\"async\" title=\"Recall or rehearsal\" src=\"https:\/\/i0.wp.com\/blogger.googleusercontent.com\/img\/b\/R29vZ2xl\/AVvXsEhaq4trSitPRer4CYM92n85u4gapvh68tzn0-d2rBYSdXfX4xr0SqbhoIhv2Ys1Xs2eQ2VaQrwE4GTqVD4ulAvEgZP_27d46yvD73P5E_eueECaXFLsx-4KUA6BFI4XQzktfyRzfu9RJJtpPT1vquIfarM0klYx9bHlXmIBPdoU6lHDVYoEPOUBPNYW\/w640-h198\/Recall%20or%20rehearsal.png?resize=640%2C198&#038;ssl=1\" alt=\"Recall or rehearsal\" width=\"640\" height=\"198\" border=\"0\" data-original-height=\"291\" data-original-width=\"945\"><\/a><\/td><\/tr><tr><td><b style=\"text-align: justify;\"><i><span style=\"font-family: 'Times New Roman', serif;\">Source: Denis Child (1997:153)<\/span><\/i><\/b><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"_Enhancing_memory\"><\/span><span style=\"mso-bookmark: _Toc508489005;\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"color: windowtext; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;<\/span><\/span><\/span><\/b><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"color: windowtext; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast;\">Enhancing memory<\/span><\/b><\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">We cannot learn anything if we could not remember. Good teaching helps in remembering and bad teaching helps forgetting. If we are to help our pupils to remember what we teach them, we need to teach them by good teaching methods that would help them remember. Techniques for improving memory are based on efficient organisation of the things you learn and on chunking information into easily handled packages.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><b><span style=\"color: windowtext; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp; <\/span>(a)<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b><span style=\"color: windowtext; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Use of Meaningfulness and Association: <\/span><\/b><span style=\"color: windowtext; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">A more efficient way of remembering new information involves <b>elaborative rehearsal. <\/b>In this method, you relate the new information to what you already know. The more meaningful something is, the easier it will be to remember. For example, you would be more likely to remember the six letters DFIRNE if they were arranged to form the word FRIEND. Similarly, you remember things more vividly if you associate them with things already stored in memory or with a strong emotional experience. The more categories a memory is indexed under, the more accessible it is. If an input is analysed and indexed under many categories, each association can serve as a trigger for the memory.&nbsp;<\/span><\/p>\n\n\n\n<p><span style=\"color: windowtext; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">If you associate the new information with strong sensory experiences and a variety of other memories, any of these stimuli can trigger the memory. The more senses and experiences you use when trying to memorise something, the more likely it is that you will be able to retrieve it, a key to improving memory. In addition, how you originally learn or remember something influences how readily you recall that information later. If a bit of information is associated with a highly emotional event or if you learned this bit of information in the absence of <a href=\"https:\/\/support.centreforelites.com\/en\/theories-of-forgetfulness\/\">interference<\/a>, you will more easily recall that information because of the strength of that memory.<b><\/b><\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><b><span style=\"color: windowtext; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp; <\/span>(b)<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b><span style=\"color: windowtext; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Mnemonic Devices<\/span><\/b><span style=\"color: windowtext; font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">: Techniques for using associations to memorise information are called <b>mnemonic devices. <\/b>The ancient Greeks memorized speeches by mentally walking around their homes or neighbourhoods and associating each line of a speech with a different spot, called the Method of Loci. Once they made the associations, they could recall the speech by mentally retracing their steps and picking up each line. The rhyme we use to recall the number of days in each month (\u201cThirty days has September\u201d) is a mnemonic device. In the phrase \u201cEvery Good Boy Does Fine,\u201d the first letters of the words are the same as the names of the musical notes on the lines of a staff (E, G, B, D, and F).<b><\/b><\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Another useful mnemonic device is to form mental pictures. Suppose you have trouble remembering <span style=\"color: black;\">the authors and titles of books or which artists belong to which schools of painting. To plant the fact in your mind that John Updike wrote <i>Rabbit, Run, <\/i>you might picture a RABBIT RUNning UP a DIKE. To remember that Picasso was a Cubist, picture someone attacking a giant CUBE with a PICKAX, which sounds like Picasso (Lorayne &amp; Lucas, 1974). Mnemonic devices are not magical. Indeed, they involve extra work; making up words, stories, and so on. The very effort of trying to do this, however, may help you remember things.<\/span><\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp; <\/span>(c)<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Motivation<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">&#8211; We must stimulate the curiosity of the learners by providing interesting activities from which learners can ask. This helps pupils to have the desire to learn and pay attention, revise etc. Reward pupils in order to develop values and positive attitudes towards learning.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp; <\/span>(d)<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Teaching from experience or known to unknown\/. <\/span><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">This helps remembering and learning.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp; <\/span>(e)<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Use of simple language<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">&#8211; words that pupils can understand not difficulty ones.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp; <\/span>(f)<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Practice\/revision<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"> &#8211; in using new knowledge is essential for remembering what has been learned e.g. maths multiplication and division may need practice after teaching.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp; <\/span>(g)<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Repetition-<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">that teachers should ensure that their pupils repeat what they have learned e.g. poems, word meanings, rhythmic teaching though there is a danger in its use word meaning is not taken by pupils e.g. instead of pupils rhyming <i style=\"mso-bidi-font-style: normal;\">\u201cweak and sinful though we be\u201d <\/i>pupils may say <i style=\"mso-bidi-font-style: normal;\">\u201c we can sing, full though we be\u201d <\/i>For similar reasons, a good way to protect memory from <a href=\"https:\/\/support.centreforelites.com\/en\/theories-of-forgetfulness\/\">interference<\/a> is to over-learn it, i.e. to keep on rehearsing it even after you think you know it well. Another way to prevent <a href=\"https:\/\/support.centreforelites.com\/en\/theories-of-forgetfulness\/\">interference<\/a> while learning new material is to avoid studying similar material together. Instead of studying history right after political science, study biology in between. Still, another method is to space out your learning. Trying to absorb large amounts of information at one sitting results in a great deal of <a href=\"https:\/\/support.centreforelites.com\/en\/theories-of-forgetfulness\/\">interference<\/a>. It is far more effective to study a little at a time, called <i>distributed practice<\/i>.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp; <\/span>(h)<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Frequent testing\/revision-<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"> helps the same way repetition does it. Children should be taught to test themselves also so that they discover what they have learned.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp; <\/span>(i)<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Using teaching and learning aids<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">&#8211; children should also make and draw such things for good remembering to take place.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp; <\/span>(j)<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Context learning<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">-refers to the place in which teaching and learning is taking place e.g. colours, noise, lighting etc. Memory is more effective when the conditions of recall are identical at the time of learning.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp; <\/span>(k)<span style=\"font: 7.0pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">Serial learning<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB;\">&#8211; the teacher should look at the logical presentation of ideas and their organisation e.g. introduction; body; conclusion. Emphasis should be put at every stage to enhance learning.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Above all, children cannot remember well what they have learned if they are hungry, sick and bored. A healthy body is necessary as an alert mind for all kinds of learning. Having enough sleep is vital for health memory.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Memory can be defined as the process by which people encode, store and retrieve information. 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