The recall involves remembering a fact, event, or object, and requires the direct uncovering of information from memory, e.g., remembering the name of a recognized person, fill in the blank questions. Recognition is the association of an event or object which one previously experienced or encountered and involves a process of comparison of information with memory, e.g., recognizing a known face, true/false or multiple choice questions. This occurs through recognition or recall. Retrieval is the process of accessing the stored information. This is the process of consolidation, the stabilizing of a memory trace after its initial acquisition. The more the information is repeated or used, the more likely it is to be retained in long-term memory (which is why, for example, reinforcement of the concepts learned is important when designing a learning program). Storing the information involves both quantitative (the duration of retention) and qualitative (the fidelity of retention) aspects.ĭepending on the duration of retention, there are 2 levels of memory:īoth of these act as filters that protect our brain from the unbelievable amount of information we encounter on a daily basis. As long as the information is stored, it is permanently transformed, reorganized, and included in new links even if the subject is not fully aware of the process. Just as with encoding, storing is an active and selective process. Storing is the second process that makes it possible to preserve encoded information. Motivation, interests, and disposition are critical to the encoding process, which is why, as Instructional Designers, we spend a lot of time defining "What’s in it for me?" for all training programs. Subjective factors can include elements such as the learner’s state of rest or fatigue, health, or illness.
Depending on these particularities, the encoding process may be stimulated or inhibited. Temperature, humidity, noise, affection, socio-emotional climate, etc., are just a few environmental factors. The place occupied by the information in the structure of the content that is, at the beginning, middle, or end of the material (information placed at the beginning and at the end tends to be stored more easily than that placed in the middle).Įnvironmental factors, although not always considered important, are significant to the memorization process.The degree of organization of the material (the better organized, the easier the encoding).The volume of the material (the greater the volume, the more difficult the encoding).Related to variables in effect when encoding takes place. Related to the conditions under which the encoding takes place. Related to the type of material to be encoded. There are 3 types of factors that can influence encoding efficiency: It is an active and selective process that depends on a number of factors. The efficiency of learning, in general, depends on the efficiency of the encoding process. Re-accessing information from the past which has been encoded and stored.Įncoding is the first process that the human memory puts in operation. Maintaining the encoded information in memory. Transforming information into a form that can be stored in memory. There are 3 main processes involved in human memory: Memory is related to learning but should not be confused with learning. Memory is an active, subjective, intelligent reflection process of our previous experiences. Memory has a fundamental role in life, reflecting the past as the past, and offering the possibility of reusing all past and present experiences, as well as helping to ensure continuity between what was and what was going to be. It is our ability to encode, store, retain, and then recall information and past experiences. Memory is the superior (logical or intellectual) cognitive process that defines the temporal dimension of our mental organization.
#VOCABULARY CONCENTRATION MEMORY IN COMPREHENSIVE LISTENING SERIES#
This article series addresses some of the more basic concepts of memory and learning and their application in real life learning design. As a learning professional, I rely on brain science to ensure the efficiency of the programs I design. Understanding how one thinks, remembers, and acts are extremely complex.
The human brain has fascinated me since I was a child. What Is The Actual Role Of Memory In Learning?
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