Memory and Memory Goals in Learning

Often, educational reformers will talk with some derision about the role of memory in education. All students are expected to do is memorize and regurgitate. Although that defines much of modern schooling – memorize for another test – remembering information is critical for the purposes of learning. So, this post is the first about memory and will focus on common views of memory and what we want from memory in terms of learning. I’ll be relying heavily on the thinking of Robert Bjork here, because he’s a real expert (in my eyes)

Our common sense view of memory is that memory is like this:

…past experiences of differing duration and intensity leave impressions or traces in the brain that are like footprints of differing depths in the sand. And such traces or footprints are subject to blurring over time, becoming harder to read as a function of retention interval and intervening event (Bjork 1994).

We just know that this explains what memory is from our own, subjective experiences. Memories are encoded much the same as sounds or pictures are laid down on a tape, or bits are aligned in a memory stick or hard drive. Over time, the tape corrodes or the bits get jumbled, and it becomes harder and harder to pull a real memory out of the fog. Footprints in the sand, slowly being washed away.

Common sense memory is the memory that is worked with in education. If memories are like footprints in the sand, just keep going over and over the beach (drill and drill), and the footprints get harder and harder to wash away.

Unfortunately, for generations of students, that’s not exactly how memory is structured. The table below illustrates just how complicated memory really is, according to memory researchers. These distinctions can be confusing to understand, especially when you consider that they don’t really stand alone, but often overlap in what they are and what they do.

Short-term                       <->                      Long-term

Semantic                          <->                      Episodic

Declarative                      <->                      Procedural

Stimulus driven               <->                      Conceptually Driven

Explicit                             <->                      Implicit

Controlled                       <->                      Automatic Processes

In a future post, I’ll walk you through the pairs that are critical to formal learning so you can get a flavor of exactly how memory is structured and works. But first, we have to go over the goals of education – as far as memory is concerned.

Memory Goals

The primary goals of formal learning should be long term goals (as far as memory goes). The first of these goals should be that the knowledge and skills acquired during the learning process should be stable and durable. This information, or knowledge (information that has been transformed into a usable form) should be available at the end of the learning cycle (pass the test memory). However, it should also be available long afterward when what has been learned in the formal setting might be useful in some real world setting. Knowing how to multiply fractions in a kitchen when altering a recipe is important, however formal education is usually only interested in a learner’s ability to pass a test (the first problem of transference – having the information available).

A secondary (but vitally important) long-term goal of learning is that the knowledge and skills learned should be able to survive long periods of time when the knowledge or skills are not used, and be able to be recalled in a useful state when needed. It is frustrating to know that you once knew how to do something, but can’t really remember how to use that knowledge to solve your present problem. Although this should be a goal in formal learning, it is a very difficult one to manage.

The final long term memory goal that we have is the need to produce and have available a mental representation of the knowledge or skill that allows for flexible access to that information in different settings. This is the second problem of transference – being able to recognize that something you learned in a different context might be useful in the context you currently find yourself. Having a theoretical understanding of a lever doesn’t help if you don’t recognize when it might be useful to use that knowledge. This aspect of transference is one of the most difficult challenges for any kind of formal learning. Educators can (and should) provide examples of when what has been learned might be useful, but it would be impossible to provide a list (to be memorized and tested – of course) of every instance when a person might need to add some numbers together. Instead, what is hoped, is that a learner will master the skill of addition, and also recognize every instance in their lives when addition will help solve a current problem. Seems simple enough, but transference is one of the most challenging aspects of formal education.

Which brings us to our final question before exploring how memory actually works. What is it that we really want memory to do? When we answer that question, we are prepared to consider how memory works, and how we can work with memory to get it to do what we want it to. I believe that we want memory to store knowledge and skills that are available for retrieval whenever that knowledge or skill is needed in a situation or to solve a problem. We also want to be able to recognize when any knowledge or skill is appropriate to apply to that situation or problem.

This is a big ask, and difficult to achieve in any setting. However, formal education should at least pay lip-service to some of these goals. Instead, when in formal education, memory is almost exclusively something that is used to pass tests. In the next couple of blog posts, I’ll go over the structure and function of memory, and how we could alter teaching to meet at least some of these goals.


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