In the first article by Schraw & McCrudden (2013), the authors address sensory, working, and long-term memory as well as the importance of understanding how memory and information processing affects instruction. Sensory memory is limited and holds information very briefly. It is important for the sensory memory to work as a screen for the most important incoming information. The information processing involved in sensory memory is an unconscious process but there is some sensory information that gets sent to the working memory because it is relevant to the person. Working memory is a short-term memory process that typically works to find meaning within the sensory stimuli. If information is rehearsed within the working memory, it is retained longer. Ormrod, Schunk, & Gredler (2009) also state that, "once a stimulus is attended to and perceived, it is transferred to WM or STM" (p. 67). The article explains Baddeley's 2001 model with three components to working memory process: the executive control system, the articulatory loop, and the visual-spatial sketch pad. These three components work to make sense of information to either be rehearsed and sent to long-term memory or deleted from memory because the information will not be needed. When processing reaches long-term memory, it is encoded for the purpose of retrieval. Ormrod, Schunk, & Gredler (2009) also mention Baddeley's model while discussing encoding specificity, "In this view, the best retrieval occurs when retrieval cues match those present during learning" (p. 83). While utilizing all of the memory processes, the article explains that learners need to be able to have basic skills learned to automaticity in order for regular information processing to become more efficient. Schraw & McCrudden state that, "All effective learners draw from a repertoire of learning strategies in a flexible manner" (para. #20).
In the second article by Richards (2008), the author describes the memory process and how to make learning stick. Richards' article is similar to the last in that it describes the flow of memory from sensory to short-term memory to long-term memory. The article contains a figure of the memory process schema that demonstrates how memories are funneled and filtered through the process, keeping information that is deemed important and discarding information that is deemed unnecessary. The article also describes strategies that can be utilized during the learning process in order to make the process meaningful and allow for better memory and recall, concentrating on RIP: repetition, imagery, and patterns. In the first part, repetition, the author points out the importance of rehearsing information in order to help move information from temporary storage to a more permanent memory storage. The interesting aspect that this author points toward in rehearsal is that the rehearsal must provide interest to the learner using elements like humor or music, or the learner may become bored in the process, similar to when a computer enters screen saver mode. With imagery, the learner can use both visual and motor images in order to create meaning and retain information. Visual images may include mnemonics, graphs, and diagrams. Richards (2008), points out that, "Because brains remember information that forms a memorable pattern, visual organizers are extremely useful" (para. #25). Motor images may involve movements in order to create a picture of the information, such as air drawing letters or using hand symbols to represent information. The article gives an example of learning to ride a bicycle and creating a muscle memory of the process that is remembered later, no matter how long it has been since the person has actually ridden a bicycle. Ormrod, Schunk, and Gredler (2009) also describe riding a bicycle in relationship to memory as a type of procedural memory, "stored gradually--often with extensive practice--and may be difficult to describe" (p. 69). Richards says, "Neurons that fire together, wire together" (para. #29). In the last part, patterns, the author describes how patterns help the brain organize information in storage, working to find prior knowledge for which to match new information. The author again points to the use of humor, music, and rhyming in creating patterns for memory storage.
Overall, both articles describe similar processes with memory and learning as well as how learners make information meaningful in order to recall the information later. An instructional designer needs to understand how memory works so that training is designed in ways to help learners sort information and create meaningful connections that encourage long-term memory retention of material, no matter how diverse the participants. The design is successful when the participants are able to successfully utilize and apply the material from training through correct and appropriate application of the information.
Resources
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate
Custom Edition). New York: Pearson.
Richards, R. (2008). Making it stick: Memorable strategies to enhance learning. Retrieved
Schraw, G., & McCrudden, M. (2013). Information processing theory. Retrieved
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