Memory

Memory refers to the processes that are used to acquire, store, retain, and later retrieve
information. There are three major processes involved in memory: encoding, storage, and
retrieval.
Human memory involves the ability to both preserve and recover information we have learned or
experienced. As we all know, however, this is not a flawless process. Sometimes we forget or
misremember things. Sometimes things are not properly encoded in memory in the first place.
Memory problems can range from minor annoyances like forgetting where you left your car keys
to major diseases, like Alzheimer's and other kinds of dementia, that affect the quality of life and
the ability to function.
The study of human memory has been a subject of science and philosophy for thousands of years
and has become one of the major topics of interest
Learning
Learning is “a process that leads to change, which occurs as a result of experience and increases
the potential for improved performance and future learning” (Ambrose et al, 2010, p.3). The
change in the learner may happen at the level of knowledge, attitude or behavior. As a result of
learning, learners come to see concepts, ideas, and/or the world differently.
Learning is not something done to students, but rather something students themselves do. It is the
direct result of how students interpret and respond to their experiences.
While there are disciplinary differences in what students learn, it is important to keep in mind
that learning content or information constitutes only one part of learning in university courses.
Regardless of the field of study, students need to have significant opportunities to develop and
practice intellectual skills/thinking processes (e.g. problem-solving, scientific inquiry), motor
skills and attitudes/values that are important to their fields of study. In addition, students need
opportunities to develop interpersonal and social skills (often referred to as soft skills) that are
important for professional and personal success. Examples of these skills include teamwork,
effective communication, conflict resolution and creative thinking. As teaching assistants and
instructors, we need to keep in mind that there is much more to learning than content and that we
should pay attention not only to the content but also to thinking processes and other types of
learning.
Relationship between Learning and memory
Learning and memory are closely related concepts. Learning is the acquisition of skill or
knowledge, while memory is the expression of what you’ve acquired. Another difference is the
speed with which the two things happen. If you acquire the new skill or knowledge slowly and
laboriously, that’s learning. If acquisition occurs instantly, that’s making a memory.
Learning and memory are closely related. In fact, it is believed our memory is an essential
component for the ability to learn.
Learning involves the accumulating, modifying, reinforcing, existing of new knowledge or skills,
typically through the integration of information. Whereas memory is essentially the process
through which information is encoded, consolidated and retrieved. By this definition we can
infer that any information we learn should be consolidated by the hippocampus for our long-term
memory, where it then relocates elsewhere in the brain for ‘storage’ and easy retrieval. If this
does not occur, by implication, no information was learned.
We can break it down to see what I mean. When our brain receives sensory input, which can be
visual information, auditory vibrations, odor molecules, touch sensations, etc. it converts the
mechanical stimuli into neural-chemical activity. This neural-chemical activity is what we would
call a sensory memory at first; the more attention you give the sensory memory, the likelier it
will be that it gets ‘transferred’ to short-term memory. Consistent practice of or exposure to the
stimuli, also known as maintenance rehearsal, is critical to increasing the chances of the short-
term memory then becoming a long-term memory. If you don’t repeat or attend to the stimuli
enough, your brain categorizes the information as unimportant and the network of neural
connections that constitute a memory disintegrates. This information then becomes “lost” or,
more accurately, irretrievable because not enough active recollection of the information was
performed.
in everyday context, terms such as learning and memory are often used, incorrectly so, as
antonyms. All too often, I hear teachers say, “You need to learn the information! Don’t just
memorize, understand it
But learning, understanding and memorizing are all a part of the same process. In the absence of
memory, you would not be able to remember any of the sensory information because neither
conversion of the stimuli into neural activity nor consolidation of the information would be
taking place. Thus, what does it mean to understand a concept, if it is not embedded into our
system?
It explains why someone suffering from chronic amnesia struggles with the act of learning. They
may be able to intake new information and retain it temporarily, but they will ultimately forget it.
Learning in the work of non-examination classes that have been forced to stay and learn form
due to the coronavirus pandemic.
Practice reinforces learning, learning by doing allows the learners to be able to recall what they
learnt through experiments and other practical activities. That is experience based leaning or
hands-on type of learning. In Zambia, students are forced to stay home and wait for the when the
government will allow them to open but as they stay home they have less chances to practice
what they might be learning either on e-learning or by themselves. In the end they theories that
they learn online can stay in memory for a very long period.
Poor learning methods leads to poor memory in a particular topic or lesson. Luck of good
instructions, luck of visual aids, can affect learners as some students understand properly when
there is a use of visual aids, same applies to audio aids. Zambia as a poor country lack
technological material that can make as student attend a lesson like he/she is in the classroom.
Due to this, learners cannot remember much (or nothing) of the lesson learnt online.
Motivation and participation of learner, Learners need to be motivated to participate in a lesson
so that they can feel part of the lesson or class and develop a sense of belonging. Motiving
learners in learning triggers the memory, which is the ability of being able to remember or recall
what they learnt or the skills and knowledge they acquired. For example, Zambia the non-
examination classes that are learning online lack a way to participate in a lesson or can
participate but the teacher can’t give even see them to answer their questions or may not answer
the questions efficiently.
Points cannot be clarified clearly in an online classroom, a number of learners may be logged in
for the lesson and most of them may be behind on certain points, so when the teacher clarifies it
may not be clear enough of may not make sense that may result in poor memory organization. It
becomes hard to understand what to remember and how to remember.
Conclusion
Although learning and memory are closely related, there are still fundamental differences
between them, and hopefully, by reading this article, you've gained a better understanding of
what sets them apart. Importantly, you've also gained an understanding of how learning and
memory can affect our perceptions of others and what you can do to keep growing as a person.
Although everyone has different learning styles and memories, we can all connect to people and
the world around us in healthy, fulfilling ways. All you need are the right tools and you can
begin today.

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