How do we remember? Dirksen Chapter 4

This chapter brings up important distinctions in memory and processing and their implications for learning. Memories are formed based on the context and type of information. Humans are active sense makers, not merely robots that regurgitate information. Dirksen brought up an important point that memories interact with other existing information the learner may have, and that is why it is important to assess prior knowledge. Memory formation is an essential process to learning, and if we can understand how people remember we can effectively build on those memories to create new knowledge structures. Dirksen describes the different types of memories and how they can impact learning:

• Sensory- first filter of memory, what you pay attention to at the present moment.
• Short-term:thoughts that are held in your working memory long enough to take action
• Long-term: information you keep for a while

Within sensory memory, a phenomenon called habitation happens. It is when you get used to something so you no longer respond to it. When thinking of designing learning environments it is important to consider this. Consistency can be useful, but too much consistency or providing consistency, where you actually want to draw your learners attention to can be bad. The use of variability can be helpful, but you have to use it in a meaningful way.

Short-term memory or also referred to as working memory is where most of the learners attention is focused when engaged in a learning activity. However, this memory is limited and people can only store so much information at once. There are techniques that can help people hold more in their working memory. Techniques like chunking, and storytelling can help people make sense of and remember important information.

Long-term memory is reinforced by practice, but that practice should be situated in real-life contexts. The more varied the context, the more ways the learner will make connections with what they already know. They will have more flexible knowledge structures rather than more rote responses.