importance of memory essay

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• How Memory Works

Memory is the ongoing process of information retention over time. Because it makes up the very framework through which we make sense of and take action within the present, its importance goes without saying. But how exactly does it work? And how can teachers apply a better understanding of its inner workings to their own teaching? In light of current research in cognitive science, the very, very short answer to these questions is that memory operates according to a "dual-process," where more unconscious, more routine thought processes (known as "System 1") interact with more conscious, more problem-based thought processes (known as "System 2"). At each of these two levels, in turn, there are the processes through which we "get information in" (encoding), how we hold on to it (storage), and and how we "get it back out" (retrieval or recall). With a basic understanding of how these elements of memory work together, teachers can maximize student learning by knowing how much new information to introduce, when to introduce it, and how to sequence assignments that will both reinforce the retention of facts (System 1) and build toward critical, creative thinking (System 2).

Dual-Process Theory

Think back to a time when you learned a new skill, such as driving a car, riding a bicycle, or reading. When you first learned this skill, performing it was an active process in which you analyzed and were acutely aware of every movement you made. Part of this analytical process also meant that you thought carefully about why you were doing what you were doing, to understand how these individual steps fit together as a comprehensive whole. However, as your ability improved, performing the skill stopped being a cognitively-demanding process, instead becoming more intuitive. As you continue to master the skill, you can perform other, at times more intellectually-demanding, tasks simultaneously. Due to your knowledge of this skill or process being unconscious, you could, for example, solve an unrelated complex problem or make an analytical decision while completing it.

In its simplest form, the scenario above is an example of what psychologists call dual-process theory. The term “dual-process” refers to the idea that some behaviors and cognitive processes (such as decision-making) are the products of two distinct cognitive processes, often called System 1 and System 2 (Kaufmann, 2011:443-445). While System 1 is characterized by automatic, unconscious thought, System 2 is characterized by effortful, analytical, intentional thought (Osman, 2004:989).

Dual-Process Theories and Learning

How do System 1 and System 2 thinking relate to teaching and learning? In an educational context, System 1 is associated with memorization and recall of information, while System 2 describes more analytical or critical thinking. Memory and recall, as a part of System 1 cognition, are focused on in the rest of these notes.

As mentioned above, System 1 is characterized by its fast, unconscious recall of previously-memorized information. Classroom activities that would draw heavily on System 1 include memorized multiplication tables, as well as multiple-choice exam questions that only need exact regurgitation from a source such as a textbook. These kinds of tasks do not require students to actively analyze what is being asked of them beyond reiterating memorized material. System 2 thinking becomes necessary when students are presented with activities and assignments that require them to provide a novel solution to a problem, engage in critical thinking, or apply a concept outside of the domain in which it was originally presented.  

It may be tempting to think of learning beyond the primary school level as being all about System 2, all the time. However, it’s important to keep in mind that successful System 2 thinking depends on a lot of System 1 thinking to operate. In other words, critical thinking requires a lot of memorized knowledge and intuitive, automatic judgments to be performed quickly and accurately.

How does Memory Work?

In its simplest form, memory refers to the continued process of information retention over time. It is an integral part of human cognition, since it allows individuals to recall and draw upon past events to frame their understanding of and behavior within the present. Memory also gives individuals a framework through which to make sense of the present and future. As such, memory plays a crucial role in teaching and learning. There are three main processes that characterize how memory works. These processes are encoding, storage, and retrieval (or recall).

• Encoding . Encoding refers to the process through which information is learned. That is, how information is taken in, understood, and altered to better support storage (which you will look at in Section 3.1.2). Information is usually encoded through one (or more) of four methods: (1) Visual encoding (how something looks); (2) acoustic encoding (how something sounds); (3) semantic encoding (what something means); and (4) tactile encoding (how something feels). While information typically enters the memory system through one of these modes, the form in which this information is stored may differ from its original, encoded form (Brown, Roediger, & McDaniel, 2014).

• Retrieval . As indicated above, retrieval is the process through which individuals access stored information. Due to their differences, information stored in STM and LTM are retrieved differently. While STM is retrieved in the order in which it is stored (for example, a sequential list of numbers), LTM is retrieved through association (for example, remembering where you parked your car by returning to the entrance through which you accessed a shopping mall) (Roediger & McDermott, 1995).

Improving Recall

Retrieval is subject to error, because it can reflect a reconstruction of memory. This reconstruction becomes necessary when stored information is lost over time due to decayed retention. In 1885, Hermann Ebbinghaus conducted an experiment in which he tested how well individuals remembered a list of nonsense syllables over increasingly longer periods of time. Using the results of his experiment, he created what is now known as the “Ebbinghaus Forgetting Curve” (Schaefer, 2015).

Through his research, Ebbinghaus concluded that the rate at which your memory (of recently learned information) decays depends both on the time that has elapsed following your learning experience as well as how strong your memory is. Some degree of memory decay is inevitable, so, as an educator, how do you reduce the scope of this memory loss? The following sections answer this question by looking at how to improve recall within a learning environment, through various teaching and learning techniques.

As a teacher, it is important to be aware of techniques that you can use to promote better retention and recall among your students. Three such techniques are the testing effect, spacing, and interleaving.

• The testing effect . In most traditional educational settings, tests are normally considered to be a method of periodic but infrequent assessment that can help a teacher understand how well their students have learned the material at hand. However, modern research in psychology suggests that frequent, small tests are also one of the best ways to learn in the first place. The testing effect refers to the process of actively and frequently testing memory retention when learning new information. By encouraging students to regularly recall information they have recently learned, you are helping them to retain that information in long-term memory, which they can draw upon at a later stage of the learning experience (Brown, Roediger, & McDaniel, 2014). As secondary benefits, frequent testing allows both the teacher and the student to keep track of what a student has learned about a topic, and what they need to revise for retention purposes. Frequent testing can occur at any point in the learning process. For example, at the end of a lecture or seminar, you could give your students a brief, low-stakes quiz or free-response question asking them to remember what they learned that day, or the day before. This kind of quiz will not just tell you what your students are retaining, but will help them remember more than they would have otherwise.
• Spacing.  According to the spacing effect, when a student repeatedly learns and recalls information over a prolonged time span, they are more likely to retain that information. This is compared to learning (and attempting to retain) information in a short time span (for example, studying the day before an exam). As a teacher, you can foster this approach to studying in your students by structuring your learning experiences in the same way. For example, instead of introducing a new topic and its related concepts to students in one go, you can cover the topic in segments over multiple lessons (Brown, Roediger, & McDaniel, 2014).
• Interleaving.  The interleaving technique is another teaching and learning approach that was introduced as an alternative to a technique known as “blocking”. Blocking refers to when a student practices one skill or one topic at a time. Interleaving, on the other hand, is when students practice multiple related skills in the same session. This technique has proven to be more successful than the traditional blocking technique in various fields (Brown, Roediger, & McDaniel, 2014).

As useful as it is to know which techniques you can use, as a teacher, to improve student recall of information, it is also crucial for students to be aware of techniques they can use to improve their own recall. This section looks at four of these techniques: state-dependent memory, schemas, chunking, and deliberate practice.

• State-dependent memory . State-dependent memory refers to the idea that being in the same state in which you first learned information enables you to better remember said information. In this instance, “state” refers to an individual’s surroundings, as well as their mental and physical state at the time of learning (Weissenborn & Duka, 2000). 
• Schemas.  Schemas refer to the mental frameworks an individual creates to help them understand and organize new information. Schemas act as a cognitive “shortcut” in that they allow individuals to interpret new information quicker than when not using schemas. However, schemas may also prevent individuals from learning pertinent information that falls outside the scope of the schema that has been created. It is because of this that students should be encouraged to alter or reanalyze their schemas, when necessary, when they learn important information that may not confirm or align with their existing beliefs and conceptions of a topic.
• Chunking.  Chunking is the process of grouping pieces of information together to better facilitate retention. Instead of recalling each piece individually, individuals recall the entire group, and then can retrieve each item from that group more easily (Gobet et al., 2001).
• Deliberate practice.  The final technique that students can use to improve recall is deliberate practice. Simply put, deliberate practice refers to the act of deliberately and actively practicing a skill with the intention of improving understanding of and performance in said skill. By encouraging students to practice a skill continually and deliberately (for example, writing a well-structured essay), you will ensure better retention of that skill (Brown et al., 2014).

For more information...

Brown, P.C., Roediger, H.L. & McDaniel, M.A. 2014.  Make it stick: The science of successful learning . Cambridge, MA: Harvard University Press.

Gobet, F., Lane, P.C., Croker, S., Cheng, P.C., Jones, G., Oliver, I. & Pine, J.M. 2001. Chunking mechanisms in human learning.  Trends in Cognitive Sciences . 5(6):236-243.

Kaufman, S.B. 2011. Intelligence and the cognitive unconscious. In  The Cambridge handbook of intelligence . R.J. Sternberg & S.B. Kaufman, Eds. New York, NY: Cambridge University Press.

Osman, M. 2004. An evaluation of dual-process theories of reasoning. Psychonomic Bulletin & Review . 11(6):988-1010.

Roediger, H.L. & McDermott, K.B. 1995. Creating false memories: Remembering words not presented in lists.  Journal of Experimental Psychology: Learning, Memory, and Cognition . 21(4):803.

Schaefer, P. 2015. Why Google has forever changed the forgetting curve at work.

Weissenborn, R. & Duka, T. 2000. State-dependent effects of alcohol on explicit memory: The role of semantic associations.  Psychopharmacology . 149(1):98-106.

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Psychology Discussion

Essay on memory: (meaning and types).

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Read this Comprehensive Essay on Memory: Meaning, Nature and Types of Memory !

Meaning and Nature :

Memory is one of the important cognitive processes. Memory involves remembering and forgetting.

These are like two faces of a coin. Though these two are opposed to each other by nature, they play an important role in the life of an individual.

Remembering the pleasant experiences makes living happy, and on the other hand remembering unpleasant experiences makes living unhappy and miserable. So here forgetting helps individual to forget unwanted and unpleasant experiences and memories and keeps him happy.

In this way, remembering the pleasant and forgetting the- unpleasant both are essential for normal living. In the case of learners, remembering is very important, because without memory there would be no learning.

If learning has to progress, remembering of what is already learnt is indispensable, otherwise every time the learner has to start from the beginning.

The memory is defined as ‘the power to store experiences and to bring them into the field of consciousness sometime after the experience has occurred’. Our mind has the power of conserving experiences and mentally receiving them whenever such an activity helps the onward progress of the life cycle.

The conserved experience has a unity, an organisation of its own and it colours our present experience.

However, as stated above we have a notion that memory is a single process, but an analysis of it reveals involvement of three different activities- learning, retention and remembering.

This is the first stage of memory. Learning may be by any of the methods like imitation, verbal, motor, conceptual, trial and error, insight, etc. Hence, whatever may be the type of learning; we must pay our attention to retain what is learnt. A good learning is necessary for better retention.

Retention is the process of retaining in mind what is learnt or experienced in the past. The learnt material must be retained in order to make progress in our learning. Psychologists are of the opinion that the learnt material will be retained in the brain in the form of neural traces called ‘memory traces’, or ‘engrams’, or ‘neurograms’.

When good learning takes place –clear engrams are formed, so that they remain for long time and can be remembered by activation of these traces whenever necessary.

Remembering:

It is the process of bringing back the stored or retained information to the conscious level. This may be understood by activities such as recalling, recognising, relearning and reconstruction.

Recalling is the process of reproducing the past experiences that are not present. For example, recalling answers in the examination hall.

Recognising:

It is to recognise a person seen earlier, or the original items seen earlier, from among the items of the same class or category which they are mixed-up.

Relearning:

Relearning is also known as saving method. Because we measure retention in terms of saving in the number of repetition or the time required to relearn the assignment. The difference between the amount of time or trials required for original learning and the one required for relearning indicates the amount of retention.

Reconstruction:

Reconstruction is otherwise called rearrangement. Here the material to learn will be presented in a particular order and then the items will be jumbled up or shuffled thoroughly and presented to the individual to rearrange them in the original order in which it was presented.

Types of Memory :

There are five kinds of memory. These are classified on the basis of rates of decay of the information.

a. Sensory memory:

In this kind of memory, the information received by the sense organs will remain there for a very short period like few seconds. For example, the image on the screen of a TV may appear to be in our eyes for a fraction of time even when it is switched off, or the voice of a person will be tingling in our ears even after the voice is ceased.

b. Short-term memory (STM):

According to many studies, in STM the memory remains in our conscious and pre-conscious level for less than 30 seconds. Later on this will be transferred to long-term memory.

c. Long-term memory (LTM):

LTM has the unlimited capacity to store information which may remain for days, months, years or lifetime.

d. Eidetic memory:

It is otherwise called photographic memory in which the individual can remember a scene or an event in a photographic detail.

e. Episodic memory:

This is otherwise called semantic memory which is connected with episodes of events. The events are stored in the form of episodes and recalled fully in the manner of a sequence.

Related Articles:

• 11 Factors that Influence Memory Process in Humans
• 7 Main Factors that Influence Retention Power | Memory | Psychology
• Essay on Forgetting: Causes and Theories
• Memory Types: 3 Main Types of Memory | Remembering | Psychology

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• Published: 24 September 2019

Focus on learning and memory

Nature Neuroscience volume  22 ,  page 1535 ( 2019 ) Cite this article

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In this special issue of Nature Neuroscience , we feature an assortment of reviews and perspectives that explore the topic of learning and memory.

Learning new information and skills, storing this knowledge, and retrieving, modifying or forgetting these memories over time are critical for flexibly responding to a changing environment. How these processes occur has fascinated philosophers, psychologists, and neuroscientists for generations, and the question continues to inspire research encompassing diverse approaches. In this special issue, Nature Neuroscience presents a collection of reviews and perspectives that reflects the breadth and vibrancy of this field. Many of these pieces touch on topics that have animated decades of investigation, including the roles of synaptic plasticity, adult neurogenesis, neuromodulation, and sleep in learning and memory. Yet recently developed technologies continue to provide novel insights in these areas, leading to the updated views presented here.

Synaptic plasticity, such as long-term potentiation and depression, remains the prevailing cellular model for learning and memory. While many presume that these processes are engaged by learning and mediate lasting changes in behavior, this link has yet to be conclusively demonstrated in vivo. Humeau and Choquet ( https://doi.org/10.1038/s41593-019-0480-6 ) outline the latest tools that can be used to visualize and manipulate synaptic activity and signaling in behaving animals, and they discuss further advances that are needed to help bridge this gap in our understanding.

Neuroscientists have also long been intrigued by the role that the formation of new neurons could play in memory formation and maintenance of new memories. Miller and Sahay ( https://doi.org/10.1038/s41593-019-0484-2 ) integrate recent research on adult hippocampal neurogenesis to present a model of how the maturation of adult-born dentate granule cells contributes to memory indexing and interference.

While the neural mechanisms underlying memory acquisition and consolidation are relatively well-described, less is known about how memories are retrieved. Frankland, Josselyn, and Köhler ( https://doi.org/10.1038/s41593-019-0493-1 ) discuss how recent approaches that enable the manipulation of memory-encoding neural ensembles (termed ‘engrams’) have informed our current understanding of retrieval. They highlight the ways in which retrieval success is influenced by retrieval cues and the congruence between encoding and retrieval states. They also discuss important open questions in the field.

External stimuli and internal states can affect various aspects of learning and memory, which is mediated in part by neuromodulatory systems. Likhtik and Johansen ( https://doi.org/10.1038/s41593-019-0503-3 ) detail how acetylcholine, noradrenaline, and dopamine systems participate in fear encoding and extinction. They discuss emergent themes, including how neuromodulation can act throughout the brain or in specifically targeted regions, how it can boost selected neural signals, and how it can tune oscillatory relationships between neural circuits.

The efficacy of memory storage is also influenced by sleep. Klinzing, Niethard, and Born ( https://doi.org/10.1038/s41593-019-0467-3 ) review evidence from rodent and human studies that implicates reactivation of memory ensembles (or ‘replay’), synaptic scaling, and oscillations during sleep in memory consolidation. They also discuss recent findings that suggest that the thalamus coordinates these processes.

Effective learning requires us to identify critical information and ignore extraneous details, all of which varies depending on the task at hand. Yael Niv ( https://doi.org/10.1038/s41593-019-0470-8 ) discusses computational and neural processes involved in the formation of such task representations, how factors such as attention and context affect these representations, and how we use task representations to make decisions.

The ability to issue appropriate outputs in response to neural activity is a critical brain function, and is often disrupted in injury and disease. Maryam Shanechi ( https://doi.org/10.1038/s41593-019-0488-y ) discusses how ‘closed-loop’ brain–machine interfaces (BMIs) have been used to monitor motor impulses and in turn control prosthetic or paralyzed limbs in order to restore function. Furthermore, she discusses how manipulation of BMI parameters can aid the study of learning. Finally, she explores how BMIs could be used in a similar vein to monitor and correct aberrant mood processes in psychiatric disorders.

By highlighting the topic of learning and memory, we honor its importance and centrality in neuroscience, while also celebrating the ways that other disciplines, including psychology, cellular and molecular biology, computer science, and engineering fuel insights in this area. We hope to continue to publish outstanding research in this area, particularly studies that resolve long-standing questions, that develop or leverage new methodologies, and that integrate multiple approaches.

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Five Reasons That Memory Matters

The cure for a generation of lazy minds..

Posted January 12, 2013 | Reviewed by Ekua Hagan

In ancient times, the ability to memorize was a prized skill. Whole cultures were passed down through the centuries by those who remembered the stories, legends, history, and taboos and laws. The advent of the printing press launched a new era of “looking things up.” Today, the internet and its search engines may seem to be making memorization irrelevant in the modern world. What we don’t remember, we think we can always look up.

Schools have generally abandoned requiring students to memorize poems, famous speeches, multiplication tables, and all sorts of academic material that used to be ingrained in the curriculum. A growing disdain for memorization emerged among the other intellectually damaging effects of post-modernism. Now, the emphasis in education is on new math, critical thinking, inquiry learning, “hands-on” activity, and the like.

Here are five reasons that we should all strive to improve our ability to remember:

1. Memorization is discipline for the mind —much needed in an age when so many minds are lazy, distracted, have little to think about, or think sloppily. Memorization helps train the mind to focus and be industrious.

2. No, you can’t always “Google it.” Sometimes you don’t have access to the internet. Not everything of importance is on the web (and a great deal of irrelevant trash will accompany any search). Nor is looking up material helpful under such situations as when you learn to use a foreign language, must write or speak extemporaneously, or wish to be an expert.

3. Memorization creates the repertoire of what we think about . Nobody can think in a vacuum of information. To be an expert in any field requires knowledge that you already have.

4. We think with the ideas held in working memory , which can only be accessed at high speed from the brain’s stored memory. Understanding is nourished by the information you hold in working memory as you think. Without such knowledge, we have a mind full of mush.

5. The exercise of the memory develops learning and memory schema that promote improved ability to learn. The more you remember, the more you can learn.

History documents that great minds are filled with knowledge. Jesus had to know scripture in order to show Pharisees what was wrong with their practice of it. Picasso had to know how to paint before he decided what to paint. Einstein had to know the physics literature of his day before he could realize its errors. Warren Buffett makes tons of money because he knows what he is doing.

If you want real educational reform, go back to the fundamentals that worked in the past. What we are doing in education today is not working!

And what are the fundamentals of developing learning and memory skills? Follow this blog and peruse its archives. Check out my books ( Better Grades, Less Effort, and Memory Power 101 ).

William Klemm , Ph.D ., is a senior professor of Neuroscience at Texas A&M University.

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Teaching Autoethnography

5. Memory/Character Essays

One of the hardest things to master, and a hurdle to overcome for many students, is learning how to show and not tell. This may seem like a tired subject, but it is an important one. Most students—who at this point have written many documents in their academic lives to prove they have read something, done research or are worthy of attending a college, receiving a scholarship or getting a job—have a hard time mastering techniques that allow experiences to “speak for themselves.” It’s clear why this is so hard for them to understand: In college writing classes, we are not asking them to prove they are doing or reading something. We assume they have done their readings and preparation. We are asking them to take the next step and to create meaning, a new skill for many college student writers and one that takes time to master.

When much of your writing life has been devoted to summing things up and proving things, it can be hard to avoid the habit. I prohibit students from “summing up” their essays for class. How tiresome the world would be if everyone constantly had to sum up their purpose in life. So my students are never allowed to tell their readers what something means. They must create strong enough connections and reflections so that by the end of the writing, readers understand the significance of their narrative. A lot of developing this skill is learning to choose details, identify the “So what?” factor of the writing, and, most importantly, trust the reader.

Through using devices and cues and most importantly creating scenes, writers are able to convey ideas and messages to us without thrusting their purpose in our faces in the form of summaries and underlined theses. Students can do the same thing by coming to understand that once they know and explore the purpose of their writing, others will be able to follow their meaning. As I mentioned in the “Who cares?” section, if students don’t know why they are writing something, most often their audience will not know either. Intention in writing is key. Students must work on understanding why they are choosing a topic, other than that they need to complete an assignment to earn a grade. That way, they can work as they write to tease out important ideas and themes through the details they choose to include and the voice they use to convey it to their intended audience.

Students must also understand that memory is fallible. As a rule, people remember only a very small amount of what they experience. If this were not true, we would not be able to function on a daily basis. I often ask students in class if they have a memory of something that others dispute—maybe something that happened in childhood or an experience with a friend on which they disagree about what actually occurred. Most students will raise their hands and acknowledge that this has happened to them, and I invite a few students to share these stories with the class.

It is important to establish that just because memories differ does not mean they are invalid. There is a fine line between remembering something to the best of our ability and willfully misremembering something. In class, we work on remembering to the best of our ability and intending to be truthful. Talking to others who were involved in memories, if possible, can be helpful in fleshing out details. Readings in which authors use examples of childhood memories can be helpful in understanding the finer points of these distinctions, especially with memoir.

Joan Didion’s essay “On Keeping a Notebook” is very effective for helping students analyze the concept of truth and what that means for the reader. Our class is not studying philosophy, but I try to devote a fairly large amount of time right off the bat to discussing how and what truth means to us as writers. Didion both lies to her readers and convinces us of her truthfulness. How does she achieve this?

In this essay, Didion cleverly analyzes her reasons for keeping a journal, holding on to notes and images from her life. She shares some of the stories she has created from these moments and how they differ from the recollections of her family and friends. This reading usually makes students reflect on what the term truth mean for them in their everyday life and what power it contains. Didion reflects, “Not only have I always had trouble distinguishing between what happened and what merely might have happened, but I remain unconvinced that the distinction, for my purposes, matters” (333). In discussing her process of journaling and creating stories, she aims for a specific kind of truth, “How it felt to me: that is getting closer to the truth about a notebook” (333). Didion explains that the truth in her writing is how a situation felt to her at the time; in this way she is being accurate to her experience. This highlights an important aspect of all nonfiction writing—an obligation for the writer to maintain an ethical regard for the reader and represent the experience in a way that is true, not always to facts and chronology, but to experience. It is a thought Carolyn Ellis uses to define autoethnography in a piece I will analyze in Chapter 7 .

I also use this discussion as a time to ask people if they have ever journaled, blogged, or maintained Twitter or Facebook feed. We discuss the importance of capturing important moments in our lives for personal reasons while also tailoring them to elicit a response from an audience.

As a warm-up exercise to practice showing and not telling, I ask students to draw on a specific memory and try to re-create it vividly for the reader. I keep this first assignment short and vague, to allow them to approach it informally and organically. They are encouraged to use their five senses as well as to incorporate any remembered dialogue in the writing. This work should be conducted in weeks five to seven.

The Memory Assignment

Briefly describe a memory that is important to you. Try to avoid explaining why the memory is important and focus on showing the importance of the memory. Use your five senses, and include dialogue, if possible.

Sometimes these initial memory pieces will be very difficult for the students to share. Reading them aloud can be the first time a student cries in the classroom, since when asked to remember something, many students will reflexively turn to difficult or painful experiences, such as the death of a family member or a humiliating incident. On the other extreme, this writing can be very generic and predictable and involve topics such as being accepted to college or any event of achievement that might appear in a college application essay.

This is an important exercise because it often demonstrates that while a memory seems significant to an individual writer, it will not necessarily seem important to the audience. Students may have accomplished something very impressive, but there must be a point of entry for an audience to understand the value of this achievement as a topic for reading. Also, when writing about difficult situations that are intensely personal, we have to find ways to allow an audience to relate to the narrative.

I use the results of the shorter assignment as a way to introduce more details for students to consider as they write longer memory pieces. In extending their writings, students will need to take the time to explore the subtext of the memory, the details, persons involved, dialogue and settings to demonstrate the meaning for the reader. The longer memory essay will be a chance to practice these skills. Using the examples students generate in the shorter assignments is an effective way to point out strengths and weaknesses before moving forward in the writing. I invite students to use the ideas from this short assignment in the longer essay or to feel free to choose a completely new topic for the extended essay. I emphasize focus on the creation of characters for their first extended essay. The focus will be on incorporating the skills they have worked on in their deep observation, perspective and self-as-character assignments.

Examples of these essays can be found in Chapter 12 .

The Importance of Creating Scenes and Using Dialogue

One way to strengthen the showing-and-not-telling aspect of writing is to create scenes. In creating a scene, it is important not just to describe what is seen with the five senses, as students practiced in their observation exercises, but also to let the people in the scene speak for themselves. This is not always possible, but using dialogue is an important skill to master, and the extended memory assignment will be a great place to try it out. This will be the first time students consider how they can create a perspective that readers will trust by incorporating other voices.

Using dialogue in nonfiction writing for the first time can be tricky and unnerving. Re-creating conversations, allowing people’s speech to come through, using direct quotes or overheard language can help students see that it is important not only to present their take on the event but to let readers experience the direct voice of the players. This will allow a piece to seem more balanced in perspective. Readers are often turned off if writers are not able to present a measured view or confident voice. Students need to convince the reader that they are truthful, believable, worthy of trust. By allowing more voices to speak, they are insinuating the veracity of the situation through no insistence of their own. A very small amount of well-chosen dialogue can go a long way.

As with anything involving memory, it is important to urge students to be as accurate as possible when using speech. Including speech in projects researched in real time is easier than writing about dialogue in the past. Encourage students to do their best to re-create moments of speech accurately and to keep voices consistent.

Researching Your Own Experience

The memory essay is also a good place to introduce the idea that many memoir writers research their own pasts. Since memory is fallible, interviewing others who were present at important events or speaking to multiple people directly involved in the memories can be an important part of the writing. It will come as a surprise to many students that writing about their own lives can require research.

That research won’t necessarily be essential for this essay, but it is important to inform the students that for extended and complicated pieces they intend to publish, drawing on multiple sources for accuracy can be informative and essential to ensure the veracity of details including timelines, locations, and players.

The Memory/Character Essay Assignment

A memory is not necessarily something that happened a long time ago. Rather, a memory is something that is past, something that is reflected upon. It can be something that happened last week or a moment from your childhood, but for our purposes, it is something that has happened before this assignment was given.

For this assignment, choose a memory that has multiple levels of meaning for you. It is important not just to create a narrative about one particular thing but to think about the complexities of the memory and why you find it worthy of exploring in an essay. Subtext and intention are crucial.

You should re-create details as accurately as possible, even talking to friends or family members who might help you remember aspects of a memory. All good writers of memoir research their own histories. This is because memory is fallible and other people might be able to shed important light on our experiences.

Focus especially on re-creating characters, yourself included, who were involved in the memory. Use dialogue to let these characters speak, and choose details to convey the nature of relationships.

As with the shorter memory assignment, students will often use the memory/character essay to explore something that has become a part of their rehearsed life narrative. It may be one of the hardest pieces for them to revise, since it may be based on a story they have repeated many times. Getting students to reconsider a somewhat fixed narrative to demonstrate its potential for expansion can be challenging. As with the shorter piece, the range of experiences is likely to go from the very sad and tragic to the mundane. It will be important for the students to share these pieces with one another through the drafting process so they have models to consider for expansion of their ideas. This also will allow them to see that memory does not have to be something very large to be important and can be very small if treated properly.

With the assignments in this chapter, you might have some setbacks in the quality of the students’ writing in initial drafts. When asked to put together all of the elements for the first time in larger, extended pieces, students may feel overwhelmed. The extended memory essay is the first time they are attempting to employ everything they have learned simultaneously. It is natural, therefore, that this will be difficult for them. By working from invention to draft to final version and possibly revision in peer groups and one on one, students will gain confidence and start to master the voice they will need for the next series of assignments.

Teaching Autoethnography: Personal Writing in the Classroom Copyright © by Melissa Tombro is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• Prof. John D. E. Gabrieli

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Introduction to psychology, the importance of memory.

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201 Memory Research Topics & Essay Examples

Memory is a fascinating brain function. Together with abstract thinking and empathy, memory is the thing that makes us human.

❓ Memory Research Questions

🏆 best memory topic ideas & essay examples, 💭 exciting memory research topics, 💫 interesting memory topics for essays, 👍 research topics about memory in psychology, 🕑 learning & memory research topics, 💡 easy memory essay ideas.

In your essay about memory, you might want to compare its short-term and long-term types. Another idea is to discuss the phenomenon of false memories. The connection between memory and the quality of sleep is also exciting to explore.

If you’re looking for memory topics to research & write about, you’re in the right place. In this article, you’ll find 174 memory essay topics, ideas, questions, and sample papers related to the concept of memory.

• How does sensory memory work?
• How is short-term memory different from long-term memory?
• What memory-training techniques are the most effective?
• What are the reasons for memory failures?
• Memory and aging: what is the connection?
• What are the key types of memory disorders?
• How to improve memory?
• Memory Chart Stages in Psychology For instance, the brain uses the procedural memory to encode procedural skills and tasks that an individual is involved in. The stages of memory are very complex and often pass unrecognized.
• Computer’s Memory Management Memory management is one of the primary responsibilities of the OS, a role that is achieved by the use of the memory management unit.
• “The Sorrow of War” by Bao Ninh: Memory as a Central Idea The image of soldier Kien in The Sorrow of War demonstrates the difficulties of the Vietnamese people before, through and after this war.
• Memory for Designs Test The examination of the functioning of the memory of an individual cannot be limited to only one memory test, and as a result, there are a variety of assessments that target the various features of […]
• Improving Memory and Study Power Study power and memory are important aspects of the learning process and improving them is necessary for success. Working the brain is important in improvement of memory and study power.
• Free and Serial Memory Recalls in Experiments In the study, the experimenters changed the order in which the items were presented to the participants before each trial to test the ability of the subject to recognize these words it was observed that […]
• Chocolate Consumption and Working Memory in Men and Women In this study, the independent variable was chocolate intake, while the dependent variable was the effect of chocolate on the memory of different genders.
• Love and Memory From a Psychological Point of View The commonly known love types include affection, passionate love, friendship, infatuation, puppy love, sexual love, platonic love, romantic love and many other terms that could be coined out to basically describe love.
• Rivermead Behavioural Memory Test and Cognistat Rivermead Behavioural Memory Test and the Cognistat are the assessment tools employed by the occupational therapists in order to determine the levels of impairment in their mental function that directly impact the individuals’ executive abilities […]
• Long and Short Term Memory The procedure of conveying information from STM to LTM entails the encoding and consolidation of information: it is not a task of time; the more the data resides in STM it increases the chances of […]
• The Effect of Sleep Quality and IQ on Memory Therefore, the major aim of sleep is to balance the energies in the body. However, the nature of the activity that an individual is exposed to determines the rate of memory capture.
• Conflict at Walt Disney Company: A Distant Memory? The conflict between Michael Eisner and the Weinstein brothers, the two board members, and Steve Jobs was related to a dysfunctional form of conflict.
• Memory Test The two controversies determine the classification of memory depending on the form of information processing that occurs in the brain and the different types of memories in relation to the accessibility.
• Review of Wordfast: Strengths and Weaknesses of This Translation Memory Tool Recognizing the variety of benefits of using Wordfast in the translation process, it should be noted that the use of this ACT program can have a number of unintended negative implications for the quality of […]
• The Relationship Between Memory and Oblivion The purpose of this essay is to discuss the relationship between memory and oblivion, private and public recollection of events, and the way these concepts are reflected in the works of Walid Raad, Christo, and […]
• Hippocampus: Learning and Memory The limbic cortex, amygdala, and hippocampus are considered the processing parts of the limbic system while the output part comprises the septal nuclei and the hypothalamus.
• “How Reliable Is Your Memory?” by Elizabeth Loftus Regardless of how disturbing and sorrowful it may be, and even when pointed out that this certain memory is false, a person may be unable to let it go.
• Concreteness of Words and Free Recall Memory The study hypothesized that the free recall mean of concrete words is not statistically significantly higher than that of abstract words.
• Biopsychology of Learning and Memory The hippocampus is a brain region in the form of a horseshoe that plays an essential role in the transformation of information from the short-term memory to the long-term memory.
• Misinformation Effect and Memory Impairment It is important to determine the science behind the misinformation effect, because the implication of the study goes beyond the confines of psychology.
• How to Improve Your Memory One of the most effective ways to memorize some information is based on the research concerning working memory. Furthermore, Sperling’s research which proves that people have photographic memory can help work out some strategy to […]
• Memory Process: Visual Receptivity and Retentiveness For one to articulately understand the concepts of working-memory, short-term-memory, and long-term-memory in present days, he or she has to streamline the three memory types to specifics of what constitutes or makes a difference or […]
• ”The Mystery of Memory” Documentary by Gray & Schwarz The documentary examines the brain’s ability to form and retrieve a memory, highlights the importance of neurobiology, and focuses on the problems of PTSD treatment and neuroscience backwardness, concluding that human memory is still a […]
• Chauri Chaura Incident in History and Memory The book’s first half was a reconstruction, a narrative in historical view of the burning of the chowki or station and the account of the trial that focused on the testimony of the principal prosecution […]
• Music Role in Memory and Learning Processes As such, the study purposed to test the differences in visuospatial abilities between men and women bearing in mind that the former is perceived to demonstrate greater memory capabilities compared to the latter As such, […]
• Memory Strategies Examples and How They Work A good strategy for memory is the one that improves information encoding, necessitates storage of data in a memorable state and enables the mind to easily retrieve information. Indeed, a malfunction in retrieval of stored […]
• Shape Memory Alloys (SMAs) The first mentioning of shape memory materials was with the discovery of martensite in 1890, which was the first step for phenomenal discovery of the shape memory effect.
• Memory Model of Teaching and Its Effectiveness The main objective of the research study was to find out the difference in the effect of the memory model and the traditional method of teaching on students’ performance.
• Stroop Effect on Memory Function The aim of the study was to examine the Stroop effect on memory function of men and women. The aim of the study was to examine Stroop effect on men and women’s cognitive functions.
• Effects of Marijuana on Memory of Long-Term Users The pivotal aim of the proposed study is to evaluate the impact of marijuana use on long-term memory of respondents. The adverse impact of marijuana after the abstinent syndrome refers to significant changes in prefrontal […]
• Mental Chronometry: Response Time and Accuracy Sternberg relies on the idea that the reaction time is determined by the total amount of mental operations, such as recognition of the stimulus and organization of the response.
• Factors of Learners’ and Adults’ Working Memory An individual’s working memory refers to their ability to access and manipulate bits of data in their mind for a short period.
• Statistics: The Self-Reference Effect and Memory After the distraction part was over, the participants were asked to recall the twelve adjectives they rated from a list of 42 words. This brings the question of whether the results would be different if […]
• Memory Mechanisms: Cognitive Load Theory The teacher’s task is not only to give information but also to explain the principles of learning and to work with it.
• The Self-Reference Effect and Memory Accordingly, the analysis has the following hypotheses: the SRE should enhance recognition of words that participants can relate to themselves, and people should feel more confident about their memory under the SRE.
• Henry Molaison and Memory Lessons The case of Henry Molaison serves as a poignant reminder of the complexity of memory and the importance of understanding its various components.
• Memory and Attention as Aspects of Cognition It has specific definitions, such as “consideration with a view to action,” “a condition of readiness involving a selective narrowing or focusing of consciousness and receptivity,” and “the act or state of applying the mind […]
• Intergenerational Trauma and Traumatic Memory The exploration of interconnected issues of intergenerational trauma and traumatic memory in society with historical data of collective violence across the world sensitizes to the importance of acknowledging trauma.
• The Role of Memory Cells in Cellular Immunity Therefore, when a bacterium gets into the body for a second time, the response is swift because the body has fought it before. Thus, a healthy body can recognize and get rid of chronic microorganisms […]
• Psychological Conditions in Addition to Highly Superior Autobiographical Memory The authors, who have many papers and degrees in the field, have noted the features of the brain structure and the differences between HSAM.
• Cognitive Psychology: The Effects of Memory Conformity The experiment’s control conditions did not allow the witnesses to discuss the event seen in the videos, while in the other condition, the witnesses were encouraged to discuss the event.
• Survival and Memory in Music of the Ghosts by Ratner When it comes to individual memory of Teera’s childhood, the author explains the connection between her memories of her father and musical instruments: “Perhaps it’s because as a child she grew up listening to her […]
• Concept for Teaching Memory in Primary School Students Teaching is one of the most demanding and demanding jobs in the world because it is the job that holds the future generation together.
• Draw It or Lose It Memory and Storage Considerations Since the size of the biggest component of this data is known and the additional component can be reasonably estimated, memory for it can be assigned at load time.
• The Multi-Storage Memory Model by Atkinson and Schiffrin The function of the is to track the stimuli in the input register and to provide a place to store the information coming from the LTS.
• Emotions: The Influence on Memory At the same time, the influence of positive and negative feelings on the process of memorization and reproduction is different. In conclusion, it should be said that the process of the influence of emotions on […]
• Civility, Democracy, Memory in Sophocles’ Antigone In Sophocles’ Antigone, the narrative flow makes the audience empathize with the tragic fate of the characters, deepening the emotional involvement of the readers and viewers.
• The Psychological Nature of Memory Using the numerical representation of the participants’ results, the researchers calculated the dependence of the memory and theory of mind in the process of recalling the interlocutors.
• Functioning of Human Memory Schemas Consecutively, the study aimed to identify the relation between the facilitation of prior knowledge schemas and memories and the ability to form new schemas and inferences in older adults.
• Enhancing Individual and Collaborative Eyewitness Memory Considering the positive results of research utilizing category clustering recall and the reported benefits of group memory, a question arises whether the use of category clustering recall might diminish the negative effects of group inhibition.
• Memory: Its Functions, Types, and Stages of Storage First, information is processed in sensory memory, which perceives sensory events for a couple of seconds to determine whether the information is valuable and should be kept for a longer period. As information goes through […]
• The Relationship Between the Working Memory and Non-Conscious Experiences The structure of the proposal follows the logical layout, beginning from the background of the issue through the methodology to problem significance and research innovation.
• Consciousness: The Link Between Working Memory and Unconscious Experience The present study seeks to address the gap in the research regarding the executive function of VWM and consciousness. This study will follow a modified structure of Bergstrom and Eriksson experiment on non-conscious WM to […]
• The Role of Image Color in Association With the Memory Functions Memory is the cornerstone of human cognition that enables all of its profound mechanisms, and the instrument of knowledge acquisition and exchange.
• The Memory Formation Process: Key Issues Hippocampus plays an essential role in the memory formation process because it is the part of the brain where short-term memories become long-term memories.
• Information Processing and Improving Learning and Memory Information processing theory is a method of studying cognitive development that arose from the American experimental psychology tradition.
• Memory Techniques in Learning English Vocabulary ‘Word’ is defined by Merriam Webster Dictionary as follows: “1a: something that is said b plural: the text of a vocal musical composition c: a brief remark or conversation 2a: a speech sound or series […]
• Covalent Modification of Deoxyribonucleic Acid Regulates Memory Formation The article by Miller and Sweatt examines the possible role of DNA methylation as an epigenetic mechanism in the regulation of memory in the adult central nervous system.
• Repressed Memory in Childhood Experiences The suffering often affects a child’s psychological coping capacity in any respect, and one of the only ways of dealing with it is to force the memory out of conscious perception.
• Adaptive Memory and Survival Subject Correlation The results of the study have revealed that the participants found it slightly easier to recall the words related to the notion of survival.
• Developmental Differences in Memory Over Lifespan While growth refers to the multiplication of the number of individual units or cells in the body, maturation on the other hand can be defined as the successive progress of the individual’s appendage land organs […]
• Memory, the Working-Memory Impairments, and Impacts on Memory The first important argument for a thorough discussion on how ADHD could affect brain functioning and working memory impairments is the existence of prominent factors that could create a link between the disorder and the […]
• Working Memory in 7 &13 Years Aged Children However, it was hypothesized that children with AgCC will show similar performance improvement in verbal working memory task performance from 7 to 13 years of age as indicated in the study with CVLT.
• Working Memory & Agenesis of the Corpus Callosum However, it was hypothesized that children with AgCC will show similar improvement in performance on verbal working memory task performance from 7 to 13 years of age as indicated in the study with CVLT.
• Lifespan Memory Decline, Memory Lapses and Forgetfulness The purpose of the research by Henson et al.was to deepen the understanding of differential aging of the brain on differential patterns of memory loss.
• Elaborative Process and Memory Performance The process is significant in the study and retention of data. In addition, the application of the concepts in the author’s learning process will be highlighted.
• The Essence of Context Dependent Memory The results ought to show that the context in which eyewitnesses observed an event is important in the recall memory of the participants.
• “Neural Processing Associated With True and False Memory Retrieval” by Yoko The researchers noted that both true and distorted memories activate activities in the left parental and left frontal areas of the brain. Parahippocampal gyrus- Is the area of the brain that is responsible for processing […]
• Dementia and Memory Retention Art therapy is an effective intervention in the management of dementia because it stimulates reminiscence and enhances memory retention among patients with dementia.
• Fabricating the Memory: War Museums and Memorial Sites Due to the high international criticism, a very tiny portion of the East Wing is dedicated to explain the context, yet visitors easily overlook the section after the dense display of tragedies after a-bomb in […]
• Biological Psychology: Memory By and large, there is a general agreement that molecular events are involved in the storage of information in the nervous system. It is about to differentiate different kinds of memory, one which is short-term […]
• The Memory of Silence and Lucy: A Detailed Analysis From damaging relationships to her hope to come back to the native land, Lucy has all kinds of issues to address, but the bigger issue is that Lucy’s progress is cyclical, and she has to […]
• Two Tutorials on the Virtual Memory Subject: Studytonight and Tutorials Point The explanation of the demand paging term leads to the concept of a page fault. It is a phrase that characterizes an invalid memory reference that occurs as a result of a program addressing a […]
• Music and Memory: Discussion Future research should focus on addressing the limitations of the study and exploring the effect of other types of music. The findings of the study are consistent with the current body of knowledge about the […]
• Fuzzy-Trace Theory and False Memory The writers set out to show the common ground for all these varied scenarios and convincingly show that false memories are a result of an interaction between memory and the cognitive process of reasoning. The […]
• Individual Differences in Learning and Memory In the following paper, the variety of learning styles will be evaluated in relation to theories of human learning and memory retrieval on the basis of the findings currently made by academic researchers.
• The Difference Between Females and Males Memory The hippocampus is of importance when it comes to memory formation and preservation and is relatively larger in females than males, giving the females advantage in memory cognition.
• The Nature of False Memory Postevent information is one of the reasons that provoke the phenomenon of misinformation. The participants watched a video of a hockey collision and were asked to estimate the speed of the players.
• Organizational Memory and Intellectual Capital The main emphasis here concerns modalities of motivating the retrieval and use of information and experiences in the OM. The source of intellectual capital arises from the managers’ ability to welcome new information and experiences, […]
• Advertising and Memory: Interaction and Effect An advert sticks into one’s memory when it focuses on the characteristic of the material being advertised, other advertisements competing for the same market niche, and the kind of people it targets.
• The Internet and Autobiographical Memory Allie Young’s blog or journal is a perfect illustration of the impact that social sites and blogs have, since for her autobiographic memory; she uses a blog site to write about issues affecting her life.
• Creativity and Memory Effects in Advertising A study was conducted in China to establish the kind of effects agency creativity has on the total outcome of the advertising campaign.
• Memory, Thinking, and Human Intelligence As Kurt exposits, “The effects of both proactive and retroactive inferences while one is studying can be counteracted in order to maximize absorption of all the information into the long-term memory”.
• Psychological Issues: Self-Identity and Sexual Meaning Issues, and Memory Processing Most sex surveys are run by firms dealing in other products and the motives of the surveys are for marketing of their primary products.
• Human Memory as a Biopsychology Area This paper is going to consider the idea that electrical activity measures of the brain of a human being can be utilized as a great means for carrying out the study of the human memory.
• Biopsychology: Learning and Memory Relationship Memorization involves an integral function of the brain which is the storage of information. Memorization is directly linked to learning through the processes of encoding, storage, and retrieval of information.
• Apiculture: Memory in Honeybees They have a sharp memory to recall the previous locations of food, the scent, and the color where they can get the best nectar and pollen.
• Gender and Memory Capabilities of Humans However, in the spatial memory, none of the genders outdid the other and this questioned the prevalent idea that men are more advanced in spatial memory as compared to women.
• Collective Memory as “Time Out”: Repairing the Time-Community Link The essay will first give an account of how time helps to shape a community, various events that have been formulated in order to keep the community together and the effectiveness of these events in […]
• Community Gatherings and Collective Memory The objective of this paper is to examine some of the gatherings that take place in the community and how these gatherings are related to time.
• “The Memory Palace of Matteo Ricci” by Jonathan D. Spence: Concept of Memory Palaces The information concerning Matteo Ricci’s concept of memory palaces presented in the book is generalized to the extent that it is necessary to search for an explanation and some clarifications in the additional sources; “His […]
• Memory in Learning and Elapsed Time Manipulation And the longer they are subjected to presentation of stimuli, similar to a longer rehearsal, the better the learning rate. And that rats could communicate the flavor “learned”.
• Gender Factor Affecting Memory: Critically Evaluating of Researches In the book, ‘Gender and Memory,’ the authors, Leydesdorf, Passerini, and Thompson, point out that there is a significant difference in memories for narrative speech between men and women.
• Biologically Programmed Memory The brain, which carries the memory of the species, is a complex and delicate organ believed to carry the functions of the species.
• Sleep Patterns and Memory Performance of Children The article presents the essence, the methods and the results of the experiment which had to show the influence of TV and computer games on German children’s sleep.
• Psychology: Memory, Thinking, and Intelligence Information which serves as the stimuli moves from the sensory memory to the short term memory and finally to the long term memory for permanent storage.
• Working With Working Memory Even if we can only make a connection of something we see with a sound, it is easier to remember something we can speak, because the auditory memory helps the visual memory.
• Operant Conditioning, Memory Cue and Perception Operant conditioning through the use of punishment can be used to prevent or decrease a certain negative behavior, for example, when a child is told that he/she will lose some privileges in case he/she misbehaves, […]
• Human Memory: Serial Learning Experiment The background of the current research was stated in Ebbinghaus’ psychological study, and reveals the fact, that if e series of accidental symbols is offered for memorizing, the human memory will be able to memorize […]
• Hot and Cold Social Cognitions and Memory What is mentioned in biology text books and journals about the human brain is so small and almost insignificant compared to the myriad functions and parts of the brain that are yet to be explored.
• Memory Consolidation and Reconsolidation After Sleep The memory consolidation of the visual skill tasks is related to the REM sleep and the short wave component of the NREM.
• Attention, Perception and Memory Disorders Analysis Teenage is the time for experimentation, with a desire to be independent and try new and forbidden things like drugs or indulge in indiscrete sexual activity.
• Memory in Context of Optimal Studying Skill The focal point of the paper is to understand the different aspects of memory and find out the best method of studying.
• Autobiographical Memory and Cognitive Development During this stage important cognitive processes take place and are fundamental towards the development of autobiographical memory in the infants. This help the infants to have important memory cues that form part of the autobiographical […]
• Sensory and Motor Processes, Learning and Memory There are three processes involved in the sensory function of the eyes: the mechanical process, the chemical process, and the electrical process. The mechanical process starts as the stimuli passes through the cornea and […]
• Repressed Memory and Developing Teaching Strategies The author aims to emphasize the “importance, relevance, and potential to inform the lay public as well as our future attorneys, law enforcement officers, therapists, and current or future patients of therapists” with regards to […]
• The Implications of False Memory and Memory Distortion The former refers to the manner of impressing into our minds the memories which we have acquired while the former refers to the manner by which a person reclaims the memories which have been stored […]
• Memory Comprehension Issue Review To sum up, studying with the background of loud music is counterproductive, as it is also an information channel that interferes with the comprehension and memorization of more important information.
• Memory Loss Treatment in Nursing Practice The identification of clinical manifestations of the disease is an important first step toward a correct diagnosis and the development of a plan of action to improve the patient’s short-term and long-term stability.
• The Interaction of Music and Memory Therefore, the research is of enormous significance for the understanding of individual differences in the connection between memory and music. Therefore, the research contributes to the understanding of the interaction of age with music and […]
• The Effect of Memory, Intelligence and Personality on Employee Performance and Behaviour The present paper will seek to explain the theoretical background on memory, intelligence and personality and evaluate the influence of these factors on work performance and employee behaviours.
• Cogmed Working Memory Training in Children The methodology of the study is strong, and the number of participants is adequate to measure the effects of the program.
• Elderly Dementia: Holistic Approaches to Memory Care The CMAI is a nursing-rated questionnaire that evaluates the recurrence of agitation in residents with dementia. Since the research focuses on agitation, the CMAI was utilized to evaluate the occurrence of agitation at baseline.
• The Conceptual Relationship Between Memory and Imagination In particular, the scholar draws parallels between these processes by addressing the recorded activity of specific brain structures when “remembering the past and imagining the future”.
• Cognitive Psychology: Memory and Interferences For instance, I remember how to organize words in the right way to form a sentence and I know the capitals of countries.
• Memory as a Topic of Modern Studies in Psychology Holt and Delvenne present a research paper on the effect of rehearsing on memorization, stating that there is a connection between “spatial” attention, repetition, and short-term memory.
• How Memory and Intelligence Change as We Age The central argument of the paper is that intelligence and memory change considerably across the lifespan, but these alterations are different in the two concepts. The article by Ofen and Shing is a valuable contribution […]
• Memory Acquisition and Information Processing The problem of disagreeing with memories can be explained by a closer look at the process of memory acquisition. Most part of the sensory information is not encoded due to selective attention.
• Memory and Motivation at History Lesson Step 1: Presentation uncovering the unknown facts about the famous people Step 2: Identifying the inaccuracies in groups Step 3: Discussion of the results Step 4: in-class quiz on the presented material Step 5: working […]
• Varlam Shalamov on Memory and Psychological Resilience The soldiers sent to therapists such as Rivers and Yealland in Regeneration had one problem in common they were unable to forget the traumatic and frightening experiences that had affected them in the past.
• Learning Activity and Memory Improvement The easiest way to explain the difference between implicit and explicit types of learning is to think of the latter as active learning and of the former – as passive one.
• Surrealism and Dali’s “The Persistence of Memory” Of course, The Persistence of Memory is one of the best-known works, which is often regarded as one of the most conspicuous illustrations of the movement.
• Psychology: Short-Term and Working Memory The thing is that the term short-term memory is used to describe the capacity of the mind to hold a small piece of information within a very short period, approximately 20 seconds.
• Dealing With the Limitations of Flash Memory Implanted medical chip technology can help to reduce the amount of medical misdiagnosis that occur in hospitals and can also address the issue of the amount of money that Jones Corp.pays out to its clients […]
• Learning Disabilities and Memory Disorders Large amounts of phenylalanine in the blood will result in complications of the neurons in the central nervous system referred to as myelinization of the cerebral hemispheres.
• Collective Memory and Patriotic Myth in American History However, to think that colonists and early Americans pursued a general policy of killing or driving out the native Indians is incorrect.
• When the Desire Is Not Enough: Flash Memory As a result, a number of rather uncomfortable proposals were made to the founders of Flash, but the company’s members had to accept certain offers for the financing to continue and the firm not to […]
• Amphetamines and Their Effects on Memory The scope of the problem of stimulant abuse is quite important in nowadays medicine since the application of amphetamine is not explored in an in-depth manner.
• Memory Retrieval, Related Processes and Secrets The resulting impression of having experienced what is portrayed in the picture leads to the creation of false memories. The authors of the study make it clear that placing one in specific visual and spatial […]
• Mnemonics for Memory Improvement in Students The selected participants will be split into two groups that will be asked to memorize a set of words from a story with the help of the suggested technique.
• Sociocultural Memory in European and Asian Americans The Asian perspective on the use of memory, however, suggests that a much greater emphasis should be placed on using memory as a learning resource so that it can be expanded with the help of […]
• Emotional Memory: Negative and Positive Experiences For instance, autobiographical memory provides a chance to remember the events that shaped one’s personality and defined the further course of one’s development.
• The Public Memory of the Holocaust In addition to his pain, Levi concerns the increasing temporal distance and habitual indifference of hundreds of millions of people towards the Holocaust and the survivors1 It causes the feeling of anxiety that was fuelled […]
• Memory Formation and Maintenance The first similarity between working memory and long term memory is that in both cases, tasks retrieve information from secondary memory, although sometimes working memory tasks retrieve information from the primary memory. After completion of […]
• Working Memory Training and Its Controversies As a result, a range of myths about WM has been addressed and subverted successfully, including the one stating that WM related training cannot be used to improve one’s intellectual abilities and skills.
• Music and Human Memory Connection The effects of music on people vary considerably, and this project should help to understand the peculiar features of the connection between human memory and music.
• Police Shooting Behaviour, Memory, and Emotions The subject of the study was limited to analyzing the shooting behavior of police officers in danger-related situations. It is supposed that officers with low capacity of working memory are more likely to shoot the […]
• Place-Based Memory Studies and Thinking Architecture There is a need to inform the society of the history represented by the sites and educate the masses on events leading to such occurrences.
• Working Memory Training: Benefits and Biases The research results indicate that the effects of stereotyping on the development of WM and the relevant skills are direct and rather drastic.
• Memory, Thoughts, and Motivation in Learning Moreover, using the knowledge acquired from various sources of information, students can interpret the contents of their various environments and apply them to their advantage.
• Working Memory Concept The central executive, as the name implies, is the primary component of the working memory system; every other component is subservient to it.
• False Memory and Emotions Experiment The hypothesis was as follows: a list of associate words creates a false memory by remembering a critical lure when the list is presented to a subject and a recall test done shortly after that.
• Building of Memory: Managing Creativity Through Action It could be important for the team to understand Kornfield’s vision of the project, the main and secondary tasks, the project timeline, and the general outline of it. The third technique is to ensure face-to-face […]
• Memory Distortions Develop Over Time Memory is the ability to recall what happened in the past or the process through which one’s brain stores events and reproduce them in the future. Simpson were put on a scoreboard to analyze the […]
• Working Memory Load and Problem Solving The present research focuses on the way working memory load affects problem solving ability and the impact working memory capacity has on problem solving ability of people.
• Sensory Memory Duration and Stimulus Perception Cognitive psychologists argue that perceived information takes one second in the sensory memory, one minute in the short-term memory and a life-time in the long-term memory.
• Memory Study: Mnemonics Techniques Having carried out two experiments, Oberauer comes to the conclusion that information in working memory is highly organized and has its own structure and understanding of this structure can help to improve the work of […]
• Memory Study: Different Perspectives Having carried out two experiments, Oberauer comes to the conclusion that information in working memory is highly organized and has its own structure and understanding of this structure can help to improve the work of […]
• Individual Recognition Decisions and Memory Strength Signal The individual recognition decision and the memory strength will be compared to determine their relation. A positive correlation between the individual recognition decisions and the aggregated memory strength will be shown.
• Working Memory Concept: Psychological Views To begin with, the findings support the use of the Working-Memory Model because it offers a clear distinction between the subordinate memory systems and the “central executive” memory.
• Memory Strategies and Their Effects on the Body Memory problems are a common concern in the society due to the increased rate of memory problems among the individuals. This is a strategy that uses chemicals to suppress the adverse effects of memory problems.
• George Santayana’s Philosophy Views on Historical Memory To Plato, democracy was the worst form of governance because it was the tyranny of the multitude. Furthermore, the effects of the war were hard to take because people lost everything they had.
• Cognitive Stimulation on Patients With Impaired Memory Cognitive stimulation therapy is effective in mitigating the effects of dementia. As a result, the researchers tested cognitive stimulation therapy in clinical trials.
• Memory and Emotions in Personal Experience I tried to convince Sherry that the kind of life she led will not do good to her. I thought that Sherry is a grown-up person who would understand the mistakes she had done and […]
• Face Recognition and Memory Retention It is imperative to mention that cognitive process is very significant in face recognition especially due to its role in storage and retrieval of information from long-term memory.
• False Memory Condition: Experimental Studies It is therefore important to conduct some experiments to see the differences between the correct memory and the false memory. The distracters and words to be identified were the variables that were independent.
• Memory Capacity and Age Correlation Since young adults have high levels of positive emotions and low levels of negative emotions, the positive emotions enable them to enhance their memory capacity for positive information.
• Eye-Path and Memory-Prediction Framework Online marketing and advertising actively develop nowadays, and modern advertisers need to focus on the customers’ attitudes and behaviours in the context of the effectiveness of the advertisement’s location on the web page.
• Long Term Memory and Retrieval The mode of presenting the items in sequence in the first presentation has great impact on the results and validity of the study.
• Denying the Holocaust: The Growing Assault on Truth and Memory by Deborah Lipstadt The book is divided into chapters that focus on the history and methods that are used to distort the truth and the memory of the Holocaust.
• Power, Memory and Spectacle on Saddam Hussein’s Death
• Theoretical Models in Understanding Working Memory
• Semantic Memory and Language Production
• Basic Functions of Memory and Language
• The Concept of Autobiographical Memory
• Neuroimaging Experiments and Memory Loss Studies
• Semantic Memory and Language Production Relationship
• Chinese Novellas: The Role of Memory and Perception
• Memory Lane and Morality
• Autonoetic Consciousness in Autobiographical Memory
• Memory by Analogy: Hiroshima Mon Amour
• “Memory by Analogy” Film Concepts
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• Ecstasy and Memory Impairment Neurological Correlation
• Memory Theories in Developing Marketing Strategies of the iPad
• Definition of Storage Locations in Memory
• Establishing False Memory in Humans
• Constructive Nature of Memory
• Comparison and Contrast Assignment on “Paradoxical Effects of Presentation Modality on False Memory,” Article and “Individual Differences in Learning and Remembering Music.”
• Memory Systems of the Brain
• Strategies of the Memory
• Brain and Memory
• Biology of Memory: Origins and Structures
• Amnesia and Long-Term Memory
• Cannabis and Its Effects on Long Term Memory
• Working Memory in Attention Deficit and Hyperactivity Disorder (ADHD)
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• The Relationships of Working Memory, Secondary Memory, and General Fluid Intelligence: Working Memory Is Special
• How Age and Diseases Affect Memory
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Memory, Its Importance and Role in Life

Memory plays a pivotal role in people’s lives at multiple levels, including routine, professional activity, socialization, learning, decision-making, communication, and others. Indeed, independent living might be particularly hindered or even impossible if one’s memory is impaired or dysfunctional. According to Baddeley et al. (2015), memory is an essential element of human life since it ensures continuity and helps people cope with daily activities. Indeed, remembering information allows individuals to learn and use the information for fundamental activities and behaviors and the understanding themselves in the context of their life experiences. According to Wang and Gennari (2019), the mechanisms of memory, including encoding and retrieval, predetermine the quality of information recalled over time. Thus, the importance of memory cannot be overrated, which validates the relevance of research on this issue.

In the scholarly psychological literature, the research on memory is vast. This phenomenon has interested psychologists for decades, producing a substantial pool of evidence available to researchers today. According to Zlotnik and Vansintjan (2019), memory is defined as “the faculty of encoding, storing, and retrieving information” (p. 2). It is a complex combination of processes that depend on the quality of data processing in the human brain. Thus, as defined by another scholar investigating the issue, memory is “not a unitary faculty of the mind but is composed of multiple systems that have different operating principles and different neuroanatomy” (Squire, 2009, p. 12711). Squire (2009) emphasizes that working memory is the process of retaining information from events around people, processing it, and offering the possibility to use both past and present experiences in the future. According to Xu et al. (2018), the difference in memory follows the difference in encoding and processing the memorized information. Thus, given the definition of memory and the discussion of its importance to human existence, the dependence of memory on processing style should be investigated.

Indeed, information processing is at the center of memory mechanisms. Processing style might be defined as an approach to information perception, analysis, and manipulation. According to Craik (1979), the ability to recall information can be influenced by encoding. In their article, Craik and Lockhart (1972) criticized the multi-store framework of memory research and proposed a new one. According to this new approach, the levels of processing are core to the quality of memory. Indeed, the trace of memory, implied in the duration and clarity of how the information is recalled, particularly depends on the processing style. Obermiller (1985) stated that the processing style is predetermined by the depth and level of the motivation. The results of experiments conducted by Craik and Tulving (1975) suggest that “the episodic memory trace may be thought of as a rather automatic by-product of operations carried out by the cognitive system” (p. 268). The better or deeper the semantic analysis of the information, the more accurate and durable the trace is.

Overall, the levels and depth of processing are essential for the style, which ultimately affects memory. As stated by Craik (2002), memory is “pure processing,” where the quality and deliberation of cognitive involvement in the analysis of the information predetermines the accuracy of recall. One of the recent studies on memory aimed to identify the effects of the process of retrieval on the quality of recall of the learned information. Kubik et al. (2018) found that retrieval was more effective for the accuracy and longevity of memory traces rather than learning, which validates the importance of investigating the mechanisms of memory. In addition, Rose (2020) integrated the frameworks of neurological research to identify that the retention of memory depended on the context of the task and the perceptual encoding. Such findings contribute to the development of the hypothesis for the present study. Moreover, different encoding conditions yield different accuracy of information recall, as demonstrated by the study by Challis et al. (1996). Thus, memory depends on various factors, including processing style, encoding, and context.

A vast body of literature demonstrates the relationship between processing and memory. According to Tan, K., & Choo, F. (1990), “deep and elaborative information processing leave memory traces of higher distinctiveness and durability,” which is validated by the intentional, analytic, and interpretive approach to deep processing (p. 68). The levels of processing have been significantly addressed in the scholarly literature on human memory. Alongside the processing styles, levels of processing have been claimed to have a significant effect on memory (Bradshaw & Anderson, 1982). The scholars conducted several experiments and found that elaborative encoding of information allowed for a more accurate memory trace for a longer period (Bradshaw & Anderson, 1982). Maki and Schuler (1980) conducted an experimental study on the interaction between levels of processing and rehearsal in memory. The scholars found that the participants could recall information better when the level of processing was deeper and the rehearsal duration increased (Maki & Schuler, 1980). Moreover, Long et al. (2018) conducted a study that demonstrated the interaction between attention and memory, where selective attention increases the accuracy of recalled information.

The presented literature review allows for outlining the following aims of the research project:

• Develop a hypothesis based on the scholarly literature;
• Test the hypothesis using the experimental design;
• Conduct experiments with participants to compare the effects of deep and shallow processing on memory traces.

The directional hypothesis that will drive the overall research process is as follows: The objects analyzed according to the deep processing mechanisms are recalled more accurately than those analyzed according to the shallow processing mechanisms.

Baddeley, A. D., Eysenck, M. W., & Anderson, M. C. (2015). Memory. Psychology Press, Taylor & Francis Group.

Bradshaw, G. L., & Anderson, J. R. (1982). Elaborative encoding as an explanation of levels of processing. Journal of Verbal Learning and Verbal Behavior, 21 (2), 165-174.

Challis, B. H., Velichkovsky, B. M., & Craik, F. I. (1996). Levels-of-processing effects on a variety of memory tasks: New findings and theoretical implications. Consciousness and Cognition, 5 (1-2), 142-164.

Craik, F. I. (1979). Human memory. Annual Review of Psychology, 30 (1), 63-102.

Craik, F. I. (2002). Levels of processing: Past, present… and future?. Memory, 10 (5-6), 305-318.

Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11 (6), 671-684.

Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104 (3), 268-294.

Kubik, V., Jönsson, F. U., Knopf, M., & Mack, W. (2018). The direct testing effect is pervasive in action memory: Analyses of recall accuracy and recall speed . Frontiers in Psychology, 1632 , 1-13. Web.

Long, N. M., Kuhl, B. A., & Chun, M. M. (2018). Memory and attention. Stevens’ Handbook of Experimental Psychology and Cognitive Neuroscience, 1 , 285.

Maki, R. H., & Schuler, J. (1980). Effects of rehearsal duration and level of processing on memory for words. Journal of Verbal Learning and Verbal Behavior, 19 (1), 36-45.

Obermiller, C. (1985). Varieties of mere exposure: The effects of processing style and repetition on affective response. Journal of Consumer Research, 12 (1), 17-30.

Rose, N. S. (2020). The dynamic-processing model of working memory. Current Directions in Psychological Science, 29 (4), 378-387.

Squire, L. R. (2009). Memory and brain systems: 1969–2009. Journal of Neuroscience, 29 , 12711–12716.

Tan, K., & Choo, F. (1990). A note on the academic performance of deep‐elaborative versus shallow‐reiterative information processing students. Accounting & Finance, 30 (1), 67-81.

Wang, Y., & Gennari, S. P. (2019). How language and event recall can shape memory for time. Cognitive Psychology, 108 , 1-21.

Xu, J., Friedman, D., & Metcalfe, J. (2018). Attenuation of deep semantic processing during mind wandering: An ERP study. Neuroreport, 29 (5), 380.

Zlotnik, G., & Vansintjan, A. (2019). Memory: An extended definition . Frontiers in Psychology, 2523, 1-5. Web.

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Home — Essay Samples — Life — Life Experiences — Memories

Essays on Memories

Exploring the depths of memory through essays.

Writing about memories offers a unique opportunity to delve into the personal and the universal, connecting individual experiences with broader themes. Whether reflecting on moments of joy, lessons learned through struggle, or the intricate dance of relationships, memories essays allow writers to explore the fabric of their lives. An important aspect of crafting these essays is not just recounting events but weaving these recollections into narratives that resonate with insight, emotion, and universality.

Choosing the right topic is just the beginning. To truly bring your memories essay to life, consider drawing from a diverse range of experiences and emotions. For those seeking inspiration or examples of how to craft a compelling narrative, we've gathered a collection of memoir examples crafted for college students : these examples can provide valuable insights into structuring your essay, developing your voice, and connecting with your audience.

Top 10 Memories Essay Topics in 2024

• The Moment That Changed Everything: A Reflection on Transformation
• Lessons from the Dinner Table: Family Dynamics and Personal Growth
• Lost and Found: The Journey of Rediscovering Self
• Between the Lines: What My Favorite Book Taught Me About Life
• The Art of Resilience: Overcoming Personal Adversity
• Crossroads of Culture: How My Heritage Shapes My Identity
• The Language of Music: How Melodies Define Moments
• Friendship in the Digital Age: Navigating Bonds and Boundaries
• Unearthing Passions: The Quest for Personal Fulfillment
• The Echoes of Laughter: Finding Joy in Simplicity

Memories of Happiness and Accomplishments in My Life

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Memories: The Only Real Treasure in One’s Head

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Bad Memories of Old that Should Be Locked Up

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The Creation of Our Memories

Effect of good and bad memories on attitude and emotion, worst thing i have ever done, my trip to miami shores, florida, how a driving accident affected on my life, necessity and importance of memories for growth, the most memorable moments of fifa world cup 2018, making memories count: kids photography, post-memory and layered memories of vietnamese americans, art and memory, a theme of memories in eternal sunshine of the spotless mind, the process of recollection of memories in nabokov's speak, memory, a hometown acceptance at different periods of life, the effects of the memories of the civil war and the reconstruction on americans, discussion if there any worth of possibility to erase bad memories, the use of own memories in the poems of sylvia plath and ted hughes, the possible ways to strengthen lost memories, a long way gone: uncovering the true fiction behind ishmael beah’s recount of his life story, my emotions from my third first day of school, talking about your life: my move to another continent, relevant topics.

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Childhood Memories Essay for Students and Children

500+ words essay on childhood memories.

Memories are a vital component of our bodies. They shape our personality as all our knowledge and past experiences are stored there. All of us have memories, both good and bad. You have memories from long ago and also from recent times. Furthermore, some memories help us get by tough days and make us cheerful on good days.

Memories are the little things which help in running our lives smoothly. In other words, memories are irreplaceable and they are very dear to us. They help us learn from our mistakes and make us better. In my opinion, one’s childhood memories are the dearest to anyone. They help in keeping the child in you alive. Moreover, it also is a reason for our smiles in between adult life.

Importance of Childhood Memories

Childhood memories are very important in our lives. It makes us remember the best times of our lives. They shape our thinking and future. When one has good childhood memories, they grow up to be happy individuals. However, if one has traumatic childhood memories, it affects their adult life gravely.

Thus, we see how childhood memories shape our future. They do not necessarily define us but they surely play a great role. It is not important that someone with traumatic childhood memories may turn out to be not well. People get past their traumatic experiences and grow as human beings. But, these memories play a great role in this process as well.

Most importantly, childhood memories keep the inner child alive. No matter how old we get, there is always a child within each one of us. He/She comes out at different times.

For instance, some may act like a child on seeing swings; the other may get excited like a child when they see ice cream. All this happens so because we have our childhood memories reminding us of the times associated with the things we get excited about. Therefore, childhood memories play a great role in our lives.

Get the huge list of more than 500 Essay Topics and Ideas

My Childhood Memories

Growing up, I had a very loving family. I had three siblings with whom I used to play a lot. I remember very fondly the games we use to play. Especially, in the evenings, we used to go out in the park with our sports equipment. Each day we played different games, for example, football on one day and cricket on the other. These memories of playing in the park are very dear to me.

Furthermore, I remember clearly the aroma of my grandmother’s pickles. I used to help her whenever she made pickles. We used to watch her do the magic of combining the oils and spices to make delicious pickles. Even today, I can sometimes smell her pickles whenever I look back at this memory.

Most importantly, I remember this instance very clearly when we went out for a picnic with my family. We paid a visit to the zoo and had an incredible day. My mother packed delectable dishes which we ate in the zoo. My father clicked so many pictures that day. When I look at these pictures, the memory is so clear, it seems like it happened just yesterday. Thus, my childhood memories are very dear to me and make me smile when I feel low.

Q.1 Why is Childhood Memories important?

A.1 Childhood memories shape our personality and future. They remind us of the good times and help us get by on tough days. Moreover, they remind us of past experiences and mistakes which help us improve ourselves.

Q.2 What can be a common childhood memory for all?

A.2 In my opinion, a childhood memory most of us have in common is the first day of school. Most of us remember what we felt like on the first day. In addition, our birthdays are also very common childhood memory that reminds us of gifts and celebrations on that day.

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Home / Essay Samples / Literature / The Giver / Importance Of Memory In The Giver By Lois Lowry

Importance Of Memory In The Giver By Lois Lowry

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