Main types of memory
Most people will at some time comment on how their memory is not working for them. We know of two main types of memory: shortterm and long-term.
Short-term works for about five to 20 seconds depending on the situation and the amount of focus the person places on the task. Short-term memory can be improved slightly by applying some techniques. Immediate restating what one hears or labelling the situation helps. Adding some form of association such as attaching it to something you already know can help to remember.
For most of us, as long as we use some form of recall, our shortterm memory will manage the daily demands we experience.
Long-term memory is more complex since it involves different areas of the brain depending on the experiences. In terms of children’s learning and development, long-term memory is a crucial set of skills to develop.
People are less informed of the fact that knowledge is stored in three different kinds of long-term memory systems. Yet this is crucial because it speaks volumes about how our minds are organized.
To understand the three memory systems, consider these three questions:
1. Do you know what the name of the city you live in is called?
2. Do you remember the first time you did something new (like ride a bike or drive a car)?
3. Can you now ride and bike or drive a car without having to think much about the basic skills needed?
If you knew the answer to the first question about the name of your city, you retrieved it from your semantic memory system. The semantic system stores your factual knowledge about rules, norms, math or logic, and historical events. Semantic memory answers the who was, what is, why and how many questions.
First time experiences are stored in your episodic memory. It stores your sensory-perceptual-affective experiences. They are normally stored as pictures or movies (sequenced images). Also your point of view (like feelings that go with the experience), and are usually stored based on the strength of the feeling or reaction (the stronger the emotional association with the experience, the greater the likelihood you will recall it).
These first two memory systems often work together and are known as ìdeclarativeî memories because they are accessible to self-conscious awareness and people can report them.
For children in learning, their experiences (episodic) coupled with the word (semantic) that goes with the learning is critical for reading and for understanding what they are reading. Research that has examined the amount of exposure children have to words/stories along with the adult providing explanations shows that the earlier this happens and the more often, these children move into formal reading and learning faster than children with less exposure.
The message here for semantic and episodic memory development is: parent interactions as young as possible, as often as possible with pictures and added descriptions, helps to build a strong memory system.
The third question focuses on ìproceduralî memory system. This memory system stores the ìhow-to-doî events and experiences.
Procedural memories are largely non-conscious, as is evident by the fact that you can’t look inside yourself and see them. Procedural learning can take place completely independently of the more conscious, declarative memory systems. Every time you take your child somewhere, they are storing that sequence or steps without really thinking about it.
Procedural memories are required for successful school work in recalling how to add or to write a story or for completing a project.
The main point to understand is that parents can easily build these three systems by taking time to do many things with their children.
Dr. Steve Lydiatt has a degree in Educational Psychology. He is a Learning and Behaviour Specialist. He has been a teacher, consultant in autism, university professor and director of a disabilities centre. His specialties include learning disabilities and children’s behaviour issues. He can be reached by email: drsteve.educistics@gmail.com.