Memory and Recall

As teacher's we need to set up a learning environment where student's can remember and recall. We need to set up a starting point within the children's learning so children are able to begin the process of memory.

Atkinson and Shiffrin (1989) indicate through the Modal Model of Memory that there are 3 separate components to remembering. The first is the sensory, second the short term memory and the third long term memory. The sensory component, which holds information for the short term memory. The process starts through visually seeing something (iconic), or hearing something (echoic). For example, as soon as the child walks into the class and sees a visually exciting display board this can start their memory process. But without repetition this memory can decay and we therefore need to rehearse the information for it to move into the short term memory. George Miller (1956) stated that our short term memory can hold 7 things (plus or minus 2) at a time, "the magic number seven". With more rehearsal this memory can then move into the permanent, long term memory.

Baddley and Hitch (1974) introduced the Working Memory Model, which is an alternative to Atkinson and Shiffrin's Modal Model of Memory (1989). It highlights the process of remembering as a unitary system. Baddley and Hitch (1974) demonstrate short term memory as the working memory. The working memory has a greater focus on applying real life tasks such as, reading, problem solving, visual and spacial processing (McLeod, 2012). However, this particular model does not emphasise the importance of rehearsal, which I would argue is vital for remembering.

Tulving (1972) made the distinction between episodic and semantic memory. Episodic is the recalling of memories, whereas semantic is the store for more general knowledge. Semantic memory requires multiple exposures to the information rather than episodic only needing one exposure. For children to gain knowledge from school it is vital to rehearse and repeat as they need numerous exposures to retain information.

Teacher's can improve children's memory by relating to another topics and by the children physically learning something, for example using an interactive whiteboard children are more engaged with the physical interaction (Smith et al, 2005). As Piaget's theory (1952) of cognitive development indicates that children learn from experiences, teacher's are to create these experiences through sensory lessons for the children to remember and recall. 

All these models of memory have a starting point, which then progress into short term or working memory and then long term. Teacher's can start this memory process, by engaging the children with a visually exciting environment to capture and hold the children's attention. I would argue that repetition is key to remembering. Teacher's need to set up this environment, which is able to capture and hold the children's attention.

REFERENCES:

Atkinson, R. C., and Shiffrin, R. M. (1968). 'Human memory: A proposed system and its control processes' , in Spence, K. W., and Spence, J. T. The psychology of learning and motivation. New York: Academic Press, pp. 89-195.

Baddeley, A. D., and Hitch, G. (1974). 'Working memory' , in Bower, G. H. (Ed.), The psychology of learning and motivation: Advances in research and theory. New York: Academic Press, pp. 47-89.

McLeod, S. A. (2012). Working Memory. Retrieved from www.simplypsychology.org/working%20memory.html

Miller, G. (1956) "The magical number seven, plus or minus two: some limits on our capacity for processing information" , Psychological Review, 63(2), pp. 81-97. doi: 10.1037/h0043158. 

Piaget, J., and Cooke, M. T. (1952). The origins of intelligence in children. New York: International University Press.

Smith, H., Higgins, S., Wall, K. and Miller, J. (2005) “Interactive whiteboards: boon or bandwagon? A critical review of the literature”,Journal of Computer Assisted Learning, 21(2), pp. 91-101. Doi: 10.1111/j.1365-2729.2005.00117.x.

Tulving, E. (1972). 'Episodic and semantic memory' , in Tulving, E. and Donaldson, W. Organization of Memory. New York: Academic Press, pp. 381-403.