Abstract:

Recent improvements in technology have allowed neuroscientists to observe the brain as it engages in memory recall, stimulus processing, and other activities that inform human activity. We can now identify the regions of the brain involved in language acquisition, language use (speech), and mathematical processes—the three R’s of the American education system. Neuroscience has also revealed the brain mechanics of memory. The two basic types of memory that are commonly known—declarative and nondeclarative memory—explain the processes by which we learn, and this is essential to educators. Learning is a process of creating memories; it is simply memorization. Yet the process is anything but simple. The methods by which information is stored, and memories are made, will differ depending on the type of information being contemplated—dates and facts versus refined motor skills; etc.—and depending on the format in which the information is presented. The functions related to memory and information processing can guide the way educators design their curricula, their classroom lessons, and the way they test students.

Specifically, educators should understand the following:
• the difference between declarative and nondeclarative memory;
• the mechanics of short-term (working) and long-term (stored) memories;
• the relationship between memory and emotion; and
• the necessity of repetition to improve memorization.

This article explains these concepts from an educational perspective and provides a brief practical understanding of memory and brain functioning for the classroom.

Keywords:

Memory, brain functioning, learning, education, memorization.