Updated July 28th 2023
Memory is crucial for learning.
“Memory is a process of encoding, sorting and retrieving information” (Carlson, Martin & Buskist, 2004).
The brain creates predictive models about where it thinks it is going, models about performance during an attempt and models that reflect cumulative learning of those attempts to create the desired outcome. The actions that are attempted and those that resulted in better performance must be remembered. Otherwise learning cannot occur.
Theorists of memory agree that there are various stages of memory; 1) short term memory (STM) or working memory and 2) Long term memory (LTM).
Atkinson and Shiffrin’s multi-store memory model (1968) states that we take information from the external environment through our sensory organs (e.g. eyes, ears, skin etc.). This information gets moved to the STM where it stays for a short time (i.e. less than one minute; STM has a limited capacity and duration). Only with rehearsal can information be moved to the LTM. Peterson and Peterson (1959) found that the more time information goes unrehearsed in the STM the more difficult it is for participants to retrieve this information.
“Short term memory is the set of processes that we use to hold and rehearse information that occupies our current awareness” (Robinson-Riegler & Robinson-Riegler, 2008).
LTM consists of:
- Declarative (explicit) memory: Knowledge of facts and events.
- Procedural (non-declarative, implicit) memory: Knowledge of how to do things.
- Skills and abilities.
- Conditioning and subconscious responses.
Other than rehearsal, there are other ways to help the encoding of information from the STM to the LTM. For example, mnemonic devices are “special techniques or strategies consciously used to improve memory – make use of information already stored in LTM to make memorisation an easier task” (Brunswick & Buskist, 2004).
These devices do not simplify or lessen information, they create a more detailed version of the information in such a way that the information is easier to retrieve at a later time. This is possible because of the way in which the information is elaborated upon. The information is strung together in a meaningful way.
Most approaches to training soft skills in people are missing an approach that enables learners to elaborate on what they are learning in the classroom. In my experience, the solutions are as follows:
A) Learning must be ‘applied’ in the training room, i.e. create more meaningful, emotional and elaborated opportunities to practice while in the training room, to engage both hearts and minds.
B) In line with the 70:20:10 rule, make sure that people get the opportunity to apply and practice in the context of work. In his excellent book, ‘The Learning Challenge’ (2014), Nigel Paine refers to ‘at the moment of need’ and ‘just in time’ learning, and quotes Nick Shackleton-Jones approach to learning ‘for people who care’. Here people care deeply about learning something because they have been challenged and want to/ need to solve the problem, and therefore are motivated to learn.
For a case study of the approach taken by Nick Shakleton-Jones (Director of Online and Informal Learning, BP) see Nigel’s book. You might see Adaptas mentioned there too ;-).
Ultimately, there is no point in sending a person to attend a training if they are not going to be able to apply their learning immediately (either actively in the training or ‘on the job’), because it will not get stored in their Long-Term Memory, unless they get a chance to use the information supplied immediately.
Plain and simple, we all forget what we have learned unless it is dynamic, motivating, emotionally stimulating and useful in the here and now!
