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Also called “scratch-pad” memory, working memory is of short duration and has limited capacity. It simultaneously stores and manipulates information. The goal of the working memory is not really to move the information from STM to long-term memory (LTM), but merely put the information to immediate use.
STM retention makes information available long enough for it to be rehearsed. For example, if the learner repeats the number to himself, it can be transferred to some sort of longer term storage. To retain information for extended periods of time, it must be transferred from STM to LTM. This process involves encoding or consolidation of information into LTM where it can then be retrieved. Long-Term Memory (LTM)
Long-term memory (LTM) is relatively permanent storage of unlimited information and it is possible for memories in LTM to remain there for a lifetime. What is stored in LTM affects a person’s perceptions of the world and affects what information in the environment is noticed. Information that passes from STM to LTM typically has some significance attached to it. For example, imagine how difficult it would be for a pilot to forget the first day he or she soloed. This is a significant day in any pilot’s training, so when the information was processed, significance was attached to it, the information was deemed important, and it was transferred into LTM.
There must be other reasons information is transferred to LTM because the average human brain stores numerous insignificant facts. One explanation is repetition; people tend to remember things the more they are rehearsed. Information also ends up in LTM because it is somehow attached to something significant. A man may remember the color of the dress his girlfriend was wearing on the day he proposed marriage to her. The color of the dress plays no important role, but is attached to the memory of proposing marriage.
For the stored information to be useful, some special effort must have been expended during the encoding or consolidation of information in STM. The encoding should provide meaning and connections between old and new information. If initial encoding is not properly accomplished, recall is distorted and it may be impossible. The more effective the encoding process, the easier the recall. However, it should be noted that the LTM is a reconstruction, not a pure recall of information or events. It is also subject to limitations, such as time, biases, and, in many cases, personal inaccuracies. This is why two
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people who view the same event often have totally different recollections. Memory also applies to psychomotor skills. For example, with practice, a tennis player may be able to serve a tennis ball at a high rate of speed and with accuracy. This may be accomplished with very little thought. For a pilot, the ability to instinctively perform certain maneuvers or tasks that require manual dexterity and precision, provides obvious benefits. For example, it allows the pilot more time to concentrate on other essential duties such as navigation, communications with ATC facilities, and visual scanning for other aircraft.
Information in LTM is stored in interrelated networks of schemas which are the cognitive frameworks that help people organize and interpret information. Schemas guide recognition and understanding of new information by providing expectations about what should occur. Since LTM is organized into schemas, instructors must consciously look for ways to make training relevant and meaningful enough for the learner to transfer new information to LTM. This can be accomplished by activating existing schemas before presenting new information. For example, a brief review of the previous lesson via discussion, video, questions, etc.
Remembering What Has Been Learned
The moment people learn something new and add it to their repertoire of knowledge and skill, they are confronted with a second task: the task of remembering it. Remembering is a challenge because of a natural feature of human memory-forgetting. Forgetting is such an apparent part of human memory that it is often the first thing that people think of when they bring up the topic of memory.
The following section discusses how remembering and forgetting happens in predictable ways that help keep human memories tuned to the demands of everyday life. Memories help people keep fresh precisely those things needed next, and let slip those things that have outlived their usefulness. Understanding the factors that determine what is remembered and what is forgotten helps instructor and student get the most from memory.
How Usage Affects Memory
The ability to retrieve knowledge or skills from memory is primarily related to two things: (1) how often that knowledge has been used in the past; and (2) how recently the knowledge has been used. These two factors are called frequency and recency of use. Frequency and recency can be present individually or in combination.
Frequency and recency—knowledge that enjoys both frequency and recency is likely to be retrieved easily and quickly. This is knowledge much used in the past that continues to be used in the present. This is the ideal situation for knowledge and skills that need to be used.
　
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