Memory Project: Application to Learning and Study Habits
Erin Halbhuber
Baker College

Memory Memory is the capability to learn, retain, store and remember information from previous experiences. Memories are accumulated from prior experiences and recollected, which can influence change of behavior or thought. This ability can assist with learning and adapting to new experiences. Short-term memory is information a person is thinking of at that particular instant, it is also known as “working memory” (Morris & Maisto, 2013, p. 187). Short-term memory is the ability to remember and process information at the same time. “Short-term memory acts as a kind of “scratch-pad” for temporary recall of the information which is being processed at any point in time, and has been referred to as the brain’s Post-it note” (Short-Term Memory and Working Memory – Types of Memory – The Human Memory,” n.d.). When trying to recall a telephone number or a small number of items needed at the grocery store, this information is held for “fifteen to twenty-five seconds and is known as short-term memory” (Morris & Maisto, 2013, p. 195). The problem with short term memory is that only minimal amounts of information are remembered and for small periods of time. Long-term memory is information that is relocated from short-term memory, becoming permanent knowledge that can be recalled later. “No matter if it is a memory from 30 seconds ago or from last week; a memory has to be stored once it has been created. Anything that you remember that took place more than a couple of minutes ago is stored in long term memory” (Williams, n.d.). The amount of information that a person can retain in long term memory is of endless capacity. This never-ending capacity that we fill with information and experiences, we call knowledge.
Improving study habits may be accomplished by using both short and long term memory. Two types of short term memory skills that can be useful are rote rehearsal and chunking. These methods can help hold more information in the short term memory, until they can be relocated to the long term memory. Rote rehearsal is repetition of information, such as using flashcards and saying them aloud. Another skill called chunking is the process of breaking down a large piece of data into smaller chunks to make them easier to comprehend and remember.
Long-term memory skills are also useful and include elaborative rehearsal, mnemonics and schema. Elaborative rehearsal is much like rote rehearsal except it is “linking new information in short-term memory to familiar material stored in long-term memory” (Morris & Maisto, 2013, p. 193). In simpler words this means trying to relate the given information to something you already know. For example, if you meet someone named Joe, and you know coffee is also called Joe, you can easily relate the name to remember. Mnemonics are a great learning device and “aim to translate information into a form that the brain can retain better than its original form” (“Mnemonic – Wikipedia, the free encyclopedia,” n.d.). Mnemonics use rhymes, acronyms and images to assist in remembering information that is difficult. A schema is a visual plan or outline based on past experiences, which can help us make connections.
Attention plays a pivotal role in memory. Incoming information can be selectively obtained by seeing, listening, smelling, savoring and sensing. “Think of attention as a highlighter. As you read through a section of text in a book, the highlighted section stands out, causing you to focus your interest on that area. Attention allows you to "tune out" information, sensations and perceptions that are not relevant at the moment and instead focus your energy on the information that is important” (Cherry, n.d.). Many of these stimuli get recognized and we can interpret them. Other stimuli can cause distractions.
Distractions can be a major cause of poor studying. Two types of distraction are internal and external. Some major internal distractions that I have are anxiety and fear of test taking. My major external distractions are my husband and children. Being a mother of two children and a wife I have experienced too many distractions while studying. I have found the best way for me to increase my attention and decrease my distractions is to have a quiet place for myself, which is a desk in my bedroom. I have also determined that I need a very quiet room. Sometimes I like to listen to music, but I cannot focus if there is a television on or if I can hear a lot of talking in another room. A way to reinforce my motivation is by getting up earlier in the morning when I feel more focused. I also feel like I will have the afternoon available for other activities as my reward.
Forgetting implicates a failure in the retrieval of a memory. This can happen due to biological and environmental factors. A biological factor, “according to the decay theory, memories deteriorate because of the passage of time” (Morris & Maisto, 2013, p. 202). So as we begin to age some of our memories may begin to fade. Other biological conditions that can lead to memory loss are head injuries from accidents, diseases like Alzheimer’s and chronic alcohol abuse. Sometimes a diet not rich in nutrients can lead to memory loss. Some environmental factors that can increase forgetfulness are lack of attention, inadequate learning and interference. Sometimes when trying to learn something new, old information already in our memory gets in the way.
Memory is knowledge. Everything we do creates our memory. The ability to learn and remember life events is possible due to our short-term and long-term memory. The two processes working together give us the ability to learn new material every day. Understanding how memory works can help to improve our studying capabilities.

References
Cherry, K. (n.d.). What Is Attention? (How Psychologists Define Attention). Retrieved from http://psychology.about.com/od/cognitivepsychology/f/attention.htm
Mnemonic - Wikipedia, the free encyclopedia. (n.d.). Retrieved September 3, 2014, from http://en.wikipedia.org/wiki/Mnemonic
Morris, C. G., & Maisto, A. A. (2013). Memory. In Understanding psychology (10th ed., p. 188). Boston, MA: Pearson.
Short-Term Memory and Working Memory - Types of Memory - The Human Memory. (n.d.). Retrieved from http://www.human-memory.net/types_short.html
Williams, Y. (n.d.). Long-Term Memory: Definition, Types & Examples | Education Portal. Retrieved from http://education-portal.com/academy/lesson/long-term-memory-definition-types-examples.html#lesson