Questions: What is the relationship between memory and learning? Why memory is so important?
Learning and memory are closely related to each other. If learning is the method for gaining new knowledge and skills, memory is the storage of, but is not limited to, acquired knowledge and skills. Mnemonics is the study of ways to improve the capability and retention of memory that emerged because of the demands to explore the potentialities of human beings. Simonides, a Greek poet who lived around 500 B. C., is believed to have first invented mnemonics. According to Simonides, the association of a clear image and its location in our minds are the keys to recall of needed information accurately and quickly (Miller, 1968). James (1962) also stated that “an educated memory depends on an organized system of associations; and its goodness depends on two peculiarities: first, on the persistency of the associations; and, second, on their number” (p. 60). The memory palace is an organized system that can be viewed as a concrete representation of these principles. Factors that determine the quality of our memories include the decoration and organization of the rooms, the clarity of the images of each room, the size of the rooms, and the quantity of rooms in this memory palace.
In modern society, we take our smart phones or portable computers with us everywhere. They can be used to search and store information for us. One might wonder why we still need to bother ourselves with remembering. Foer (2011) indicated, “memory training was considered a centerpiece of classical education in the language arts, on par with grammar, logic and rhetoric” (page #). I agree with him as my experience of using English, which is not my native language, is an appropriate illustration. Learning a second language is interesting to me except for memorizing words on an alphabetically arranged word list. It is not easy to recall an infrequently used English word based on its Chinese translation. However, I enjoy reading English stories, since missing infrequently used words did not seriously affect my understanding of a paragraph or sentence. Thus, I could save time for concentrating on other subjects. Although my grades in English were good, my learning habits were not quite sufficient. I did not plough my path of English learning deeply and frequently. These learning habits become a hindrance when I needed to use English every day. It is difficult to locate the right words and expressions quickly when the information is not well organized. For example, in a recent conversation with my American friends, I tried hard to find the word “parade.” I knew that I had learned it previously, and that I could recognize it in a sentence, but at the time, all I could remember was “there is a large group of people walking along a street and showing their will or dissatisfaction.” This kind of flawed recall interrupts my thinking and expression.
Learning by scaffolding is important for children, who can recall and express their knowledge correctly after being shown appropriate tips or reminders. However, this is only one part of life span education. Putting newly acquired knowledge into existing cognitive systems and building strong paths so that we can find new knowledge independently when needed is a critical part of learning. “Paths frequently and recently ploughed are those that lie most open, those which may be expected most easily to lead to results” (James, 1962, p.59). Practices with proper memory techniques for the application of knowledge and skills are important for manifesting our learning. Dictionary and Google can help us find the words or facts, but it is improper when instant responses during a conversation or presentation are needed. When information systems are systematically created, information processing in our minds is preferable for more effective memory.
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