Human memory defined different scholars in different perspectives and the following are
Definitions of memory:
According to Nairne (2003) defined memory is the capacity to preserve and recover information that such concepts as the past and the present gain meaning in our lives, memory is not something that can be directly observed.
According to Maisto and Morris (2003) memory is simply defined as the retention of information over time .is very dynamic process that gives us continuity as without memory could not be able to connect what happened to us yesterday with what was going on our life today and what may happened tomorrow.
There three processes involved in human memory and the following are the process of human memory:
Encoding is the processes that determine and control how memories are formed. The way we think about or encode events determines the kinds of memories that are formed; Nairne (2003).Also is the process by which information gets into memory, Santrock (2004).How information is initially placed, or ploated or use the technical word encoded in a place or a place in the brain; Omari (2006).
Storage refers to the process that control how memories are maintained, many psychologists believes that we have specific system in our brain that help us remember over time, fore example we may have a system that help us remember over the short term and different system to help us to remember over the long term, Nairne (2003).Also is the retention of information over time, Santrock (2004).How information retained or stored after being implanted there is it like a deck of cards or a nest, a beehive or specialized boxes; Omari (2006).
Retrieval is the process that determines and control how memories are recovered and translated into performance, Nairne (2003).Retrieval means taking information out of storage Santrock (2004).How the information is to be found or located and retrieval process; Omari (2006).
 Code and put into memory |
Maintain in memory |
Recover from memory |
ENCODING STORAGE RETRIEVALThe diagram by Bernstein and Nash. (2008) describe the human memory processes.
Teachers may apply to enhance memory among Tanzanian student by using various ways, teachers are responsible for facilitating their pupil’s memory so that what is learned in school and elsewhere is not only coded and stored and stored, But can be retrieved at later date. Teachers should help to improve their pupil’s by using a variety of methods (ways) such as
Note-taking, is a useful exercise in itself in that it teaches pupil’s how to discriminate between what is important and what is not. It also necessitates that they pay attention to what is going on in the classroom. Notes also can be handy for revision, since they contribute a short version of materials which might be in text and would require more time to go through, Mwamwenda (1995).
Over learning, is another way of improving memory .A task may be described as overlearned if further learning of the task does not improve mastery thereof or the retention required. If we want to remember what we learn it is vital that we over learn it beyond the point of mere recall. It a given body of information or skills means that at the point at which a person thinks he has mastered what is being learnt, he continues to go through it several more times Examples let us say that it took a pupil ten readings of the sections on operant conditioning to master it. To overlearn this, he must reread the section beyond the point of mastery. However, there is a limit to how many times a pupil can go over mastered information to over time it. The recommended time is about 50% of the time it took to master the material originally. Going beyond 50% is not likely to be beneficial or worth the effort because of what is know as the law of diminishing returns. According to this law what is not worth the effort, Mwamwenda (1995).
Assist student in organizing what they put into their memory. Children will remember information better if they organize it hierarchically. Give them some practice arranging and reworking material that requires some structuring, Santrock (2004)
Recall during learning, involves reciting to oneself as one learns and results in quite a high retention rate; let us say that you have assignment on which you have only two hours to spend, and that it is possible to read through the material in half an hour. Reading
Motivate children to remember material by understanding it rather than rotely memorizing it. Children will remember information better over the long term if they understand the information rather than rotely rehearse and memorized it. Encourage children to understand it give s it meaning elaborate on it, and personalize. Give children concepts and ideas to remember and then ask them how they can relate the concepts and ideas to their own personal experience and meanings. Give them practice on elaborating a concept so they will process the information more deeply; santrock (2004).
Teach mnemonic strategies, mnemonic are memory aids for remembering information, these are involve imagery and words like method of Loci, Rhymes, Acronyms and Keywords method; Santrock (2004), these help student to understand easy example the use BODMAS in mathematics make the student to memories all stages in calculation like to start with Open Bracket, Division, multiplication, Addition and final subtract.
Encourage student to pay attention and minimize distraction. Talk to children about how important it is to pay attention when they need to remember something. Give them exercises in which they give their undivided attention to something; Santrock (2004). Maintenance of the attention one way is to pay close attention to the conditions that are likely to be present when you need to make the student to remember by engaging in what psychologist call transfer appropriate processing; Nairne (2003).
Focus on active learning, to make learning enjoyable example using media and technology these make the reduction of student boredom and increase attention and hence the increase the memory to students; Santrock (2004).
Periodic reviewed, it is similar to self recitation, except that it is based on the long term rather than the short term. One can arrange to review what one has studied weekly or fortnightly. This is like to make retention for more effective than cramming week or so before an examination. Examinations are intended to find out how well students understand what they have been taught rather than how well they can reproduce what they crammed. Periodic review leads to better understanding of the materials covered and therefore facilitates better performance in test and examinations; Mwamwenda (1995).
Teachers should be encourage the interaction among the students, fore example the encouragement of discussion, small group discussion, lecture with discussion, debate and panel experts, all of these increase the memory among Tanzanian students.
Teachers are response for facilitating their pupil `s memory so that what is learned in school and elsewhere is not only coded and stored and stored, But can retrieved at later date, the storage of memory first start in short term memory (STM) and final stored in long term memory (LTM about 50 years).
Bernstein, D. S. and Nash, P. W. (2008).Essential of psychology:
Houghton Mifflin Company: U.S.A
Naire, J. S. (2003).Psychology Adaptive Mind: Wards worth, a division of
Thomson Learning Inc. U.S.A
Morris, C. G and Maisto, A. A. (2003).Understanding psychology (6th edition).
Prentice Hall: U.S.A
Mwamwenda, T.S. (1995).Educational psychology: An African perspective (2nd edition).
Heinemann: Durban
Santrock, J.W. (2004).Educational psychology (2nd edition). Mc Graw-Hill Companies
U.S.A
Omari, I. M. (Ed) (2006).Educational Psychology for Teachers. Dsm university press
DSM
Prepared by Teacher SEME,Andrew
Student of UDOM-COED
P.O BOX 118
KYELA-MBEYA
TANZANIA
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