As UCLA nears the close of a tumultuous spring quarter, it has become increasingly evident to the student body how difficult it has been to retain information from their classes. Especially with finals week just around the corner, many face the stresses of having to turn their attention toward their academics once more. With little time yet much to learn, students must adapt and memorize information quickly. Scenarios like this beg the question: how can we assist our brains in retaining information most optimally?
Looking broadly at the science of memorization - a part of cognitive neuroscience - concerning the brain, we see a distribution of information between short-term and long-term memory. Short-term memories typically consist of information that an individual only needs to retain for a short period before being discarded. On the other hand, long-term memories contain valuable information about facts, skills, and processes that shape a person's understanding of the world around them (Harvard Health). When it comes to studying, individuals should emphasize building up their long-term memorization of content, even if it is for a course that would not necessarily be deemed valuable to their future studies. This emphasis derives from the fact that building long-term memory allows new information to form deeper connections with previously established memories, thus allowing for strong conceptual understanding and effectiveness in recalling such information (Learning Center UNC).
Regarding recollection, we examine the components of the brain itself. The deep-brain component, the hippocampus, is responsible for storing and cataloging components of memories after their formation. When recalling information, the frontal lobes, which involve themselves directly in the brain's attention and focus, are activated (Harvard Health). When an individual is healthy, attentive, and responsive to new information, these components will properly retain such information within easily recalled memories. However, health circumstances or the attentiveness of individuals can be detrimental to supporting the functions of these components when attempting to learn, process, and understand new material.
First, looking at the attentive aspect of inefficiencies with optimal memorization, we look at forgetfulness. Forgetting information occurs with inattention or a lack of proper reinforcement to retain information as long-term memories when it comes to learning. Scientists have introduced the concept of the Decaying Theory to explain forgetfulness in some aspects. The Decaying Theory indicates that without the repetition of memory, the information will deteriorate (Lesley University). To combat this when studying, scientists recommend repeated self-testing of information through a distributed set of study sessions over time to ensure mastery long-term (Learning Center UNC). Popular methods to combat the decay of information with studying also include: writing information out often, building connections with visual imagery or audio cues, and explaining the information to oneself through analogies or metaphors if applicable (Learning Center UNC).
Ultimately, though, combating forgetfulness and building long-term memory requires a foundation of good health. Scientists preach that a valid diet, proper sleep, and exercise are beneficial in creating and strengthening neurons for memorization (Learning Center UNC). Thus, even in a time of stress with studying for finals, it is integral for individuals to ensure they do not lose the healthy foundation of their daily lives. Casting away time to take care of oneself in favor of studying is doing more harm than good at times if memorization is the focus.
However, there are often extenuating circumstances that do not allow this foundation of good health. Regarding the science of memorization, it is notable to mention that traumatic brain injury (TBI) often damages the capabilities of an individual to retain new information due to the adverse effects on components of the brain linked with memorization, such as the previously mentioned frontal lobe and hippocampus (MSKTC). Thus, deeper connections with previously established information are attainable but require greater consistency with tactics to build memorization. These "compensatory strategies" are beneficial to all, but especially those diagnosed with traumatic brain injury (MSKTC). Compensatory strategies such as writing down a checklist or compiling notes of reviewable information are beneficial in assisting with memory building. Thus, as students - with or without traumatic brain injuries - enter a time of academic distress, it is necessary to keep a foundation of consistency with maintaining health and useful study tools to assist with the neurological development of long-term memories. Long-term memorization tactics provide the greatest understanding of study material as they allow for deeper conceptual connections that make recalling content easier for the individual.
Sources:
“Memorization Strategies.” The Learning Center - University of North Carolina at Chapel Hill, 19 Feb. 2024, learningcenter.unc.edu/tips-and-tools/enhancing-your-memory/#:~:text=Use%20distributed%20practice.&text=Use%20repetition%20to%20firmly%20lodge,in%20between%20each%20study%20session.
“Memory.” Harvard Health Publishing - Harvard Medical School, www.health.harvard.edu/topics/memory#:~:text=Regular%20exercise%20boosts%20the%20growth,and%20strength%20exercises%20is%20best. Accessed 31 May 2024.
“How Memories Are Made: Stages of Memory Formation.” Lesley University, lesley.edu/article/stages-of-memory#:~:text=When%20long%2Dterm%20memories%20form,length%20types%3A%20recent%20and%20remote. Accessed 31 May 2024.
“Memory and Traumatic Brain Injury.” MSKTC, msktc.org/tbi/factsheets/memory-and-traumatic-braininjury#:~:text=TBI%20affects%20short%2Dterm%20memory,ve%20promised%20to%20do%20so. Accessed 31 May 2024.
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