Memory:: Encoding

Memory:
Memory is the information encoded and processed in brain. The ability of humans to remember the
things and for that encoding or comprehension or understanding is needed, to store/take and after
that to retrieve the information is done by memory.
Studying memory is not only restricted to the simple situation of memorising facts and figures but is
extended to the development of our long-term memory, to the nature and pathology of information
that we know and use it according to the situations.
The memory process:

Encoding:
Collecting information and to understand it in form of chemical or physical stimuli is encoding.
Storage:
To create a record of the encoded information. To maintain information for over periods of time is
known as storage.
Retrieval:
To recall, to link or to recognise events from past based on stored information is retrieval. If we have
understood something very well the retrieval would be very easy but vague remembrance or
understanding would make difficult to retrieve information.
Types of memory:
1. Sensory memory:
The memory that stores all the sensory information is known as sensory memory. It is based on our
five senses. It is not related to short- and long-term memory but just the sensory experiences. We
retain information based on the prior experiences.
2. Short term memory:
It is for very brief or a short period of time and we can learn only 7-8 items in that time. It is a
gateway to long term memory.
3. Long term memory:
The information stays or lasts till death. It remains for longer periods of time And that is why it is
called as permanent memory.
4. Explicit Or declarative memory:
We consciously Store information in explicit memory that is grammar rules, dates etc. It has two
types that is semantic memory and episodic memory.
 Semantic memory:
Facts are there in semantic memory. For example: Islamabad is capital of Pakistan.
 Episodic memory:
Our own personal experiences are involved in episodic memory rather than facts. for
example, when I was in Islamabad, I saw Faisal Mosque.
Implicit memory:
It is also called as declarative memory or implicit memory we don’t need conscious recall or
storage but we need practise. It is not related to the storage or retrieval process but only the
practise and learning process. For example, you don't need to remember consciously how to
ride cycle, you simply do it by learning and practising it.
Structure and organisation of memory:

The distinction made by psychologists to specify the limitation and nature of memory
processes and relate them to language learning. these memory processes vary from person
to person according to their learning and storing capacity or ability.
If you place something, somewhere count 1 to 10, So that you want forget that where had
you placed the thing.
The distinctions are made on the basis of following aspects that is:
 By time
 By process
 Type of information.
Distinction by time:
If the teacher discuss is something it is remembered for the time being but when we go
home it’s difficult to really drive that information back unless some extra effort is put. It is
due to the small capacity of immediate memory, or short-term memory. It is also due to the
position of items. Things discussed earlier are easily forgettable then think discuss at the end
because they are fresh in our mind.
Another issue is recency effect. Thanks, started recently are easily recalled than that of initial
or in the beginning g. Primacy effect is also involved It means the more you put effort the
more you would be able to recall things. Frequent practise would help you in memorization
than reading or studying on the ones.
Distinction by process:
 Chunking:
The information provided in form of chunks for small groups is easy to learn, store, retain, or
retrieve. Lengthy paragraphs are difficult to remember mostly.
According to G.A Miller, our short-term memory has ability to store (7 to 12) items in one go if
provided informs of chunks.
 Working memory:
The enhancement or capacity of learning that is to learn lengthy information can be done by
the help of already present information in our short-term memory.
 Frequency:
The more frequently we encounter any linguistic item, the more we will be able to learn it. It
was first done by Ebbinghaus Who formulated a frequency learning curve. People who do
not practise cannot be good learners.
 Associative clusters:
The vocabulary items or any piece of information should be provided in form of such clusters
in which each item share association with each other so that it would be easy to learn them.
For example, birds, metals, plants, flowers etc. Such list of vocabulary items helps in turning
shorter memory to long term memory.
Associative clustering is important in language classroom.
 Codes:
Whenever information is stored in memory there are three stages for that:
 Intake
 Storage
 Retrieval
If we are taking something it should determine our future recognition as well. There are two
types of codes
1. Natural language mediators:
Words present in your own native language as well as target language is known as
natural language. With the help of clues provided by native language helps us learn
words of target language. These words are also called as security words.
For example, Goz means eye in Turkish It can be used as mediator to learn gaze in
English.
2. Simple meditational principle:
It is same as first but it works on mental image, instead of words. OTT and His
colleagues experimented this in 1973.
For example: Eye (English) = Auge (German).
They share same sounds or characteristics therefore they create image of similarity
in mind and helps in learning.
Schemas:
NEISSER:
Schemas could be considered as background knowledge. by sharing links or reconstruction with

existing information we can learn new information. Prior processes or relevant stored information is
required in memorization or learning process.
Distinction by type of material or information:

We discussed episodic and semantic memory earlier. if we want to learn or port something we need
to move from episodic to semantic memory.
These days focus is more on the type of data, kind of data, how it is taken and stored or retrieved.
All the vocabulary items or information stored in our mind is called mental lexicon or cerebral
dictionaries.
Some pedagogical problems:

. Learning by rote:
We can learn language with the help of imitation reinforcement or response or by rote
memorization. But in larger terms or complex mental processes Rote memorization does not works.
It is basic and give base to learning but further it depends upon our own creativity or productivity. it
does not work for learning a whole system. Rote Memorization is start of behaviourist approach
which does not explain complex learning processes.
Strategies of learning retrieval:

If we want to learn, we should convert episode 2 semantic because when we contextualise
information it seems more important to learn but on the other hand researchers think that if the
data is personalised or based on personal experience it is easy to learn and retrieve. Therefore, two
schools of thought exist in this regard that is facts and figures or personal experiences. Different
researchers have different views in this regard.
The role of comprehension questions:

We focus more on creativity, productivity or comprehension ability in comprehension question. It is
opposite to route memorization. Even in comprehension question there are multiple aspects that
what kind of question teacher asks or what kind of task is given that would affect the creativity in its
own way.

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Memory:

The memory process:

Collecting information and to understand it in form of chemical or physical stimuli is encoding.

2. Short term memory:

3. Long term memory:

4. Explicit Or declarative memory:

Structure and organisation of memory:

Schemas could be considered as background knowledge. by sharing links or reconstruction with

Distinction by type of material or information:

Some pedagogical problems:

Strategies of learning retrieval:

The role of comprehension questions:

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