Chapter 12 - Memory

James begins by attempting to shed light on definitional memory of which most of us are aware and the operational aspect of what he calls associationist psychology, which is an attempt to understand the association of ideas within a specific context. More specifically, James posits that in order for a thought or concept to become resident in one's mind, it must be introduced in some fashion and it must become tied to some pre-existing thoughts.

James shares two other important important concepts. First is the notion that memories are tied together as multiple systems in the brain.

"We have, then, not so much a faculty of memory as many faculties of memory. We have as many as we have systems of objects habitually thought of in connection with each other. A given object is held in the memory by the associates it has acquired within its own system exclusively. Learning the facts of another system will in no wise help it to stay in the mind, for the simple reason that it has no 'cues' within that other system" (p. 62 ).

James relates to us that not every person is a master of every faculty. For example, some individuals are better at math and science reasoning, while others possess a facility for recalling historical dates. Toward that end, he introduces the concept of the mnemonic devices for facilitating ways of thinking. However, he admits that this can become a tedious exercise which subverts what to me the main point of this talk; Rote memorization is not the best way by which to evaluate a student. Students have individual strengths and weaknesses. It is a more effective strategy to build upon prior knowledge and to consider the level of discourse at which a student may participate in a given area relative to their strengths in other subjects.

This fits in perfectly with what Sweller (1988) says about instructional activities relative to the stated objectives of learning. When teachers have students perform tasks far removed from the desired learning goal, it unduly taxes the brain. To marry the concepts of these two works, it seems that the establishment of direct associations that might be universally understood will best help students internalize and retain information.

Can you recall an instance in which a teacher presented information which made a lasting impression on you?

References

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science,
12, 257-285.