Training Industry Magazine - Summer 2016 - (Page 33)
MEMORY
THE CRITICAL BOTTLENECK TO LEARNING
BY BRIAN S. MCGOWAN, PH.D.
I
f the ultimate goal of training and educational interventions is to increase what learners
know so they can make more informed decisions and perform better, then it stands to
reason that the ultimate value of any training intervention is dependent on the effective
storage (and retrieval) of new information within the learners' memories.
This might be one of those blindingflashes-of-the-obvious moments: Training
and learning are fundamentally dependent
on human memory systems. Importantly,
understanding the implications of human
memory systems on training and learning
is not simply a theoretical pursuit. In
the past few years, more and more has
been published and presented about the
connections among adult learning theory,
cognitive science and neurophysiology -
or what some have simply coined "brainbased learning" or the "science of learning."
While it may appear to some that
the complexity of this evidence is
overwhelming, there are examples of
lower-hanging fruit that trainers can
immediately leverage to evolve and
improve their training programs. The
simplest, most practical and perhaps
most valuable way of understanding
and leveraging the science of learning
is to acknowledge the critical bottleneck
created by our memory system, or
systems, as it were, and then ground
one's planning and design intelligently.
MEMORY SYSTEMS
The sub-system model of memory
was first proposed in the 1960s as a
framework for understanding how and
when learning can be accelerated and
training can be enhanced.
As described by Atkinson and Shiffrin,
information is received through the
sensory memory system. This first subsystem can process a huge amount of
information but can retain it only for a
short period of time (milliseconds). As
the information in sensory memory is
instinctively filtered, the information that
is deemed to have some relevance or
value is raised to awareness and enters
the second sub-system: working memory.
Working memory (re-)organizes the
information so that it may be efficiently
stored as discrete neural maps within
the third sub-system: long-term memory.
Absent of disease, long-term memory
has a theoretically limitless capacity in
terms of storage duration and volume, but
storage and retrieval are not same thing.
T R A I N I N G I N DUSTR Y MA GAZ INE - SUMMER201 6 I WWW.TRAI NINGINDU S T RY . C OM/ MAGAZ I NE
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Table of Contents for the Digital Edition of Training Industry Magazine - Summer 2016
Perspectives
Table of Contents
Three Strategies to Ensure Your Training Has Tensile Strength
Experience, Exposure and Education
Beyond the Classroom Paradigm
Applying the Buddy System
Purpose-Driven Professional & Organization Success
Making It Personal: The Four Pillars of High-Impact Mentoring
Blowing Your Millennial Mindset
Hidden Forces: Unconscious Bias in Learning
Memory: The Critical Bottleneck to Learning
Gender Barriers & Solutions to Leadership
Cognititive Collaboration: Utilizing Diverse Thinking & Behavioral Preferences
Get Into the Act: Accelerating Collaborative Teamwork
Dispelling the Five Myths of Microlearning
Quicken Loans: Culture Driven
Developing Global Leaders: On-the-Job Leadership Development
From Where I Sit
Why Do We Wait to Train Our Managers?
Is Knowledge Overrated?
Is Your Business Acument Showing?
Avnet Expands Services with ExitCertified Acquisition
Company News
What's Online
Training Talk
Training Industry Magazine - Summer 2016
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