Page 48 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 01 11/20/02 11:27 AM Page 37
Explicit Memory Brain-Based Learning 37
Explicit memory relates to the intentional recall of information or events. In general,
someone can recall material and episodes that he or she has experienced and remem-
bered. For example, if participants are involved in a multiple-day training program in
which subsequent skills and information are built on those presented on the previous
day, you might test their recall at the beginning of the second day through some sort of
quiz or review.
There are generally two types of memory tests for explicit memory: recognition and
recall.
Recognition tests involve having participants review a list of facts, information, or
material in an effort to select those that they have seen before or to single out a partic-
ular item. From a training perspective, true–false and multiple-choice tests fall into this
type.
Recall tests require participants to retrieve information without the benefit of clues
or hints. This type of test might be a free recall format in which participants are given a
series of numbers, letters, words, or events and asked to recall them in any order. If you
asked them to recall in the order originally presented, you are using an ordered or serial
recall test, and if you give cues to assist recall you are using a cued recall test. An example
of the latter type would be to present a list of items and then ask which applies to a spe-
cific item or issue.

Types of Memory

Like many other facets of human functioning, there are a variety of different types of
memory. Understanding these can assist you in building a training program that takes
a multifaceted approach to stimulating learner memory.
Sensory memory, sometimes referred to as sensory register, is the first aspect of
memorization. All incoming stimuli come through the five senses and are held there
long enough (milliseconds) to recognize and either pass it along to working memory
or discard it. This is one reason for developing activities and delivering information that
focuses on all the different intelligences that you read about earlier.
Short-term memory or working memory refers to the ability to retain limited amounts
of information for a brief period of time (some researchers say from 5 to 30 seconds).
To retain information in short-term memory indefinitely requires repeating the infor-
mation; otherwise one forgets it. To illustrate how this works, think of times when you
were trying to remember a telephone number you looked up in the telephone directory.
As long as you continued to repeat the number to yourself en route to dialling that num-
ber, you likely accurately recalled it. However, if someone or something momentarily
distracted you by interrupting your repetition of the number, you probably forgot and
had to look the number up again. Likewise, if you provide information to participants
that you want them to act on without giving them an uninterrupted opportunity to
focus on the information, they will likely be unsuccessful in recalling it.