Unlocking Memory: What Every Student (and Parent) Should Know

Posted by Gabby Lau

Written by: Gabrielle Lau

 

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Unlocking Memory: What Every Student (and Parent) Should Know

Learning is more than memorizing facts. It’s a dynamic process where the brain actively encodes, stores, and retrieves information. Understanding these processes empowers students, parents, and tutors to build more effective, sustainable study habits. This blog outlines the key stages of memory formation, basics of learning cognition, addresses common myths, and shares practical, science-based strategies to help students strengthen their learning.

The Three Stages of Memory: Encoding, Storage, and Retrieval

Neuroscience research shows that memory forms through three key stages:

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1. Encoding: The Gateway to Learning

Encoding is the brain’s first step to processing and making sense of new information. Students encode material most effectively when they:

  • Use multiple senses: Combine visuals, speaking, movement, and writing (Paivio, 2013; Shams & Seitz, 2008).
  • Focus attention: A distraction-free environment is essential, see previous blogs for study space tips.
  • Link new ideas to familiar knowledge: Even briefly, connecting new material to something they already know can improve retention.
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2. Storage: Stabilizing Knowledge

After encoding, information needs to be consolidated into long-term memory. Two major factors supporting strong storage are:

  • Sleep: Getting enough sleep strengthens memory consolidation and helps students retain what they learned (Rasch & Born, 2013).
  • Spaced repetition: Reviewing information over time (not cramming) leads to better long-term retention (Cepeda et al., 2006).

Use spaced review schedules, such as revisiting material with flashcards or digital apps, and help student stick to regular sleep schedules.

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3. Retrieval: Reinforcing and Reshaping Memory

Retrieval is a process of accessing long-term memories and making them available for your brain to use, prompted by a cue (Recall refers to this same process without a cue/prompt) (Karpicke & Blunt, 2011). Each instance of retrieval strengthens the memory trace. Helpful strategies for retrieval include:

  • Self-quizzing: Practice recalling information without looking at notes.
  • Feynman Technique: Teach the material to someone else to deepen understanding.
  • Cumulative review: Regularly revisit older material, not just recent lessons.

From Working Memory to Long-Term Memory: Building Stronger Learning

For learning to stick, students must move information from working memory (short-term thinking space) into long-term memory (where knowledge is stored for the future).

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Memory Type:

Working Memory

Function:

Holds small amounts of information briefly for tasks like solving a math problem.

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Memory Type:

Short-Term Memory

Function:

Briefly stores facts (like a new definition) before forgetting or consolidating them.

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Memory Type:

Long-Term Memory

Function:

Retains knowledge, experiences, and skills that can last a lifetime.

Without regular review and retrieval, even well-understood concepts can fade over time.
That’s why repeated practice is critical even for material a student feels confident about.

Memory and the ADHD Brain: Understanding Differences

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) often experience challenges with working memory, focus, and task organization (Martinussen et al., 2005).  These challenges are neurological, not about effort or intelligence. Effective strategies for supporting memory in ADHD students include:

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1) Break assignments into manageable steps.

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2) Use multi-sensory learning to anchor new ideas.

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3) Practice frequent, low-pressure retrieval exercises to reinforce learning.

(If a student faces particular difficulty with a certain topic, think short and sweet for the first couple study sessions; the ability to sustain attention will improve over time as confidence and knowledge build).

Making Studying Personal: Adding Meaning to Memory

Memories are stronger when students feel connected to the material. For example, a student may remember a story more easily if the main character shares their name. Meaningful learning links new material to prior knowledge, personal interests, or real-world relevance, making it easier to encode and retrieve (Weinstein, Madan, & Sumeracki, 2018). This involves activating the amygdala (the brain’s emotion-centre) and additional dopamine pathways, both of which contribute to stronger neural connections. By creating more retrieval pathways, depth and meaning help information last longer, such as through: 

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Elaborative questioning:

Ask “why” and “how” questions while studying.

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Self-explanation:

Encourage students to explain ideas aloud in their own words.

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Real-world connections:

Relate material to familiar hobbies, experiences, or goals.

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Visual mapping:

Use diagrams or concept maps to show relationships between ideas.

Memory Mythbusters!

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Myth:

“Memory is like a camera.”

What Research Shows:

Memory changes slightly each time we recall it. It’s not an exact copy (Schacter, 2012).

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Myth:

“Some people just have poor memory.”

What Research Shows:

Memory skills improve with practice and strategy (Karpicke & Blunt, 2011).

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Myth:

“Cramming works.”

What Research Shows:

Cramming creates weak short-term memory and often harms sleep and focus (Cepeda et al., 2006).

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Myth:

“Everyone learns best in one style.”

What Research Shows:

Multi-sensory approaches benefit all students (Shams & Seitz, 2008).

Key Evidence-Based Learning Strategies

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Strategy:

Spaced Repetition

Why It Matters:

Strengthens long-term memory by spreading study over time (Cepeda et al., 2006).

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Strategy:

Active Retrieval

Why It Matters:

Reinforces learning by practicing recall (Karpicke & Blunt, 2011).

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Strategy:

Multi-sensory Learning

Why It Matters:

Engages different brain systems for stronger understanding (Shams & Seitz, 2008).

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Strategy:

Sleep and Stress Management

Why It Matters:

Supports brain health and memory consolidation (Rasch & Born, 2013).

Action Items and Takeaways!

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For Students:

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Self-test instead of rereading notes.

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Use multi-sensory techniques:

  • Draw,
  • Explain,
  • Act out ideas
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Get consistent, high-quality sleep.

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For Parents:

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Set up a quiet, distraction-free study space.

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Encourage fun recall games and review sessions.

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Celebrate effort, strategy, and growth—not just grades.

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For Tutors:

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Model active learning techniques.

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Build spaced repetition into lesson plans.

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Connect material to students’ interests whenever possible.

DISCLAIMER: This is for informational and educational purposes only. This post does not serve as medical advice and is not an alternative to speaking with a professional. The content of this post is based on peer-reviewed research and publicly available ADHD resources which may not apply to everyone. For inquiries on ADHD diagnosis and treatment, contact your primary healthcare provider. In cases of immediate healthcare concern, seek attention from your doctor or other health care professional right away.

A number of evidence-based treatments exist for ADHD. Importantly, ADHD is not entirely “curable”. Instead, therapy, medication, education, and skill-building programs aim to reduce challenges and improve functioning, wellbeing, and quality of life. Treatment plans should be formulated by a licensed psychologist, psychiatrist, or other behavioural specialist. The general consensus among experts is that a combination of medication, therapy, education, and skill-building lead to the best outcomes for ADHD-diagnosed individuals. Recommendations vary slightly by age and are tailored according to the individual’s unique presentation. There are over 116 000 possible combinations of symptoms that could form an ADHD diagnosis, so everyone’s journey looks slightly different. 

 

References:

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. [Open Access]

Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775. [Open Access]

Martinussen, R., Hayden, J., Hogg-Johnson, S., & Tannock, R. (2005). A meta-analysis of working memory impairments in children with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 44(4), 377–384. [Open Access]

Paivio, A. (2013). Imagery and Verbal Processes. Routledge. [Open Access]

Rasch, B., & Born, J. (2013). About sleep’s role in memory. Physiological Reviews, 93(2), 681–766. https://doi.org/10.1152/physrev.00032.2012 [Open Access]

Schacter, D. L. (2012). Constructive memory: Past and future. Dialogues in Clinical Neuroscience, 14(1), 7–18. [Open Access]

Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. [Open Access]

Tyng, C. M., Amin, H. U., Saad, M. N. M., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8, 1454. https://doi.org/10.3389/fpsyg.2017.01454 [Open Access]


Weinstein, Y., Madan, C. R., & Sumeracki, S. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(2). https://doi.org/10.1186/s41235-017-0087-y