“Memory, Cognition, and the Brain, as they relate to Adult Learners”

Key instructional strategies for facilitating the transfer of knowledge to the long-term memory

In order for information to be transferred to the long-term memory, instructors and learners need to understand how the memory works and what triggers it to remember information. That is the learner as an individual needs to study and understand how his/her memory functions to establish its strengths and weaknesses. The instructor, on the other hand, needs to be aware of the strengths and weaknesses of the memory of his/her students in an effort to identify the best methods of delivering instructions. Nonetheless, instructors are guided to use different teaching methods when delivering instructions, which includes group work, doing projects, visiting places, holding debates, and many others (Malamed, 2019).

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One way for an individual to establish the strengths and weaknesses of his/her memory is to perform a memory test that assesses after how long is his/her memory able to remember something learned. In order to help learners remember something taught to them after a long time, they need well-trained instructors. Instructors are there to facilitate learning and they need to be conversant with the various techniques of boosting the performance of the memory. One technique is to employ various activities that students can perform to remember what they have been taught. The other effective method is to link new knowledge with the previous knowledge that learners already have in their memory. The instructor can also boost memory by using various teaching methods that use the five human senses where possible (Malamed, 2019).

To address the challenges of storing and retrieving information that occurs with age

The effort of establishing the strengths and weaknesses of a learner’s memory enables instructors and learners to capitalize on the strengths to boost the memory’s performance. That means identifying which teaching and recalling technique are most effective in enabling the memory to retain/store information and retrieve it later can be the best way to address the problem. The method of associating new knowledge with the past, according to McDermott and Roediger III (2019) is the best technique.


The common threads in the two learning tests provided by Oxford Learning College (2019) are those focusing on listening skills, problem-solving skills, and decision-making processes. In order to achieve the best memory results, the use of procedural would probably do since the learning effort involves making changes in how to study and how to approach learning. That means listening to the views of others in an effort to understand something better, which facilitates learning and solving a problem better (Bakken & Dobbs, 2016). 


Bakken, R. & Dobbs, J. (2016). The relevance of four types of knowledge for leader preparation in radically different settings: Reflections on data from a case study in Qatar and teaching at a United States military academy. Creighton Journal of International Leadership, 2(2), 17-23.

Malamed, C. (2019). Long-term memory: A user’s guide. Retrieved from http://theelearningcoach.com/learning/long-term-memory-and-learning/.

McDermott, K. B. and Roediger III, H. L. (2019). Memory (encoding, storage, retrieval). Retrieved from https://nobaproject.com/modules/memory-encoding-storage-retrievalOxford Learning College (2019). Learning type quiz. Retrieved from https://www.oxfordcollege.ac/learning-type-quiz-2/

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