THE RELATIONSHIP BETWEEN LEARNING AND MEMORY

According to Wickens (2005), "there is no learning without memory, although some memories can be innate such as instincts and basic reflexes" .The process of learning is intricately interwoven with memory in a process that is constantly updated and modified throughout the lifespan. Contemporary knowledge has enabled the understanding that human neural processes continue into old age, as long as there is active participation in thought processes .The complex nature of the neural process is not easily understood, but by the continued study of all aspects of learning and memory, a greater understanding promotes new information .New information provides a wider means of diagnosing and treating the dysfunction that interferes with vital memory and its ability to amass new information while storing the old.

      According to Wickens (2005), learning is the acquisition of new information, and memory is the capacity for storing and retrieving the information. Memory is a composite of our experiences and without learning and memory, there would be no coherent thought processes, language, or an ability to perceive our environment .Learning occurs when new information is transferred into memory

(Cherry, n.d.) Memory refers to the process by which people acquire, store, retain and later retrieve information and allows us to learn and interact (Cherry, n.d.). In the memory process, we encode information, store it for later use, and then retrieve it for future reference (Cherry, n.d.). Both learning and memory are influenced by experiences and other factors including environment, cognitive skills, culture, biological state, and social development. These factors also affect how people remember and store memories. Sensory information is received and is held in short-term memory for 20-30 seconds, after which information must be stored in long-term memory, or it is lost
       According to Bridge, Chiao, and Paller (2010), emotion is a significant factor that influences memory. In Emotional Context at Learning Systematically Biases Memory for Facial Information, the authors address how moods are interpreted and influence the processing and memory retention of specific stimuli (Bridge et al., 2010). Bridge et al., (2010) found a learning advantage associated with the recognition of happy faces compared with learning recognition of faces with apparent sad dispositions. Learning involves getting information into long-term memory! Much of what we think we have learned is soon forgotten or was never really learned in the first place. .

          While memory cannot occur without learning, once information has been learned, our memory may allow the learning to decay. Occasionally, memory will unintentionally play a bit loose with the truth regarding what was previously learned. Is one who cannot learn and will not remember content information well during assessment. Emotions can be a catalyst or an impediment to learning. It has been estimated that 95% of our reactions are unconsciously driven by the amygdale and only modestly impacted by the executive centers of the cerebral cortex. Although ours is generally considered a rational brain, it is an emotional brain, where feelings receive first priority. A student who is upset

           Emotional experiences (both positive and negative) enjoy the highest probability of reaching permanent memory storage. It is the amygdale-hippocampus connection that fosters the development of our most memorable moments in life. In the classroom, emotions determine what students pay attention to, which impacts what students will later remember.