Semantic & Episodic Memory

An Overview of Semantic and Episodic Memory

Tulving’s research showed that humans possess two forms of memory - episodic and semantic - which work in different ways to transfer the information we receive.

Importance of memory

According to Paul A. Kirschner, John Sweller and Richard E. Clark: ‘Learning is defined as an alteration in long-term memory.’
Our understanding of how memory works is crucial when we are considering how to generate truly reflective learners.

Episodic memory

Episodic memory is essentially an autobiographic account of our life – it takes little to no effort, for example, ‘we were on a mission’, ‘we did a carousel’, or ‘there were builders making a noise during our geography lesson’.
These are all the personal experiences that the students remembered related to that lesson.

Semantic memory

In contrast, semantic memory is an organised system of information – language, symbols, formulas, concepts and facts – related to what we study.
- For example, knowing the different dates of key historical events, the processes of erosion, or the formula to working out the diameter of a circle.

Retention of semantic memories

However, the retention of our semantic memories can deteriorate over time and it is the strengthening of these memories that is important to improving retention and knowledge recall.
The work of German psychologist Herman Ebbinghaus illustrates how, over time, the human brain can lose information learnt and subsequently stored in our semantic memory.
The next slide contains a graph summarising Ebbinghaus' findings.

Illustrative background for undefined ?? "content

Factors affecting forgetting

The rate at which we forget information varies depending on our prior knowledge, the way in which the knowledge was presented and to some extent, our motivation to receive the information.
Consequently, if we are to improve pupils’ efficiency in learning, we must provide opportunities for them to reflect.
In the words of Andrew C. Butler and Henry L. Roediger: ‘The critical mechanism for promoting retention of information is the successful retrieval of that information.’

1‘C’ - How Can Knowledge be Effectively Condensed?

1.1'C' - Condense

1.1.1The Basics of Condensing Knowledge

1.2Strategies for Condensing

1.2.1Condensing the PowerPoint

1.2.2The Four Cogs to Expert Explanations

1.2.3Cornell Notes

2'R' - How do we Generate Reflective Learners?

2.1Research on Memory

2.1.1Semantic & Episodic Memory

2.1.2The Importance of Spacing Learning

2.2Timings for Reviewing Previously Learnt Material

2.2.1How Long and How Often to Review Material

2.3Strategies for Generating Reflective Learners

2.3.1BUG Twist

2.3.2Low-Stake Spaced Quizzing

3‘A’ - Using Assessment as a Responsive Tool

3.1Formative & Summative Assessments

3.1.1The Problem of Assessing 'On' or 'Off' Track

3.1.2Summative vs Formative Evaluation

3.2Determining Whether Learning has Taken Place

3.2.1Proxies for Learning

3.3Strategies for Assessing Student Learning

3.3.1Hinge Questions

3.3.2Exit Tickets

4'F' & 'T' - Precise Feedback to Feedforward

4.1Giving Effective Feedback

4.1.1Creating an Effective Feedback Culture

4.1.2Effectiveness of Feedback

4.2Grades

4.2.1Research on Giving Grades as Feedback

4.3Strategies for Providing Feedback

4.3.1The Language of Feedback

4.3.2'In the Moment' Feedback

Jump to other topics