Retrieval Storage, Strength & 'Procedural Memory'

CPD: Retrieval Practice (by Kate Jones), topic 1.2.2

Retrieval Storage, Strength and Procedural Memory

It is good for teachers to be aware of and consider retrieval storage, retrieval strength and procedural memory.

Retrieval storage refers to how well information is embedded in our long-term memory.

Retrieval strength refers to how easily a piece of information can be brought to mind when required.

‘Procedural memory’ refers to a type of long-term memory that we use on a daily basis, without consciously realising that we do, often known as autopilot.
Automacy involves knowing how to do something so well that we don’t stop to consider each stage of the process, it just happens seamlessly and effortlessly.
Procedural memory does not require conscious recall, so it is consequently classified as non-declarative memory (declarative memory requires conscious recall and more effort).

Procedural memory is important in a school setting because once students are familiar with specific activities or skills, the process becomes automatic so that working memory is freed up and can instead be used to focus on the content or questions instead of how to complete a task.