Learning involves several basic functions including storing, encoding, retrieving, and observing tiny pieces of information that enable us to learn basic functions like riding a bike or tying a shoe. With persistent practice and memorization of these elements, learning occurs and people master skills (Baddeley, 1997, p. 108). Memorization involves an integral function of the brain which is the storage of information. It often occurs over a long period. From the memorization of information, learning takes place. This study seeks to explore this unique relationship by analyzing the process of memorization as the constituents of learning.
Encoding
Encoding involves the dissemination of data into segmented pieces that can be stored in human memory. Storage on the other hand involves the retention of information in the brain’s memory. Extraction of information from the brain’s memory after storage then entails retrieval of information. Nonetheless, encoding information is one integral process of memorization into learning. It is essentially the beginning of learning. There are however three stages to encoding information. The first stage is structural, which involves visual messages but the second stage (phonemic level) stores information in an acoustic form. The last process is the semantic level which encodes information the way it is understood. This is the process through which information is stored in the human mind before learning begins.
Storage
Human storage of information is a basic function of learning. There are however levels to which memory is stored. This includes memory storage in sensory, short-term, and long-term memory. In the first stage (sensory memory storage), memory is stored for a short period in the absence of a physical stimulus. This level of memory storage is not significant in the process of learning because memory is stored for a very short period. However, short-term memory, which is the second level of memory storage, is useful in learning because information stays here for a few seconds or even longer. Information can then be translated into long-term memory storage which is the most essential when storing information. In this respect, memory is stored for long periods. Memory is believed to vary from one individual to another. In addition, the ability to maintain information in the memory depends on the lifestyle of an individual as well as the frequency of occurrence of the information to be remembered. The skills we have learned throughout life for example are stored in the long-term memory (Abadzi, 2006, pp. 29-34).
Retrieval
The third level of learning involving memorization incorporates retrieval of information. Humans engage this function because they either want to recall or recognize a specific piece of information for a specific need. When recalling stored information, ideas are stated and remembered, based on the ability to memorize information. However, in recognition, we can sort out information from a group of elements and identify what we need.
Conclusion
Memorization is directly linked to learning through the processes of encoding, storage, and retrieval of information. Most learning initiatives are picked up from elements we hear, see or understand in the course of our lives. This directly engages the function of human memory. However, many functions affect the ability of the human mind to remember things or even memorize specific elements we ought to learn. Human memory is therefore the most basic organ we need, not only to learn basic functions of life, like walking, swimming, driving, or talking but also to learn specific facts in life.
References
Abadzi, H. (2006). Efficient Learning for the Poor. London: World Bank Publications.
Baddeley, A. (1997). Human Memory: Theory and Practice. New York: Psychology Press.