Q: Can you share more about the two main pathways the brain uses for learning—declarative and procedural? How can teachers tap on this knowledge to encourage deep learning in their students?
The brain has multiple memory systems, each playing distinct roles. Declarative and procedural memories are two main systems that support long-term memory formation. As suggested by the name, declarative memory refers to memory that is available to conscious recollection, and which can be declared. For example, if you are describing to someone what a bicycle is, and when you learnt to cycle, you are tapping on your declarative memory. Declarative memory can refer to semantic information (e.g., what a bicycle is) or episodic information (e.g., the episode or event where you learnt to cycle).
Procedural memory refers to memory of “procedures” or skills that often cannot be declared in the same manner as declarative memories. Examples of procedural memories include knowing how to cycle or write.
While declarative memories can be learnt in a single exposure (although multiple exposures strengthen the memory), procedural memories often require repeated exposure and practice for learning to occur.
Although they are distinct, declarative and procedural memory systems work together in many contexts, including supporting different types of learning in a classroom. For instance, when students are learning definitions, declarative memory is needed. For learning that involves declarative memory, mnemonic strategies such as chunking (where information is broken down to meaningful chunks) can be used.
When learning involves acquiring a skill, such as drawing, problem solving, or creative thinking, procedural memory is required. For learning that involves procedural memory, hands-on practice and repeated practice is key to mastering the skill.
By understanding the characteristics of these two memory systems, and the nature of learning involved, teachers can foster effective learning in students.
