Module 2.3

Memory & learning

Whether the acquisition of a first language depends upon a language module or not, the learner must pick up information from the outside world and transform it into structured ensembles which must then be stored in memory. How does this happen? How can we describe the learning process at the level of the brain?

We all think we know what we mean by the word 'learning'. However, as we will see, it is not easy to say exactly what learning in general might be. At one level - the neurological - it can be identified as one neuron communicating with another. At another - the behavioural - it can be seen as a change in behaviour resulting from changes in the outside environment. At yet another - cognitivist - it can be understood as the storing of information in long-term memory. As we shall see, each of these levels adds something to our understanding of how people acquire new knowledge and new skills - but none of them will give us the full picture. (See An introduction to learning and memory by Stevan Harnad).

Harnad speaks of several different kinds of memory. For the moment, let us concentrate on two basic forms - short-term and long-term memory. Now, for conscious learning to take place, information must pass through short-term memory and must be retained there long enough for it to become 'consolidated'. As Miller explains in the paper cited by Harnad, and which can be found at 'The Magic Number Seven', we can only hold a limited number of items in our short-term memory at any one time. The actual amount of information that can be retained depends upon its form ; we can only normally remember one telephone number at a time, for example. But if we 'chunk' the information (Miller's term) we can remember much more. Thus, American psychologists have been able to train a college student with an average IQ to recall numbers up to 140 digits long, simply by teaching him a series of easy-to-learn memory techniques. (Ericsson, K.A., Chase, W., & Faloon, S. (1980). Acquisition of a memory skill. Science 208, 1181- 1182, cited in "On Language Savants and the Structure of the Mind A review of Neil Smith and Ianthi-Maria Tsimpli, "The mind of a savant: Language learning and modularity" by Elizabeth Bates In press: International Journal of Bilingualism).

Miller suggests that the most efficient means of 'chunking' are to be found at the discursive level ; narratives, for example, constitute what we may think of as 'meta-chunks'. At the very least, the ability to construct new information into discursive ensembles will aid in the process of rehearsal and consolidation.

Short-term memory or 'working memory' may not be a unitary component ; some see it as a complex device, consisting of three separate functions - a central processor, a visual 'scratchpad', and a phonological function which includes both the 'inner voice' and a phonological store. These three components together combine to process, elaborate and transform information so that it may be stored in Long Term Memory.

Recap 3

For conscious learning to occur, information must pass first into short-term memory, where it must be held long enough to be integrated into long-term memory. Short-term memory is finite - the number of items is limited to six or seven. We can increase the amount of information entering short-term memory by processing it in 'chunks'.

Continue to part 4