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 Now, more than ever in history, memory is extremely noticed not only by scientists and educators but also by learners, especially by college students who are going to enter life. This paper, based on secondary research, discusses the role of memory in college students. Particularly, three aspects are mentioned including the definition of memory, the reason why students forget and its method to intensify memory for learners. The findings of the research indicate that memory plays an integral role in learning process. However, there is a deficiency of practices for students to improve their ability of memory. Therefore, some recommendations are given in this paper with the hope to help them enhance memory competence.       TABLE OF CONTENTSABSTRACT……………………………………………………………………………..i1.      Introduction …………………………..………………………………………………12.     Discussion of findings …………………………….…..…….………………………1  2.1         What is the concept of memory? ………………………………………….p1-2  2.2         Why do students forget? …………………………………………………p2-3  2.3          How to enhance students’ memory?………………………………………………..p3-43.       Conclusion …………………………………………………………………………p5REFERENCES …………………………………………….……………………………5         1.  IntroductionIn college students’ life, excellent learning is always theultimate target every single student wants to achieve. To reach that desired destination, learners need to comprehend the relationship between learning and memory. “There will no learning without memory, although some memories can be innate such as instincts and basic reflexes” (Stone cited in Wickens, 2005) or “learning and memory go hand in hand with one another” (Carlson, 2010). Indeed, “learningand memory are closely related to each other: For something to be remembered, it must first be learned”(Pearson, n.d.). However, memory is the solid foundation for the development of learning because it is “a house, a library or a dictionary” (Pearson, n.d.). This skill, therefore, plays an important role in learning process and has aprofound impact on college students. Also, “memory is the mother of all the wisdom” (Kathleen cited in Johnson, n.d.). Because of the importance of memory, many scientists are trying to “unlocking the secrets to enhancing memory” (Pearson, n.d). This skill, however, is a long process of constant learning and experiencing. Thus, this paper, with the purpose to help college students improve their memory, will discuss the importance of memory in students’ learning process, explain why students forget and propose some ways to boost this skill.2.  Discussion of findings2.1. What is the concept of memory?To date, memory can be understood in various ways. For educators, memory is the only evidence proving something or anything has been taught for students (Banikowski,1999). Generally, “memory is perhaps the most central aspect of human thought” (Pearson, n.d.). It responds any question about “human behavior, cognition, development and nature” (Pearson, n.d.). To be more precise, memory has three primary definitions.First, memory is the location where the information is kept, as in the storehouse, or memory store. Second, memory can refer to the thing that holds the contents of experience…. Finally, memory is a mental process used to acquire (learn), store, or retrieve (remember) information of all sorts (Peason et al, n.d.).The position of memory has been discovered early from ancient Greece to more modern times. Plato is a first great philosopher who “emphasized rational thought as a means of understanding of the world” (Pearson, n.d.). He also thought “memory serves as the bridge between the perceptual world and a rational world of idealized abstraction” (Pearson cited in Viney and King, 1998).Plato’s ideas were further developed by his prominent pupil- Aristole who claimed that memories are created by associations among various stimuli or experiences (Pearson, n.d). Till the end of nineteenth century, researchers found that memory includes two main types: working memory (short-term memory) and long-term memory. 2.2 Why do students forget?Most people have experienced the challenge of recalling information they have learned. People think that “their memory capacity is poor”, or “they had studied, however, the information disappeared after only a few days” are the reasons that explain why they forget. Exactly, the information (memory) hasn’t disappeared from the head, it is buried somewhere in the brain (Feldman, 2000). However, the problem is that the memory capacity is truly “astounding” and the information does not disappear but why forgetting does occur. To understand more about this, it needs to know how the brain works. “Human memory works like a computer. Both have essentially the same purpose: to encode, store, and retrieve information” (Carter, Bishop and Kravits, 1998). During the first stage, perhaps the most obvious reason is because “failed encoding”. That may be because of absent-mindedness, distraction, lack of attention (Benjamin, Brice and Anthony, 2010). If students are distracted during the lesson, of course nothing is successfully stored in memory. Thus, these factors influence and contribute to failures.Moreover, students fail to store information may be due to the fact that “information in working memory was nevertransferred to long-term memory” (Banikowski cited in Slavin, 1997). In fact, it happens because “information in working memory is fragile and easy lost” (Woolfolk, 1980). Therefore, information kept in working memory easily “decay” or “faded”. Furthermore, forgetting due to failures to retrieve. It occurs when students “can’t locate information stored in long-term memory”. It likes when people want to find a book in the library, they need to find exactly the book’s name, its position, its author. The more connection students create among pieces of information in long-term memory, the more they can recover those pieces (Banikowski, 1999)Also, “in general, we forget the meaning less… and retain the meaningful” (Kathleen cited in Rupp, n.d.). Consequently, students tend to forget dry theories and remember fascinating things. Besides, if the time passes rapidly, the knowledge retained will reduce. This referred to the term “time decay” (Woolfolk, 1980). “Interference” which occurs when new and old information gets mixed up with each other, also affect memory (Woolfolk, 1980).2.3. How to enhance students’ memory?There are numerous ways to improve the ability of memorization. However, it is important when students combine between learning and practice.”Connection” is regarded as a “tip of the tongue” (Kathleen, 1998). It is crucial for students to build connection between what is already known and what needs to be learned. “What we already know determines to a great extent what we will pay attention to, perceive, learn, remember, and forget” (Kathleen cited in Woolfolk, 1980).What decides the ability of memory is related to the students’ competence to create multiple meaningful connections among bits of information (Kathleen cited in Finn and Metcalf, n.d.). Johnson once said “the true art of memory is the art of attention”. Attention is very crucial, however, it is a limited resource, only allow learners to attend to one demanding task at a time till it turns to automatic (Woolfolk cited in Anderson, 1995). It is very useful and effective when students combine visualization and attention. Because itmakes the concentration, engages multiple senses and easily link variance bits of information together (Feldman, 2000). Especially, it is very quick to find the position of information. Indeed, weird is the excellent way to visualize. “The more extreme, outlandish and eccentric the image you create, the more notable it will be and so the easier it will be to remember” (Feldman, 2000).  In addition, the value of the information influences memory in a profound way. Imagine when travelling for a long time and changing hotels from one place to another with different hotel rooms, certainly, people only remember thecurrent room number they are living and forget the old one. This is because people tend to remember information that has the high value (Kathleen et al, 1998) and the mind has a tendency to stick to the information that is meaningful, as well as structured (Banikowski cited in Jensen, 1998).Indeed, repetition is the indispensable process to enrich memory. Not everything students were taught in college is fun or interesting. Students only can remember the things they did, not the things that they learned (Kathleen cited in Susan Hilyer, n.d.). Some skills must be acquired for a long period of effort and reinforcement. Therefore, the ability to transfer information automatically, quickly and effectively between short-term and long-term memory is the goal that students need to achieve (Kathleen, 1998). Finally, emotion affects what people remember (Kathleen cited in Levine and Pizarro, n.d.). That is because “what we learn with pleasure we never forget” (Kathleen cited in Alfred, n.d.). Information that contains an emotional “hook” is easier to be remembered (Kathleen, 1998). It is likely to be that students who encountered previous failuresis more effective to break the relationship between learning and previous emotional experiences (Kathleen cited in Hallahan, Kauffman and Lloyd, 1999).3.  ConclusionThis above analysis aims to provide an insightfulcomprehension about human memory. Then, it is important to know the reason why students forget. Also, the infinitebenefits can be reached by some simplest steps. Having effective memory not only facilitates the learning process at college but also has profound impacts on future career. Obviously, it takes time but worthy to try the best.                    REFERENCESPearson. (n.d). Overview and history of memory research. Retrieved from https://catalogue.pearsoned.ca/assets/hip/us/hip_us_pearsonhighered/samplechapter/0205734820.pdfBanikowski, Alison K. (1999). Strategies to enhance memory based on brain-research. Retrieved fromhttps://pdfs.semanticscholar.org/5c18/8f4c72a754336a5a3d03318b3c2823aecf2a.pdf Kathleen m. Rotter. (1998). Enhancing memory in your students: COMPOSE yourself!Retrieved from https://files.eric.ed.gov/fulltext/EJ967744.pdfBenjamin J. Levy, Brice A. Kuhl, and Anthony D. Wagner. (2010). The functional neuroimaging of forgetting. Retrieved fromhttps://web.stanford.edu/group/memorylab/Publications/papers/LEVY_FORGET10.pdfRobert S. Feldman. (2000). POWER learning/ Strategies for success in college and life (fourth edition)Anita E. Woolfolk. (1980). Educational psychology (seventh edition). The Ohio State University.Carol Carter, Joyce Bishop and Sarah Lyman Kravits. (1998). Keys to effective learning.Deborah Stone. (2011). Psychological musings. Retrieved fromhttp://psychological-musings.blogspot.com/2011/02/learning-and-memory.htmlJulia Carlson. (2010). Explain the relationship between learning and memory 

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