---
title: "The Role of Memory in Learning"
artifact: "summary"
resource_person: "Boris Nikolai Konrad"
resource_person_role: "Neuroscientist, memory researcher and competitive memory athlete"
vertical: "psychological-literacy"
module: "Basics of Educational Psychology"
lesson: "The Role of Memory in Learning"
lesson_key: "the-role-of-memory-in-learning"
source: "curated"
source_channel: "TEDx Talks"
---
# The Role of Memory in Learning

**Resource person:** Boris Nikolai Konrad - Neuroscientist, memory researcher and competitive memory athlete

**Curated from:** TEDx Talks

## Summary

Boris Nikolai Konrad begins with the striking performance of competitive memory athletes. He argues that their results largely come from learned strategies and deliberate practice. Research in which novices trained for six weeks supports part of that account: mnemonic training improved recall and produced changes in distributed functional brain connectivity associated with memory performance.

Konrad then widens the discussion from exceptional recall to education. Stored knowledge supports comprehension, comparison and the generation of ideas, although understanding also depends on reasoning, prior knowledge and practice. His account of the famous patient H.M. introduces another important point: memory consists of several systems. Severe damage to medial temporal structures profoundly disrupted H.M.'s ability to form new declarative memories while leaving some working and procedural learning available.

The practical demonstration turns the ordered levels of biological classification into a vivid story. Sound cues and unusual images prompt domain, kingdom, phylum, class, order, family, genus and species. A second image sequence adds Archaea, Bacteria and Eukarya. The technique makes an abstract sequence more retrievable by attaching it to concrete associations.

Mnemonic stories and the method of loci are especially useful for ordered or arbitrary factual material. Their effects do not automatically extend to conceptual understanding. After learners encode the sequence, they should retrieve it without the cue, revisit it after increasing delays, correct errors and use the facts in explanation or problem-solving.

Learner-generated images can be more memorable because the learner has to build the association. Visual imagery may also be inaccessible or uncomfortable for some people, including people with aphantasia. Verbal, spatial, rhythmic and semantic alternatives can serve the same purpose. The key design question is whether the cue leads reliably to the target knowledge and whether the learner can eventually use that knowledge without depending on the cue.