Long term memory is a place in the brain where information is stored for a long period of
time and can be retrieved later. This can be very difficult to do. People tend to store new
information in long term memory by trying to relate it to things that they have already
learned (Ormrod, 2012). We as humans can only process small chunks of information at a
time. We only remember a small amount of information that we hear, and we forget the
rest.
Construction in Long-Term Memory Storage
According to learning theorists, long term memory has to be constructed. That means that
we try to build a better understanding on the information that we already know (Ormrod,
2012). Perception is how we interpret sensations and how we make sense of the
environment. For example, if you walked up to the front desk of a library and the person
behind the desk is sitting down, you would assume that he/she has a normal body
(perception). After you have asked for assistance with finding a book, you would be
shocked to see that the person has a lower body of a mermaid.
Long-Term Memory Storage Processes
There are six cognitive processes that affect the long term memory storage. They are
selection, rehearsal, meaningful learning, internal organization, elaboration, and visual
imagery.
The first cognitive process is selection. Some information gets stored in long term memory
even if it is not selected for further processing (Ormrod, 2012). Learners have to be
selective about what information they choose to process which has a means of determining
what information is important and what is not important (Ormrod, 2012). For example, a
student that knows that their teacher gives extra points for asking questions during class,
then they are going to ask questions anytime that they get the chance to do so.
The second cognitive process is rehearsal. Rehearsal is repeating something over and over
again within a short period of time (Ormrod, 2012). Theorists say that rehearsal is only
effective if the learner can associate new information with their existing knowledge
(Ormrod, 2012). A Zumba instructor teaches students a new dance every week. She
teaches everyone by demonstrating the moves without the music the first time, and then
with the music the second time. The instructor uses some of the same moves that were
used in previous dances. By mixing previously used dance moves with new dance moves
(elaborative rehearsal) helps the students learn the dance more quickly and easily
