Memory

After my blog on that characteristic adverse effect of a certain drug (see http://ccszeto.blogspot.com/2010/11/placebo.html), some students point out - quite rightly I must say - that our current system of examination tests too much on memorizing factual knowledge.

(That's why I always support open-book examination. See http://ccszeto.blogspot.com/2010/01/open.html)

But, I am still convinced that our students are not making the best use of their memory.

Why? Let's start with a bit of basic neuroscience.

Rather than classifying into short- and long-term, there are four basic types of memory:

1. semantic memory, i.e. remembering a fact (e.g. What is the adverse effect of this drug?)
2. episodic memory, i.e. remembering a short story (e.g. What happened to that patient I saw yesterday who took this drug?)
3. procedural memory, e.g. remember how to drive a car
4. working memory, e.g. keeping a phone number “in your head” or following a route in your mind

That sounds simple, eh? Several interesting facts of these four categories of memory may skip your eyes.

First, working memory is only meant for short term use. In other words, you cannot keep rehearsing a book paragraph in your mind for several months - probably not even a few days, and burning the midnight oil before examination does not improve your knowledge in the long run.

More to come tomorrow.