Memory
Sensory, working, and long term memory are all very important concepts to keep in mind when the goal is learning. Each of these sections of memory are described in computer terms as such: the sensory memory is the a video camera or a tape recorder, the working memory is the RAM of a computer, and long term memory is the hard drive of a computer. However, the following will provide examples of these types of memories in terms of Harry Potter.
The sensory memory gathers information from the surrounding environment, such as touch, sound, or smell. It is driven by sensations, and there are two types of sensory memories: visual and auditory, also known as iconic and echoic memories.
An examples of sensory memory takes place in the Harry’s fifth term, when he had to take Occlumency lessons with Professor Snape. Occlumency is the act of closing off the mind against someone trying to look through that person’s mind and and accurately interpret their findings, also known as Legilimency. Harry was having visions of Voldemort’s point of view while asleep and awake, leading to this theory that Voldemort was trying to read Harry’s mind to figure out how to defeat him. Snape would cast a spell to try and penetrate Harry’s mind, and Harry’s goal was to close it off and oppose this invasion however he could. This act represents Snape’s sensory memory because he experienced Harry’s numerous memories fairly quickly, only able to remember certain people, extreme situations, or feelings of Harry from that memory (Harry Potter and the order of the phoenix, 2003).
The working memory is also known as the short term memory, and it can be accomplished through automaticity or two types of rehearsals. Maintenance rehearsal is repeating information over and over again, such as learning definitions or vocabulary words. Elaborative rehearsal is the act of associating information with meaningful information that is already a part of your memory, like if a word reminds you of your friend’s name, so if you see the word you think of your friend’s name and therefore the information about the word. Automaticity is the act of over learning information or skills so that it comes natural to you after learning it, similar to muscle memory in athletes.
An example of maintenance rehearsal would be from Harry’s sixth term when they were learning the basics of how to apparate (the act of transporting oneself to another location through magic). It can be a dangerous act if not done correctly, so the students practice small and thoroughly. They are taught the three D’s of apparition: Determination, Deliberation, and Destination. Harry’s thoughts are constantly repeating these three words and what they would be depending on where he wanted to apparate to (Harry Potter and the half blood prince, 2005).
An example of elaborative rehearsal would be Dumbledore’s Pensieve; think of a Pensieve being a giant bowl containing noodles, but instead of noodles there are memories swimming around, being a consistency between liquid and gas. Whenever Dumbledore experienced an important event, he would place the memory from his head into the Pensieve; "I sometimes find, and I am sure you know the feeling, that I simply have too many thoughts and memories crammed into my mind" (Harry Potter and the goblet of fire, p. 397). During Harry’s fourth and sixth term, both he and Dumbledore used the Pensieve to become present in the memory and experience it almost like a movie. Anyone can access these memories at anytime, which makes it the perfect example of working memory (Harry Potter and the goblet of fire, 2000).
An example of automaticity would be from the moment Harry learns the Patronus Charm onward. Harry practices this spell throughout his entire third term and didn’t have much practice during the next few years; however, because of that constant practice early on, every time he needed to perform the spell, he was able to.
The long term memory is the goal that is to be reached when teaching; from this state, information is easy to access, and can be forgotten or a little rusty, but can easily be recovered. The way information makes it to the long term memory is through maintenance and elaborative rehearsing in the working memory, also known as encoding. The odds of information being transferred to the long term memory increases with the amount of time information is present in the working memory, the amount of times the information enters the working memory, and the meaningfulness of the information to the person learning it. Within the long term memory there is declarative and procedural knowledge. Declarative knowledge is “knowing what” and contains episodic and semantic memory, which consists of information from personal experiences have taken place and general knowledge such as vocabulary, language, and relating concepts and ideas to one another. Procedural knowledge is “knowing how”, consisting of knowing how to perform actions and using skills.
An example of long term memory is from Harry’s second term, where he saves Hogwarts from the danger of the Chamber of Secrets. He encounters a diary, which he comes to find out as Tom Riddle’s diary. Tom Riddle is the true name of Voldemort, but Harry doesn’t know this until the end of the book. The diary appears empty, but Harry finds out that any ink will disappear into the pages and a response will be written in return by Tom Riddle himself. He shows Harry a memory of his from 50 year previous, because he is preserved in the diary. What we find out later is that Tom Riddle’s diary is actually a horcrux of Voldemort’s, which means that a piece of his soul is contained within the diary. This is why it seems so easy for the information from the diary is so easy to retain, because it was really Voldemort showing his point of view; this also presents itself as an example of episodic memory from the declarative knowledge of Voldemort’s mind (Harry Potter and the chamber of secrets, 1999).
A further example of declarative knowledge, but as a semantic memory, is the knowledge that “Mudblood” is a derogatory term for a witch or wizard that is born from two muggles (non-magic folk). This term is consistent to cursing in our terms, and it is a very offensive term that is used by pure-bloods (those with both magically gifted parents) who believe that they are glorifies above others; "Mudblood's a really foul name for someone who is Muggle-born...It's a disgusting things to call someone...Dirty blood. Common blood" (Harry Potter and the chamber of secrets, pp. 115-116). The vulgarity of this term is common knowledge in the the wizarding world (Harry Potter and the chamber of secrets, 1999).
An example of procedural knowledge would be from all of the Charms classes during each term; Charms is the main class where everyone learns and actively practices spells. These spells obviously begin simple in their first year and increase in difficulty as the years progress. The students don’t realize it, but these spells will become second nature to them for the rest of their lives.
The sensory memory gathers information from the surrounding environment, such as touch, sound, or smell. It is driven by sensations, and there are two types of sensory memories: visual and auditory, also known as iconic and echoic memories.
An examples of sensory memory takes place in the Harry’s fifth term, when he had to take Occlumency lessons with Professor Snape. Occlumency is the act of closing off the mind against someone trying to look through that person’s mind and and accurately interpret their findings, also known as Legilimency. Harry was having visions of Voldemort’s point of view while asleep and awake, leading to this theory that Voldemort was trying to read Harry’s mind to figure out how to defeat him. Snape would cast a spell to try and penetrate Harry’s mind, and Harry’s goal was to close it off and oppose this invasion however he could. This act represents Snape’s sensory memory because he experienced Harry’s numerous memories fairly quickly, only able to remember certain people, extreme situations, or feelings of Harry from that memory (Harry Potter and the order of the phoenix, 2003).
The working memory is also known as the short term memory, and it can be accomplished through automaticity or two types of rehearsals. Maintenance rehearsal is repeating information over and over again, such as learning definitions or vocabulary words. Elaborative rehearsal is the act of associating information with meaningful information that is already a part of your memory, like if a word reminds you of your friend’s name, so if you see the word you think of your friend’s name and therefore the information about the word. Automaticity is the act of over learning information or skills so that it comes natural to you after learning it, similar to muscle memory in athletes.
An example of maintenance rehearsal would be from Harry’s sixth term when they were learning the basics of how to apparate (the act of transporting oneself to another location through magic). It can be a dangerous act if not done correctly, so the students practice small and thoroughly. They are taught the three D’s of apparition: Determination, Deliberation, and Destination. Harry’s thoughts are constantly repeating these three words and what they would be depending on where he wanted to apparate to (Harry Potter and the half blood prince, 2005).
An example of elaborative rehearsal would be Dumbledore’s Pensieve; think of a Pensieve being a giant bowl containing noodles, but instead of noodles there are memories swimming around, being a consistency between liquid and gas. Whenever Dumbledore experienced an important event, he would place the memory from his head into the Pensieve; "I sometimes find, and I am sure you know the feeling, that I simply have too many thoughts and memories crammed into my mind" (Harry Potter and the goblet of fire, p. 397). During Harry’s fourth and sixth term, both he and Dumbledore used the Pensieve to become present in the memory and experience it almost like a movie. Anyone can access these memories at anytime, which makes it the perfect example of working memory (Harry Potter and the goblet of fire, 2000).
An example of automaticity would be from the moment Harry learns the Patronus Charm onward. Harry practices this spell throughout his entire third term and didn’t have much practice during the next few years; however, because of that constant practice early on, every time he needed to perform the spell, he was able to.
The long term memory is the goal that is to be reached when teaching; from this state, information is easy to access, and can be forgotten or a little rusty, but can easily be recovered. The way information makes it to the long term memory is through maintenance and elaborative rehearsing in the working memory, also known as encoding. The odds of information being transferred to the long term memory increases with the amount of time information is present in the working memory, the amount of times the information enters the working memory, and the meaningfulness of the information to the person learning it. Within the long term memory there is declarative and procedural knowledge. Declarative knowledge is “knowing what” and contains episodic and semantic memory, which consists of information from personal experiences have taken place and general knowledge such as vocabulary, language, and relating concepts and ideas to one another. Procedural knowledge is “knowing how”, consisting of knowing how to perform actions and using skills.
An example of long term memory is from Harry’s second term, where he saves Hogwarts from the danger of the Chamber of Secrets. He encounters a diary, which he comes to find out as Tom Riddle’s diary. Tom Riddle is the true name of Voldemort, but Harry doesn’t know this until the end of the book. The diary appears empty, but Harry finds out that any ink will disappear into the pages and a response will be written in return by Tom Riddle himself. He shows Harry a memory of his from 50 year previous, because he is preserved in the diary. What we find out later is that Tom Riddle’s diary is actually a horcrux of Voldemort’s, which means that a piece of his soul is contained within the diary. This is why it seems so easy for the information from the diary is so easy to retain, because it was really Voldemort showing his point of view; this also presents itself as an example of episodic memory from the declarative knowledge of Voldemort’s mind (Harry Potter and the chamber of secrets, 1999).
A further example of declarative knowledge, but as a semantic memory, is the knowledge that “Mudblood” is a derogatory term for a witch or wizard that is born from two muggles (non-magic folk). This term is consistent to cursing in our terms, and it is a very offensive term that is used by pure-bloods (those with both magically gifted parents) who believe that they are glorifies above others; "Mudblood's a really foul name for someone who is Muggle-born...It's a disgusting things to call someone...Dirty blood. Common blood" (Harry Potter and the chamber of secrets, pp. 115-116). The vulgarity of this term is common knowledge in the the wizarding world (Harry Potter and the chamber of secrets, 1999).
An example of procedural knowledge would be from all of the Charms classes during each term; Charms is the main class where everyone learns and actively practices spells. These spells obviously begin simple in their first year and increase in difficulty as the years progress. The students don’t realize it, but these spells will become second nature to them for the rest of their lives.