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Optimising Learning Initiatives

Guest post by: Kristen Hansen

Article Overview: Neuroscience can now tell us a lot about optimal learning processes. At the recent NeuroLeadership Summit in Boston, October 2010, Lila Divachi talked about a way to ensure memories stick for AGES. Using the accronym AGES, she talks through the neuroscience of Attention, Generation, Emotion and Spacing as the keys to improving memory rentention from training. As a student of then first Masters in Neuroscience of Leadership, the Summit provided invaluable additional research.

Optimising Learning Initiatives

Brain Research on Optimising Learning Initiatives

Neuroscience research provides us with insights about how the brain learns and retains information. Human Resource professionals and trainers can incorporate this knowledge into their training programmes to maximise learning outcomes.

Recently, I have integrated a model from the NeuroLeadership Summit in Boston into my leadership programmes. Lila Davachi an Associate Professor of Psychology Cognition and Perception at NYU presented the AGES-Model for memory (AGES - as it is memory that last ages). It includes:

A: Attention

G: Generation

E: Emotion

S: Spacing

These areas have the biggest impact on learning initiatives and their outcomes as evidenced my numerous studies on the brain.

Focussed attention engages the hippocampus more. The hippocampus is a region in the brain involved in memory. This activity leads to higher retention. High media users show poor performance in tests as they have divided attention. Multi-tasking is not actually as feasible as our busy lives have led us to believe. Our brain quickly switches between different tasks which drains the limited resources we have and reduces our ability to form memories.

Paying attention is not a new concept however it is more readily challenged with the high use of technology during and between training sessions. Sticking to small bursts of information where high attention is required is important. It is also ideal to provide ample interaction opportunities, humour and variation to keep attention levels high.

Generation refers to learning that is developed from the student. When we generate ideas ourselves it is called deep semantic processing. Research shows that the level of retention when we generate ideas is dramatically higher than any other form of learning, for example memorising. When we think about the meaning of what we are learning to our individual circumstances, there is more hippocampus (memory) activity, leading to greater retention. Following the training of a new concept, time for discussions, implications, relevance and tailoring information are all exercises where the student is generating ideas.

Emotion improves memory. The arousal component acts through the amygdala to the hippocampus (again engaging the memory structure significantly). Emotion helps grab attention in the first place. Then emotion enhances the bonding of the memory. Laughter, excitement and interest are examples of positive emotions that are shown to increase memory retention. Games, challenges, stories, visuals and mystery related to the subject and incorporated into training sessions helps to increase memory retention.

Spacing learning sessions across time leads to significantly longer retention than cramming learning into one session. This is key to a successful training programme and often not done regularly. Shorter, regular training sessions of a few hours is a better format than full day training sessions.

Memory works most effectively if the environment changes. It provides the brain with more context clues. For example, doing study in one office or training room is the least effective method for memory retention. If multiple training rooms and an outdoor area are incorporated, memory retention is more effective.

The second way spacing works effectively is because the memory trace is strengthened during rest. A lot of activity happens in the hippocampus when we are sleeping and many memories are embedded this way. This is another reason shorter sessions over a few days are more effective than one to two day courses. My current training courses are now more often 3-4 hours spread over two or three sessions. It seems to be less disruptive to business as an added bonus. In addition, group coaching following training sessions is an excellent way to increase the attention and the spacing for new behaviours.

Taking regular breaks after sessions by going for a walk or taking time to sit and have a coffee helps the brain form memories. During rest the hippocampus is actively sorting the information was just exposed to. This increased activity during rest has shown to improve recall during memory tests.



For memories that last AGES, ensure training programmes are catering to optimal memory retention so the learning is able to be applied back in the workplace once the training is complete.

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Article Tags: attention, emotion, generation, learning, Lila Divachi, memory, NeuroLeadership, NeuroLeadership Summit, neuroscience, optimising, spacing



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