When presented a "large" set of elements to remember, it is often helpful to combine the elements to form a smaller number of groups. Each of the groups is referred to as a "chunk" of information.

For example, it is common practice to combine the digits of a phone number into two or three chunks of several digits each, rather than listing all digits in one long sequence. The phone number 0422-293-804 is likely easier to remember than the sequence 0422293804.

Chunking does not need to be based upon any underlying meaning or logic that can be identified within the elements of the to-be-learned information. However, if an underlying meaning or logic can be identified and is used to define the chunks, then remembering is greatly enhanced.

For example, remembering a shopping list where elements are chunked into associated groups, such as:

is much easier to remember, if one recognises a logic for the groupings, than a list of identical elements which are chunked into groups without any underlying structure, such as:

The more that instructional design identifies, promotes and utilises desired schema-based organisations of to-be-learnt information then the more easily that learners will acquire and be able to use those desired schemas.

As another example of our schemas in action, look at each of the following statements in turn for just a few seconds, and try to memorise the sequence of letters and spaces.

The first statement is difficult to memorise. The series of letters and spaces appears to be random. If we are unable to identify any form of pattern or meaning then we are reduced to a strategy of memorising individual letters in turn. If, however, we are able to identify the "disorganised" meaning, where the spaces are "out of place", then our strategy for remembering becomes one of trying to remember the location of the spaces within the disorganised message.

The second statement is easy to memorise because the spaces are located in a way that promotes our comprehension of meaning. Consequently we need only memorise a few ideas (All fish, enjoy, clean water). The relationship between these ideas also assists our memory as we semantically already "know" that fish live in water.

When what we already know enables us to identify or perceive meaning on a new piece of information because it connects with information already held in our long-term memory, then it is relatively easy for us to remember it because we can "build it into" our existing knowledge base in a way that makes sense for us. The new information becomes an integral part of our overall knowledge, held in long-term memory. We may then "reconstitute" this knowledge based upon semantic memories (meaning) rather than needing to resort to rote learning.

Next: The modal model of memory

References

Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 55–81. http://doi.org/10.1016/0010-0285(73)90004-2

Simon, H. (1974). How big is a chunk? Science, 183, 482-488.

Sweller, J., Van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, 10(3), 251–296.