What should instructors limit to facilitate the transition from short-term to long-term memory?

To facilitate the transition from short-term to long-term memory, limiting the amount of information presented at any one time, often referred to as "chunks," along with using cues, is crucial. This concept is grounded in cognitive psychology, particularly in how memory works.

When information is chunked—meaning it is organized into manageable units—it becomes easier for the learner to process and retain. Cues serve to trigger memory recall by linking new information with existing knowledge, enhancing retention.

For example, if an instructor presents information in large quantities or without recognizable patterns, learners are likely to feel overwhelmed, which can hinder the encoding process. By concentrating on fewer chunks of information, paired with cues, learners can better absorb and eventually recall the material, thereby enhancing their long-term memory retention.

While visual aids, practical exercises, and feedback frequency are all important aspects of instruction, they do not specifically target the cognitive process involved in transferring knowledge into long-term memory as effectively as focusing on chunks and cues.