Season 7, Episode 1: Learning and Memory
We’re kicking off Season 7 with a deep dive into learning and memory – this one’s for the nerds out there!
In this episode, we cover:
Four stages of memory: perceiving, encoding, retaining, and retrieving.
What can affect perceiving and encoding; the ‘front end’ of memory.
Different types of memory, including working memory, short term memory, long term memory, and different kinds of long-term memory.
What can affect our longer-term memory.
Learning and memory in neurodivergent brains.
The impact of hormonal changes for women and AFAB folk on memory.
Tips and strategies for supporting memory
[00:01:11] Introduction:
Key Takeaways:
Learning and memory are usually discussed in the context of children and academic settings, but there is little focus on how learning and memory work for adults, especially neurodivergent adults.
Working memory challenges come up frequently for neurodivergent people.
Autistic people often want to remember extensive details about their special interests, but ADHDers or those who are both Autistic and ADHD can find it frustrating when information does not stick the way they expect.
Many neurodivergent people leave school believing they are just “bad” at learning or memory, when in reality, their brains process information differently.
Learning and memory shape how people navigate life, adapt to new environments, and engage with their interests.
Understanding these processes can help people retain and retrieve information in ways that actually work for them.
[00:06:58] Four stages of memory: perceiving, encoding, retaining, and retrieving.
Key Takeaways:
Four stages of memory—perceiving, encoding, retaining, and retrieving—form the foundation of how people learn and remember information. Understanding these stages helps identify where challenges arise.
Perceiving information is the first step; if something is not perceived, it cannot be remembered.
Neurodivergent people may experience differences in perception due to sensory sensitivities, distractibility, or conditions like dyslexia and dyscalculia.
External factors such as sensory overwhelm, burnout, chronic illness, or sleep deprivation can also make it harder to process new information.
Encoding involves working memory and short-term memory, where information is manipulated and absorbed. This is the stage where learning happens.
Some neurodivergent people find this process smooth, while others struggle, especially when overwhelmed or lacking quiet time to process information deeply.
Retention moves information into long-term memory, where it is stored for future use.
Some neurodivergent people, particularly those with strong interests, retain vast amounts of knowledge in certain areas with ease, while other types of memory, such as episodic memory, may feel less reliable.
Retrieval is the ability to access stored information when needed.
ADHDers often experience retrieval difficulties because their brains may not store information in an easily searchable way, making cues and recognition helpful for recall.
Understanding which stage presents difficulty can help people find strategies that better support their memory and learning.
“Knowing the why of something can actually be really helpful in a) destigmatising it, but also b) helping you to have more self-compassion and understanding, “Oh, okay. That’s the best pathway for me to remember something or learn something.””
[00:25:12] Different types of memory
Key Takeaways:
Working memory acts as a temporary holding space for information after it has been perceived. Some people have a large, well-organised space that allows them to manipulate and access information easily, while others may have a smaller or more chaotic space that makes holding onto and accessing information at this stage more difficult.
Short-term memory functions as a temporary storage area where information lingers for a short period before either being forgotten or transferred to long-term memory. It allows people to retain information for tasks like recalling details from a recent conversation or remembering instructions for a short time. If information is not reinforced or organised in a meaningful way, it may not transfer to long-term storage.
Long-term memory stores information over extended periods and is crucial for retaining knowledge and experiences. We can generally break up our long-term memory into four (overlapping) categories.
Neurodivergent people often experience differences in how they retain and retrieve long-term memories, with some finding it easier to recall specific details and having more difficulty with broader ‘gist’ recall.
Explicit memory includes information that can be consciously recalled, such as facts, concepts, and events.
Implicit memory operates more automatically, covering learned skills like riding a bike or making a cup of tea. High-stress periods or burnout can disrupt implicit, procedural memory recall, making tasks that were once automatic require conscious effort.
Semantic memory involves knowledge about facts and concepts, forming the foundation of understanding.
Many neurodivergent people, particularly autistic people, build extensive semantic memory around their interests, allowing them to absorb and process related information rapidly.
Episodic memory is linked to personal experiences and events, often carrying strong sensory and emotional associations.
Some autistic people report differences in episodic memory, retaining highly detailed accounts of specific moments while having fewer overall ‘general’ episodic memories compared to neurotypical people.
ADHDers may struggle with episodic memory due to attentional challenges at the perception and encoding stages, making it harder to store experiences in long-term memory.
What Can Affect Our Longer-Term Memory
Key Takeaways:
Sleep is crucial for memory retention, particularly during REM sleep, when information is transferred from short-term to long-term storage.
Sleep disorders, which are more common in ADHDers and autistic people, can disrupt this process.
Trauma and PTSD can also interfere with sleep and memory consolidation, making it harder to retain new information.
High stress and burnout can disrupt procedural memory, forcing people to consciously think through tasks that were once automatic.
The volume of incoming information can overwhelm working memory and short-term storage. In a world where people are constantly bombarded with information, limiting unnecessary input can help create more space for processing and retaining what actually matters.
Learning and Memory in Neurodivergent Brains
Key Takeaways:
Autistic people often have strong semantic memory, allowing them to retain extensive knowledge in areas of interest or for specific details of events and experiences.
ADHDers commonly experience difficulties with encoding new information due to attentional challenges rather than an inherent issue with memory retention. Internal distractions and external sensory input can interfere with perception, making it harder for information to be properly stored and later recalled.
[01:07:06] The impact of hormonal changes for women and AFAB folk on memory
Key takeaways:
Pregnancy causes significant structural and functional changes in the brain, particularly in grey matter. These changes help prioritise what is most important during that stage of life, but they can also lead to experiences of brain fog, forgetfulness, and difficulty encoding new information. Research suggests that some of these changes are long-lasting rather than temporary.
The perinatal period can further impact memory due to sleep deprivation and heightened physiological stress. Many people report struggling with attention and recall during this time, making it important to normalise these changes rather than attributing them to personal failure.
Perimenopause and menopause involve fluctuating and then declining oestrogen levels, which can affect neurotransmitters like serotonin and dopamine, as well as the mitochondria that power brain cells. Oestrogen also influences key brain areas involved in memory, including the prefrontal cortex and hippocampus.
People in perimenopause and menopause often report difficulties with attention, working memory, and verbal recall. Cognitive tests have shown measurable changes in these areas, reinforcing that these experiences are real and biologically driven rather than imagined or exaggerated.
As hormonal shifts impact cognition, strategies that once worked for memory and learning may need to be adjusted. Recognising these changes as part of natural life transitions allows people to adapt and implement new compensatory strategies as needed.
[01:12:20] Tips and strategies for supporting memory
Key takeaways:
External strategies, such as written notes or reminders, to compensate for working memory challenges can be helpful for some neurodivergent folk. These strategies free up cognitive space, allowing more capacity for learning and retention.
Adjusting the learning environment can significantly improve perception and focus.
Identifying common distractions—whether external, like noise and lighting, or internal, like intrusive thoughts—can help in creating a setup that supports memory.
Noise-cancelling headphones, controlled background sounds, and a comfortable sensory environment can make it easier to process and retain information.
Movement can aid memory encoding, particularly for ADHDers.
Instead of taking movement breaks, integrating movement while learning—such as walking, fidgeting, or using a treadmill desk—can enhance retention.
Sensory needs, including fidgeting and stimming, should be embraced rather than suppressed, as they can improve focus and information absorption.
For those who struggle with auditory learning, encoding information through multiple formats can help.
Writing things down, reciting information aloud, or pacing while studying can reinforce memory.
Teaching someone else—even a pet—can be a highly effective way to solidify knowledge.
Structuring information during encoding makes retrieval easier.
Using organisational techniques like acronyms, mind maps, color associations, or cross-modality learning (turning information into a song or rhyme) can provide mental cues that support recall.
Memory expectations and societal values around rote learning are shifting with technology.
While some fields still require memorisation, many jobs and everyday tasks rely more on problem-solving and accessibility of information rather than holding vast amounts of knowledge in long-term memory.
Recognising individual strengths and working with, rather than against, natural cognitive processes allows for more effective and sustainable learning.
Related Episodes We Mentioned:
Our episode on Executive Functioning.
Listen in your web browser here.
Or download the polished transcript article here.
Our episode on PMDD (Premenstrual Dysphoric Disorder) with Genevieve Hall
Listen in your web browser here.
Or download the polished transcript article here.
Our episode on the Female Hormone Cycle.
Listen in your web browser here.
Our episode on the Menopause Transition.
Listen in your web browser here.
Our episode on Sleep and Neurodivergence.
Listen in your web browser here.
Or download the polished transcript article here.
Our episode on Treating Sleep Disorders.
Listen in your web browser here.
Our episode on Neurodivergence and Trauma.
Listen in your web browser here.
Or download the polished transcript article here.
Our episode on Unschooling with Sari González and Becka Koritz will drop next week!
Extra Resources
The tech Monique mentioned about uploading uni lectures to AI might be Notebook LM. It allows you to upload content and generates an audio summary that sounds like a podcast conversation between two people.
From Marie:
For multi-passionate creatives who love to devour, collect, and organise information (hello! 👋🏼), personal knowledge management (PKM) can be a game-changer for learning and memory.
It helps reduce cognitive overload (and the FOMO of forgetting valuable insights) by capturing, organising, and distilling information for easy retrieval and application. Instead of relying on your memory, you create an external system that helps you make connections, generate new ideas, and turn knowledge into meaningful expression.
I’ve taken these two courses:
- Building a Second Brain (BASB) by Tiago Forte
- Notion Mastery by Marie Poulin
Tiago later condensed his approach into two books (a much more affordable option than the course!):
- Building a Second Brain: A Proven Method to Organize Your Digital Life and Unlock Your Creative Potential
- The PARA Method: Simplify, Organize, and Master Your Digital Life
For fans of tangible tools (pens and index cards), there’s also Zettelkasten—an analog PKM method.
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