The CORE work for this research was meant to investigate and assemble a set of ideas that may be useful to teachers, through examining the expressions of numerous institutions and authors who have participated in this conversation over time. Saturation evaluation techniques were employed and the summary results show below. For a technical report on the research, all citations, and the final version of the Framework of the CORE, see Scalise, Kathleen; Felde, Marie (2017). Why Neuroscience Matters in the Classroom (What's New in Ed Psych) (Pages 292-307 Technical Report; Pages 24-35 Framework of the CORE). Pearson Education.

Table 4.

Guiding Principle 4: What we learn endures because of memory strongly influenced through persistence practices that reinforce recall of information and experiences.

Idea	Description
4a	Memory traces, or reinforced neural pathways, are an end result of learning.
4b	Memory is a cognitive process enabling past experiences to be remembered, both through acquiring new information (development phase of the trace, or path of neural prior activity) and remembering information (reactivation phase of the trace, or prior path of activation). The benefits of learning persist because of memory.
4c	Memory is neither a single entity nor occurring in a single part of the brain. However, the cerebral processes of perception, processing and integration are facilitated by meaningful consolidation. Information presented first (prime) or last (recent) may be associated with more vivid remembering. Short instructional cycles assist new ideas to be either prime (e.g. first 10 minutes) or recent (e.g. last 10 minutes). Such approaches as small group reflection or hands-on learning help connect primacy/recency cycles.
4d	Knowledge is better mastered if organized according to principles, or "big ideas." However, approaches currently in place in curriculum design make it difficult to organize knowledge meaningfully for the brain, such as superficial coverage of facts, disconnected ideas, and too little time allocated to develop important organizing ideas.
4e	When a series of events are presented in a random fashion, people reorder them into sequences that make sense when they try to recall them. This is an example of reorganizing or "meaningfully chunking" information. During learning, memory processes make relational links to other information. Individuals gradually build on the basis of their own experience a set of “representations,” or personal viewpoints, that translate the outside world cognitively into an individual perception.
4f	Cognitive load involves the brain's executive control and capacity of working memory, and describes the "load" placed on it by a given task. Keeping cognitive load manageable during learning is important for mastery. Strategies can include cognitive supports such as graphic organizers, visuals, tables, glossaries, and tools. "External representations" offload some of the heavy demands on working memory in learning.
4g	Comparison of people's memories for words with their memories for pictures of the same objects often shows a superiority effect for pictures. Pictures are retained longer. Due to such findings, teachers should supply multiple ways to access information for all students. Zones within the brain selectively process different categories of information, with often different "forgetting functions" for how they are managed and retained.
4h	The more a memory trace, or prior neural pathway, is activated, the more "marked" it will become, and therefore the less vulnerable and likely to be forgotten. Analogical reasoning is a process by which the brain identifies generalizable patterns, or “schema” in the world, as the brain underscores the relevance of the information.
4i	Memory involves persistent structural change in the brain. This can be seen as an investment and commitment of brain resources. Teachers should know brain resources are limited for every individual. The brain filters what to remember and maintain based in part on conditions it perceives, consciously or unconsciously, such as relevance.
4j	Research shows there are at least two basic longer term memory processes: declarative memory, or memory for facts and events, and procedural or nondeclarative memory, which involves mastering skills and other cognitive operations.