Learning and MemoryIntroduction: Learning and memory are two topics that have attracted the attention of researchers for centuries. This is probably because they are an integral part of our survival, but they are unconscious processes that we take for granted every day. Learning is defined as a relative and permanent change that occurs in the behavior of an organism, caused by the influence of its environment. Learning theories have evolved over the years to incorporate more of the complex structural and functional processes behind learning, but we still don't know exactly how learning occurs overall. Learning is of the following types: simple learning (habituation, awareness), associative learning (classical, operant, aversion) and complex (imprinting, latent, vicarious). Memory is the process of acquiring, storing and retrieving information. Memories unconsciously influence how we perceive new situations in our environment as well as how we interpret future events. Memory is of the following types: immediate, short-term, long-term and specific. This article attempts to analyze some aspects of learning and memory studied by researchers and to understand these concepts through our own minor experimental research. What is the subject about? Memories are formed through learning experiences and learning occurs using mental frames stored in memory. Without memory, we would not be able to retain the information without which learning would not be possible. We can therefore say that learning and memory are closely related concepts. In rare cases, learning persists even if some aspects of memory are lost. Clive Wearing, an amnesiac, has lost the ability to form and recall long-term or short-term memory. However, its abi...... middle of paper...... identical and occurred consecutively. Subjects in Groups B and C, on the other hand, only managed to score 5 to 8 on the test because there were so many of them. commissions as well as omissions. In the 2 back tests, the subjects in group A managed to obtain scores between 7 and 9. On the other hand, the people in groups B and C obtained scores ranging from 0 to 4. Conclusion: The subjects who had years those who play chess have better visual working memory than people who do not play chess. The hypothesis is accepted.DiscussionFrom our study we realized that the players of group b had the same working memory as the players of group c. And what we would have liked to do further is try to determine how long a person has to play chess before a significant difference occurs. Limitations of our study: By testing chess players, we only tested a small aspect of visual working memory..