Learning and MemoryIntroduction:Learning and memory are two topics that have attracted the attention of researchers for centuries. This is most likely 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 changed over the years to better incorporate the complex structural and functional processes underlying learning, but we are still not entirely clear on how learning occurs overall. Learning is of the following types: simple learning (habituation, sensitization), associative learning (classical, operant, aversion) and complex learning (imprinting, latent, vicarious). Memory is the process of acquiring, storing and retrieving information. Memories unconsciously influence how we perceive new situations in our environment and 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 its own minor experimental research. What is the topic about? Memories are formed through learning experiences, and learning occurs using mental structures stored in memory. Without memory we would not be able to retain information, without which learning would not be possible. We can therefore say that learning and memory are strongly interconnected concepts. In some rare cases, learning persists even if some aspects of memory are lost. Clive Wearing, suffering from amnesia, has lost the ability to form and recall long or short term memories. However his habit...... middle of paper...... identical and occurred consecutively. The subjects in group B and C on the other hand only managed to get a score of 5-8 on the test since there were many commissions and omissions. In the 2 retrospective tests, the subjects of group A managed to obtain scores between 7 and 9. On the other hand, the people of group B and C obtained scores between 0 and 4. Conclusion: the subjects who had years of practice in playing chess have better visual working memory than people who do not play chess. The hypothesis is accepted. Discussion From our study we realized that the players in group b had the same working memory as the players in group c. And what we would have liked to do further is try to understand how long a person has to play chess before a significant difference occurs. Limitations of our study: By testing chess players we tested only a small aspect of visual working memory.