It has not been established as of yet what it is that triggers the remembrance of memories that have been repressed so inducing them in a laboratory environment seems next to impossible. c) With your knowledge, imagine as a future professor how you might be able to help students remember important parts of your lectures.

I know from personal experience that when it comes to remembering things presented in a lecture it is always more helpful if the lecture is interesting and alive. I think that if I were a professor I would do my best to make each of my lectures electric and exciting as possible. It is very important to not only capture your audience's attention but to retain it as well. A lecturer must connect with students and draw them into the lecture. This rapport can be accomplished in a variety of ways. Students must decide how to organize this information in their own minds and notes. The more you can provide students with a framework for interpreting lecture material, the easier it is for them to understand new ideas (How to Create Memorable Lectures, 2005).

I also...

If one can make an association with something that they already know about it seems that it is much easier to remember a new concept. As a professor I would try to make as many connections with real world as possible with the material that was being taught. Many times it only takes the slightest thing that is familiar to spark the remembrance of a difficult concept.
It is important when teaching to have many different identified techniques to use when trying to get someone to remember something, as not everyone learns the same and thus not all techniques work for everyone when it comes to remembering. Having a complete arsenal of methods is the best way to guarantee success.

References

How to Create Memorable Lectures. (2005). Retrieved from http://www.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/memorable_lectures.pdf

The role of emotion in memory. (n.d.). Retrieved from http://www.memory-

key.com/memory/emotion