Memory

MEMORY

Memory

• Memory

• What is the point of learning?• Without memories…learning would mean

nothing to us, right?

Memory• Memory– The input, storage and retrieval of what

has been learned or experienced– 3 processes

• Encoding- using senses to transform information so that nervous system can process it

• Storage- The process that through which encoded information is maintained

• Retrieval- information is brought from storage to the mind

STAGES OF MEMORY

• Sensory Stage • Senses (sight and hearing) hold info for a fraction of a second before it disappears

• Serves useful functions– Prevents being

overwhelmed– Decision time – Is this

information worth remembering?

Stages of Memory

• Short Term Memory • Working memory• Limited in capacity to

about 7 items• To keep info in short term

memory for longer than a few seconds, info must be repeated—maintenance rehearsal

• Short term memory lasts about 20 seconds without rehearsal

Short Term Memory Test

• Write 1 – 6 on paper

• A series of Letters will appear on the screen for 3 seconds

• Your job is to write down as many of the letters as you can remember AFTER the letters disappear

Short Term Memory Test

Short Term Memory Test

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Short Term Memory Test

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Short Term Memory Test

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Short Term Memory Test

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Short Term Memory Test

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Short Term Memory Test

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Short Term Memory Answers

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L B F Q R P M A U XZ Q E C T B U M O N R V

Chunking

• Grouping items to make them easier to remember– Phone Numbers – 9706868100 (970-686-8100)– Initials• HIV, TCAP, FBLA

• Try remembering these numbers by chunking: 17761812184618611898191719411968

Long Term Memory

• Storage of information over extended periods of time

• The capacity of long term memory appears to be limitless– Some info may be lost over time, but essentials

are retained

Long Term memory

– Watching a movie…• Actions and words flow through your sensory storage • Accumulate in short term memory

– Begin to form meaning

• Visuals and characters form “chunks” of information• Meaningful moments transfer into long term memory

– A few hours later, you will not remember most of the lines– The next day, you can give a scene by scene description– A month later, you may remember a brief outline of the plot– In Time, without any rehearsal, you may even forget the

movie…yet if you see it again, you will recognize it, and probably be able to anticipate actions or lines

LONG TERM MEMORY

• 2 Types– Semantic

• Knowledge of language, its rules and meanings

– Episodic• Chronological retention of events in one’s life UNIQUE!

• 2 ways we access memory– Declarative

• Episodic and semantic memory that can be accessed consciously as you need it – remembering facts or dates

– Procedural• Learned skills that does not require conscious recollection –

swimming, driving a car, fears, habits, things learned from CC

Tying Learning and Memory

• Take a Learning styles quiz!• Once completed, go to your section of the room.• Once there, you will receive further instructions!

Memory Project

• You will create a lesson plan and activity that you will use to teach the 3 systems of memory– 3 systems of memory = how info travels from

sensory into long term memory and what happens to that info along the way…figure 10.5 on page 278 will help

• Each member of the group must play a part in the activity!!

MEMORY CONT’D

Create a story in your notes using these 6 pictures. Make it vivid and interesting. Rehearse it. We will check your memory later…

MEMORY CONT’D

• Remembering Names of countries…– South Africa, Lesotho, Swaziland, Botswana and

Namibia.

– Create a Mnemonic device to remember these countries.• Attach different words to the countries• Create a sentence using these words??

Memory Cont’d.

• Ways to improve memory– Elaborative Rehearsal• Relate new information with what you already know

– Strong emotional experiences– Multiple memories– Multiple senses

• Associations– Mnemonic devices

» Method of Loci—walking around your home, mentally associating information with different rooms

» Associating Phrases—EGBDF, PEMDAS

MEMORY

• Eliminate distractions!!– Music, cell phone, TV?– Working memory and Distractions affect each other• Distractions are reduced whenWorking memory is engaged in a task.• Motivation, interest level, ADHD, etc.

MEMORY CONT’D

• Forgetting– We all experience it…”word on the tip of my tongue…”– Decay—Information decays from sensory and short term memory quickly– Long Term Memory—does not decay, but is blocked by interference and repression

Forgetting

• Interference– Blockage of a memory by previous or subsequent

memories or loss of a retrieval cue• A clue or prompt that is used to trigger the retrieval of long-

term memory

– Proactive—An earlier memory blocksYou from remembering later information.

New phone #, new year, new girlfriend– Retroactive—New information blocks old Information

new units in school, new names

Forgetting

• What was the story you created earlier?• Do you remember the 6 pictures?• Do you remember the 5 countries in Southern

Africa?– How did you do this?– What mnemonic device did you

utilize?

Don’t Forget….

• Next Class– 3/20 (M) or 3/21 (G)– “Mid term”– “Qu-est”– Finish unit after Spring Break