Transcript Memory presentation green

How do we make them?
How do we store them?
How do we retrieve them?
How’s your memory?
In the next slide, next to each of the 20 letters,
there is a group of seven numbers.
How many groups can you find that are
composed of the same seven numbers –
although not necessarily in the same order?
You have 3 minutes!
Write your answers on a sheet of paper. Use
the letters for the groups for your solution.
A
B
C
D
E
F
G
H
I
J
2610417
K 1603536
8371945
L 2717469
1831527
M 4173958
5701258
N 3691621
1232431
O 1827775
8149537
P
9231349
Q 2194984
1584868
R 5371948
5379814
S
7313250
T 4021503
3010512
1683890
A
B
C
D
E
F
G
H
I
J
2610417
K 1603536
8371945
L 2717469
1831527
M 4173958
5701258
N 3691621
1232431
O 1827775
8149537
P
9231349
Q 2194984
1584868
R 5371948
5379814
S
7313250
T 4021503
3010512
1683890
HOW’S YOUR VISUAL MEMORY?
 Natalie
Nutcase knew she’d have
the pick of the crop at a local yard
sale if she arrived early enough
 Natalie made a quick mental
inventory of the items she could
see through the garage door
before beating a hasty retreat
Study the array of objects that
Natalie first saw
 Now
study the objects in the next
picture that she saw when she
returned.
 Can
you tell which items have
been added to the sale?
Write down your answers – same
sheet as the first puzzle.
How’d you do?
Didjaknow…?
Early to bed makes you wise?
 Cramming until dawn may lead to
failure rather than success.
 6-8 hours of sleep is needed for
optimal learning of new information.
 First and last 2 hours of sleep critical
– Wave change phases needed to
sort, file and store data for retrieval.
 NO ZZZZZ’s lead to more D’s! We
can’t fight our biochemistry!
So What is Memory?


Long term ways of talking about things
The maintaining of information over
time
 Memory is fallible
 Memory is different for different
people
 Memory is extremely complex
 To understand it, it helps to have a
model
How does Memory Work?
Think of the brain
as a computer
…
Remembering – pieces and parts



Encoding – we don’t store memory in
the same form we experienced it!
 transform information into a form
that can be stored in memory.
Storage
 The process of keeping or
maintaining information in memory.
Retrieval,
 bringing to mind information that
has been stored in memory.
The Atkinson-Shiffrin Model

Memory is handled in three
different stages, or memory
systems.
SENSORY MEMORY
Holds information from the senses for a
period of time ranging from only a
fraction of a second to about 2 seconds.
 Perception, Attention and Concentration
play important roles
 Think of a sensory memory as a truck!



It has limited capacity
If you can’t unload it, you can’t store it!
Sensory memory
holds a visual image,
like a lightening bold,
for a fraction of a
second – just long
enough for you to
perceive a flow of
movement.
Sensory Memory
 Capacity:
Very Large - More than
can be processed
 Duration:
Very short: 1 to 3
seconds
 Purpose:
Process sensations
SHORT-TERM MEMORY
 STM
is the “loading dock”
-- It’s LIMITED!
-- ENCODING HAPPENS HERE!
Short-term memory – STM


If you are paying attention, a lot of
information can be dumped into storage!
STM is like a loading dock!
-
Anything in active use of memory
Anything active “ on your plate” at the time
-
-
Like trying to remember a phone number
without writing it down
What you are actively working on
10-15 second decay if you are actively
remembering
The Atkinson-Shiffrin Model
Short term memory
codes information according to sound
 holds about seven items for less than 30
seconds without rehearsal

called working memory – But
they are NOT the same thing!
 Sometimes
There’s just too much!


Displacement
 The event that occurs when shortterm memory is filled to capacity
 each new, incoming item pushes out
an existing item which is then
forgotten
Chunking
 Grouping or organizing bits of
information into larger units
Chunking

Miller’s magic number - George Miller


7 +/- 2 items of information or CHUNKS
of information. Current theorists think
this is too simplistic – but at least it was a
start!
People can hold from 5 to 9 units of
information in WM at one time


A function of age.
Maximum is the magic number.
How much can we keep in WM?

DEVLOPMENTAL LEVEL

Working memory increases throughout
childhood until about age 11-13
The younger the child, the less Working Memory
 Age 3 - can hold or manipulate 1 thing in WM
 Age 5 - 2 things in WM
 Age 7 – 3 things in WM
 Age 9 – 4 things in WM
 Age 15 – 5 things in WM

STM

Rehearsal
 Purposely
repeating information to maintain it
in short-term memory

Maintenance Rehearsal
 Repeating
information over and over again
until it is no longer needed
 May lead to storage of information in long term
memory
 Saying a phone number over and over until you
dial it.
STM
Elaborative Rehearsal – Best way
to keep in STM
A
memory strategy that involves
relating new information to
something that is already known
 Memorize
the French word for stairs
e’scaliers by associating it with the
English word escalator
Executive Control Processes
Attend
Sensory
Memory
Very large
Capacity
Very Fleeting
Duration
Executive Control Processes
Attend
Sensory
Memory
Very large
Capacity
Very Fleeting
Duration
PERCEPTION
STM
Work Space
Temporary
Storage
Short Term Memory
 Capacity:
Limited - 5 to 9
separate
items
 Duration:
5 to 20 seconds
 Purpose:
Temporary storage
3 Components of STM - Baddelly
1. Central Executive – Reasons &
makes decisions, transfers to Long
Term Memory via rehearsal and
recoding
2. Phonological Loop – Recycles for
immediate recall, articulatory
rehearsal system
3. Visuospatial Sketchpad – Spatial
imagery and search tasks
Things that affect STM

PHYSIOLOGICAL STATE


Drugs – kids might be on antihistamines, affect
cognition- The OTC stuff contains central
nervous system depressants. (Grades 4 and up
may be popping someone else’s Ritalin!)
MALNUTRITION – this is a problem
EVERYWHERE, not only with low SES kids.




Anorexics have virtually NO STM or WM
POOR nutrition effects learning
SUGAR overload affects attention
FATIGUE!
Instructional Implications
MUST MINIMIZE ANXIETY!!!!!
 NO LEARNING happens until
anxiety level is down.
 Instructional implications of
physiological state –

Long Term Memory
Capacity: Relatively unlimited
 Duration: Relatively unlimited
 Purpose: Long term storage
 Storage takes more time & effort
 Uses images & words to code for
storage and retrieval

LONG TERM MEMORY IS THE
WAREHOUSE
Warehouse
Model
Atkinson & Shiffrin
Differences in Long-Term Memory

Declarative knowledge - What

Procedural knowledge - How

Conditional –When and Why
Make Learning Meaningful
 Relating
to previous knowledge
 Relating to personal experiences
 Clarifying unfamiliar terms
 Use examples, illustrations, &
analogies from your personal point
of view
 Use humor, emotion, & novelty
Memory is Domain-Specific
Organize arguments for a
position paper
 Vary the tone in a musical
composition
 Develop a geometric proof
 Consensus decision-making
