Transcript Retrieval (access)

MEMORY
ANN MORRISON, PH.D.
MEMORY EXPERIMENT
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Look at the image I have just given you
When I say time is up, hand the image back to me
Copy the image onto the blank page
Put your name on the blank page and hand it in
AKOM MEMORY FRAMEWORK
WORKING MEMORY
• Working memory (WM) is like a funnel; it can only
take in and process so many things at one time
• Sometimes WM receives too much information from
Short term memory (STM); unless information from
STM is compressed and rehearsed it is forgotten
• WM is like a clearinghouse. Information is stored
there temporarily and is then sent to the
appropriate part of the brain for long term storage.
PURPOSES OF WORKING MEMORY
• Holding together parts of ideas/stories while they
develop
• Holding together different parts of a task or activity
while doing it
• Holding together short- and long-term parts of plans
• Holding together short- and long-term memory
Levine,
WHAT WE PROCESS, WE LEARN
• Process information in the moment
• Evaluate, question,
• Practice and repeat information
• Write it down, think about it later, tell someone else
• Think elaborately and illustratively
• Wrap prior knowledge around new knowledge
• Use imagery
• Create images to remember, record ideas in images
• When providing information: Organization and
Support
• Provide structure to help students make meaning
From Peter Doolittle, TEDGlobal 2013
WORDS FROM PETER DOOLITTLE TALK
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Tree
Highway
Mirror
Saturn
Electrode
LONG TERM MEMORY
Storage (filing)
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Paired information
Procedural information
Categories
Rules and patterns
Retrieval (access)
• Recall
• Recognition
• Automaticity
SPONGEBOB’S MEMORY
• Watch this excerpt from Spongebob: Squilliam
Returns
• In groups, identify strategies for teaching
Spongebob how to be a fancy waiter without him
having to erase his long term memory and overload
his short term memory
COMPRESSION (RECODING)
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Chunking
Creating visual images
Repeating the information out loud
Summarizing
Grouping
LEARNING
Level
Assessment
Academic and social behavior
Academic and social testing
Attention, Memory, Language
Cognitive and Language Testing
Neurobiological
fMRI, PET, MRI
LONG TERM MEMORY (LTM)
Long Term
Memory
Semantic
Episodic
Declarative
Declarative
Procedural
Procedural
MEMORY EXPERIMENT PART 2
• On the blank paper I provide, draw the image from
the beginning of class
CONSOLIDATE AND REHEARSE
• What is the relationship between attention and
memory?
• How do they fit together?
• Draw a picture of attention and memory processes
showing how they fit together
• At a minimum, include the following ideas:
• sensory information, hearing, seeing, smelling, tasting,
touching, mental energy controls, processing controls,
production controls, STM, WM, LTM, storage/encoding,
retrieval/access, rehearsal
• This will make you use the information you have learned
on these two topics and store them into LTM