Transcript Stratagies for memory improvement L4

Strategies for Memory
Improvement
LO: 1)To understand explanations in
forgetting memory
2)Discuss suitable ways to improve
memory
Starter:
• On your mini-whiteboards write down 5 factors affecting
schemas in Eye-witness Testimonies.
You should have:
• Anxiety/shock
• Age
• Consequences
• Time delay
• Individual differences
Key terms for today…
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Visual
Auditory
Kinaesthetic
Interpersonal
Intrapersonal
Last week
• We looked at how memory can be re-constructed
through the use of both leading and non-leading
questions
• Now we will be looking at other reasons why we
remember and forget certain things and how we can
improve our memory
What is flashbulb memory?
High semantic
meaning
Interpersonal?
Intrapersonal?
Kinaesthetic
Emotions
• Can depression affect memory? How and
why?
Caused by…..
Flashbulb memory
Repression
How it affects memory
How do you
remember
things/revise??
Verbal Mnemonics
• Word or sentence is formed from the initial
letters of other words
– Acronyms (ROYGBIN)
– Acrostic (poem or sentence i.e. Planets)
– Rhymes – group of words with identify
and rhythm i.e. ‘How many days has
September?’
Memorise this:
TVCIALTMSTMNASABBCITV
20 seconds!!
Now try this...
TV CIA LTM STM NASA BBC ITV
Is it easier??
What is this called?
Chunking
• Postcodes
• Chase et al 1981
– One mnemonist SF managed to remember
more than 80 digits because he could give
meaning to groups of digits due to his
knowledge of running times– though he had
to practice lots!
LOCI (visual Mnemonic)
An example:
WMM
• Identify a set of places that you
can imagine walking through, e.g.
rooms in your house.
• Number of places used depends
on what needs to be remembered.
• Convert each item that needs
remembered into a mental image
and place it mentally in a location.
• When you are ready to recall, you
imagine walking through the
various locations you used.
• The locations act as retrieval cues
because you already know them
well.
In pairs…
• Tell the person sitting next to you how
many windows your home has.
• How did you do it?
1) How many folds would it take to make this into a
complete cube?
2) How many sides would the cube have when folded?
• LO: To consolidate knowledge of
emotional factors in memory including
flashbulb memories and repression
Starter: Recap on reconstructive
memory
• Put the verbs in order in terms of which group would estimate the
fastest to the slowest speed
_____________
______________
_____________
_____________
_____________
Collided
Hit
Contacted
Smashed
Bumped
Answers:
Smashed
Collided
Bumped
Hit
Contacted
Key factors
What factors below do you think will negatively affect your ability to give
correct eyewitness testimony?
Being old
being young
educated
being male
being female
being uneducated
If the situation was dangerous
if you had a clear view
if you are given leading questions after the event
How much you an anxious person prejudice people
How important your testimony is going to be
being
Schemas in reconstructive
memory
Schema
• Try to answer the following questions on the picture you saw at the beginning of this topic.
• were there other people in the carriage
• How many people were fighting?
• Who was carrying a knife?
Our preexisting beliefs may affect our memory of events. Allport’s study showed that people’s schema (or pre-existing
beliefs about what is likely to happen in a given scenario) effected how they recalled the event.
•Bartlett – Reconstructive memory – we combine memory of the event with our own schema so that we create a new
memory.
•List (86) – Gave people a list of events that might happen in a shoplifting incident and got them to rate how likely these
were to occur. She then made a video showing 8 different shoplifting incidents including some items people rated as
high probability and some as low probability. She then showed video to new subjects and a week later asked them to
recall what they had seen. She found that participants were more likely to recall high probability events and often
reported high probability events even if they had not occurred in the video.
With your partner list the top 10 high probability events that might happen in a school fight (these would be our schema
of school fights).
Keyword method (visual
Mnemonic)
• Atkinson & Raugh (1975)
– For associating bits of information i.e.
picturing the two things together
• A (weird) example...
– Horse in Spanish is ‘caballo’ pronounced
“cab-eye-yo”
– Picture a horse with a giant eye on it’s back
– Conjuring up the visual image should help
recall the word
• Can you think of any examples you have
used?
+
Bell
Lay
+
S
Labeling
ing
+
Eyes
Demon
+ St
Demonisation
-ation
Stereo
+
Tie
Stereotype
+P
F
+
M
Ocre
erit
+
Meritocracy
Sea
How do these techniques work?
• Organisation
• To improve your LTM it is helpful to create
hierarchies to organise material into meaningful
patterns.
– Putting items in order
– Organisation makes memories more accessable
• Bower (1969)
– asked participants to learn a list of words. The
experimental group saw the words organised in
conceptual hierarchies, while the control group saw the
words presented randomly.
– In a total of four trials, participants saw 112 words and
the experimental ‘organised’ group recalled on average
65% correctly whereas the control group recalled
only 19% correctly.
Conceptual Hierarchy
Minerals
Metals
Stones
Rare
Common
Alloys
Precious
Masonry
Platinum
Copper
Bronze
Sapphire
Marble
Elaborate rehearsal
• The information must be made elaborated
on – making them meaningful
– e.g. linking it to pre-existing knowledge.
• Elaborated memories are easier to recall
because several routes can be used to
reach items in memory.
• The amount of rehearsal is important but
the nature (elaboration) is more important!
Dual Coding Hypothesis
• Pavio (1971)
– Proposed words and images processed
separately
– Based on studies of patients with damage to
temporal lobes and could not process images
– According to Pavio, concrete words, which can
be made into images are double encoded in
memory.
– Once as verbal symbol, once as image-based
symbol
• Double coding increases likelihood of
remembering!..... Link to phonological loop.
Your task…
• Design a leaflet for year 11 students giving them advice on
successful memory improvement and revision strategies.
• WHAT TO DO:
– Select at least 3 strategies that you think would work and
for each:
– Explain how it works
– Apply it to a subject (e.g. you could use this when
revising your History work by…)
– Why it is a good strategy.
• Put your information together in a user-friendly leaflet. The
best one will be distributed to my year 11 students.
Examples:
Visual imagery-Spider diagrams and mind maps
Organisation of information into hierarchies
Verbal mnemonics – Acronyms, Rhymes, Chunking
Active / deep processing – Adding a deeper meaning to
information (Elaborative)
Bartlett – Reconstructive memory
Procedure
Repeated Reproductions
– This involved showing
participants a story or
drawing and asking them
to reproduce it shortly
after, then repeatedly over
weeks, months and years.
A key feature of the
stimulus material was that
it belonged to a culture
that was exceedingly
different to that of the
participants.
He kept a record of the
participants
‘reproductions’ and none
of them knew the purpose
of the study.
Conclusions
Aims
To investigate how memory is reconstructed when recall
is repeated over a period of weeks and months. In
particular, it was to see how cultural expectations affect
memory and lead to predictable distortions.
Reconstructive Memory
Criticisms
Findings
The key findings were:
The story was shortened,
mainly by omissions
The language and phraseology
was changed to language and
concepts from the participant’s
own culture. For example, using
‘boats’ instead of ‘canoe’.
The recalled version soon
became very fixed, though each
time it was recalled there were
slight variations.
Homework:
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Bartlett – reconstructive memory – Research this for homework and display it
any way that you want to for next week.
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You may display it in the form of an A3 poster
A PowerPoint presentation
A movie
A slideshow
Even a song!
Any other ideas are welcome