What is …  Your oldest memory?  Your scariest memory?  Your funniest memory?  A memory of a academic fact you learned in elementary school.  What was the last word your last teacher uttered?

Memory Process  Encoding: getting info into the “system.”  Storage: retaining information over time.  Retrieval: getting information out.

Part 1: Encoding  Automatic Processing: effortless process of encoding information  Places, powerful images, time increments  Events and stories  Effortful Processing: requires attention and conscious effort.  Facts  New skills and knowledge

Effortful Encoding  Rehearsal Rehearsal  Method of Loci (with chunking too) Method of Loci  Peg-Word System Peg-Word System  Chunking

 You will have two minutes to memorize 10 words.  1s will use rehearsal  2s will use method of loci  3s will use peg-word  4s will use chunking  No writing/talking allowed in the two minutes.  Prepare your method now…

Item List: Dishwasher Spatula Coffee Pot Baseball Bat American Flag Hunting Shack Golden Retriever Microphone Foot-long sub Parking Ramp

 How to encode faces and names How to encode faces and names  Look for the method because you will be trying it out yourself.  How to encode faces and names- By Michael Scott How to encode faces and names- By Michael Scott

Wrap-Up  What would you say is the key to encoding information through effortful processing?

Pop Quiz  Can you identify the 10 words from the word list on Friday? No cheating or talking!  Write them on a scratch piece of paper.

What allows people to be fooled so easily in these examples?  g g  

Part 2: Storage  Three types of memory storage: 1. Sensory 2. Short-term 3. Long-term

How important is attention in encoding memories?  Let’s find out:  Draw a sketch of the heads side of penny (without looking at one). Think about what it says, what images appear, what direction the person is facing, and where everything is located. Can you do it?

Self Quiz: What memory terms are associated with these examples?  You are reading a book and your teacher asks you to come back to his desk. You say, “What?”, because you think you didn’t hear him. Then you realize what was said.  You are outside on the 4 th of July and are watching your friend create a heart with a sparkler.

 Read outloud the sentence stems but bleep out the type of memory.  Others will guess the type of memory.

On the back of your assignment…  Fusion Page  Memory and Intelligence Folder  Memory Storage Tasks.

Grab a Computer  You will have a few minutes to finish your online assignment from yesterday.  Keep your game and article on your screen for discussion time.

Small Group Part 1: Share out your articles  Give a brief summary to your group.  What evidence from your article helped answer the essential question? Part 2: Share out your games  Explain how it worked.  How did the terms apply to the game?

Staple and Turn In  Encoding Strategies  Memory Storage Page

Part 3: Retrieval  You will be given a memory task and will only have a limited amount of time to complete it.  Have a pencil and something to write on.

Group A Task  Name the 7 Dwarves in 1 minute.

Grouchy Gabby Fearful Sleepy Smiley Jumpy Hopeful Shy Droopy Dopey Sniffy Wishful Puffy Dumpy Sneezy Lazy Pop Grumpy Bashful Cheerful Teach Shorty Nifty Happy Doc Wheezy Stubby Group B Task: Name the 7 Dwarves in 1 minute…..Here are your choices:

Part 3: Retrieval Recall: retrieving previously learned information without the aid of external cues.  Think of short answer or essay tests Recognition: identifying previously learned information with the help of cues.  Think of multiple Choice, matching, true or false tests.

Group A  Listen to the paragraph. Try to remember as much of it as you can. You’ll be asked to re-write it from memory. The paragraph is about flying a kite.

Group B  Listen to the paragraph. Try to remember as much of it as you can. You’ll be asked to re-write it from memory.

Part 3: Retrieval What influences our ability to retrieve memories?  Context: enhanced ability to retrieve information when you are in an environment similar to the one in which you encoded the information.  Taking a test in a different setting is harder.  Scuba experiment  State-Dependency: enhanced ability to retrieve info when you are in the same physical and emotional state.  Levels of alertness  Drugs  Mood

 Review: Name a memory that you would easily be able to retrieve through recall and a memory that you would probably only be able to retrieve through recognition.

FREE RECALL DEMONSTRATION

REST

TIRED

ALARM

AWAKE

DREAM

AARDVARK

SNORE

BED

SHEETS

DARK

SLUMBER

COMFORT

NAP

WAKE

NIGHT

 Write down as many of the words as you can recall.  Serial Position Effect  Words at the beginning and end are more likely remembered than in the middle.  Meaning = more memorable (aardvark?)  False memories: items you remember didn’t actually take place the way you remembered them.

Rest Tired Alarm Awake Dream Aardvark Snore Bed Sheets Dark Slumber Comfort Nap Wake Night

 “Brain Games Remember This”  What makes the retrieval of memories ineffective?  Look for five pieces of evidence from the experts and demonstrations in the video.

Memory Construction  1s, 2s, 3s each have a different segment explaining how memories can be unreliable.  Read the segment and underline key parts to know.  For each item you underlined, make some sort of connection to something you already know (personal experience, info from the video, etc.). Write this in the margin.

Ticket in the Door (you don’t have to write these answers but mentally answer them using your notes/handouts)  What is something that helps our memory encoding?  What is one type of memory in which we store information? Give one characteristic of it.  What might hurt the accuracy of our memory retrieval?  If you were gone on Friday, you need a “Memory Construction” handout. Read and annotate key ideas.

Intelligence At various stages of life (toddler, pre-school, K-12 schooling, post-high school, family life, elderly)…  …what characteristics make an intelligent person?  …how important is intelligence?

Intelligence (put in notes) The ability to profit from experience, acquire knowledge, think abstractly, act purposefully, or adapt to changes in the environment.

IQ intelligence: Your own definition  Attempt to give a good one sentence definition of IQ using the sample questions from yesterday as a guide.  This type of “IQ intelligence” involves the ability to reason and solve problems (called general intelligence or analytical intelligence).   Does this clip prove anything about having a high IQ and being successful in life?

Two types of intelligence measuring tests… A. Achievement tests: These tests are designed to measure skills and knowledge you have already learned. Examples: ACT, WKCE, school tests. B. Aptitude tests: Measures your ability to acquire skills or knowledge in the future. Ex.: SAT, IQ tests

1904: Alfred Binet : He was asked to develop a test to measure intelligence for the French Ministry of Education. They wanted a way to figure out what students needed extra help in school.

1916, Lewis Terman:  The Stanford University psychologist revised Binet’s test and renamed it the Stanford-Binet.  This test was to be used to measure the I.Q. of American children.  It has been updated many times.

Terman’s Method of calculating IQ Chronologic age (CA): Age of the test taker when they took the test. Mental age (MA): Score on the test (how advanced their mind is) 1 st Formula for Intelligence Quotient: M.A. ________X 100 = I.Q. C.A.

The Bell Curve: 100 is average

David Weschler, 1930s  Wechsler created the Wechsler Adult Intelligence Scale (WAIS), and the Wechsler Intelligence scale for Children (WISC).  Tests contains a verbal score (general knowledge, comprehension, arithmetic, vocabulary) and a performance score (block design, picture completion, picture arrangement).  Still uses an IQ score with 100 being the average.  questions/ questions/

 Test Wednesday: You’ll be able to use any notes you’ve taken or assignments you’ve completed.  I’ll be passing assignments back today that are in the gradebook.

Extremes of intelligence assignment  Your choice:  Find a partner and each person finds an alternative source. Then discussion.  Do both on your own.  When you are complete, grab a handout from the front of the room and go to my fusion page.

Emotional Intelligence (EQ)  The ability to perceive, express, understand and regulate emotions.  High “EQ” means being able to handle setbacks, being in touch with feelings, working well with others, delaying gratification.  No correlation between IQ and things like successful marriages, child raising, success at occupations, etc. EQ means more.

Testing EQ  Marshmallow Test Marshmallow Test  Walter Mischel Walter Mischel  How would you design a test for different ages? (see worksheet)  How well can you understand emotions in others?emotions in others

Test Monday  Complete study guide.  Grab assignments if you need them  I’ll put the PowerPoint on the fusion page.