Remembering Ch.5

HURIER Model of Listening Hearing Understanding Remembering Interpreting Evaluating Responding

The process of remembering: principles – p.139 Remembering – storing for later use ideas you have captured Learning - how you accumulate knowledge

What affects your memory function Self-talk Other information exposed to at same time Language What you were doing What happens between then and now Information already stored

Memory systems – p.140 Immediate memory Short-term memory Long-term memory

Immediate memory - Filtering device for what you discard and what you keep Focus your attention without letting it wander “In one ear and out the other” Determine most important facts or aspects to pay attention to and remember 25%

Short-term memory – “working memory” serves as intermediate step in processing information into your long-term memory Repetition Chunking Identifying logical patterns

Repetition Recite silently to yourself over and over Listen to something over and over Read something over and over Activities Workbook: Shakespearean fill the blanks

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Chunking Grouping items so you have fewer units to remember Harp’s Kohl’s Lowe’s bread socks nails cereal belt spray paint milk cologne hammer Activities workbook: And the categories are

Identifying logical patterns Finding anything that helps fit things together Chronological Spatial Alphabetical By color Activities Workbook: Organizing your closet

Long-term memory – “data bank” or warehouse for all your impressions and experiences Organizational schema Long-term memory strategies

Organizational schema – hierarchies of information established in your brain that help you select and make sense of new information “We had the room next to the elevator.” “Don’t you remember when the professor warned us about that on the first day of class?”

Long-term memory strategies Association Categorization Mediation Imagery Mnemonics (Sensory)

Association – cueing things into a setting or context “I know you from somewhere.” “UAFS, golf, umpiring, poker?” Activities workbook: Opening lines

Categorization – similar to chunking and identifying logical patterns

Mediation – making sense out of nonsense "Mairsy dotes and dosey dotes and little lambsy divey, a kiddleat ivey too, wooden shoe?"

“Mares eat oats. And does eats oats. And little lambs eat ivy. A kid will eat ivy, too. Wouldn’t you?”

THAT THAT IS IS THAT THAT IS NOT IS NOT IS THAT IT IT IS

“That that is, is. That that is not, is not. Is that it? It is.”

Imagery – creating pictures in your mind Concrete “Fishing on a riverbank” Abstract “Freedom of speech” Activities workbook: Color your world

Mnemonics – creating any kind of visual or auditory cue to make sense of complicated information Acronyms Rhymes Story-telling

Acronyms HOMES ROY G. BIV Activities workbook: Acronyms

Rhymes I before E, except after C … 30 days hath September …

Stories Every Good Boy Deserves Favor. Mom’s Very Easy Meal. Just Serve Us Nine Pizzas.

(Sensory) – Using your five senses to create more vividmemories Seeing Hearing Touching Tasting Smelling Activities workbook: Using your senses

Obstacles to effective memory – p.150 Repression and distortion Retroactive inhibition Primacy and recency effects Rigid thinking

Repression and distortion Remembering information that supports your position Forgetting or distorting information that contradicts or is inconsistent with your current beliefs

Primacy and recency effects Tendency to remember best what you heard last vs. what you heard first That’s why good speakers use conclusion to review and “ta-dum”

Rigid thinking Being able to apply memory techniques to help you remember what’s on “the tip of your tongue”

Paths to better memory – p.152 Eat right Increase creativity Reduce stress

Eat right Foods influence production of chemicals in brain Good – keeps you alert Protein Moderate amounts of caffeine Bad – makes you drowsy High-fat foods Too many carbs

Increase creativity Encouraging yourself and others to share ideas set positive tempo recognize potential provide opportunities for expressing talents

Reduce stress Time stressors Encounter stressors Situation stressors Anticipatory stressors

Time stressors When running late you may become Disoriented Anxious Unable to think logically

Encounter stressors When you anticipate difficult interpersonal interactions you may Try to avoid confronting them Be unable to relax Focus on issue at hand

Situation stressors When you unexpectedly run into someone you know you may Not remember his/her name Feel uncomfortable about how you look Be embarrassed about where you are

Anticipatory stressors Knowing well in advance about inevitable and uncomfortable encounter Activities workbook: For Better or Worse

How to reduce stress “I” – messages Positive thinking Take ownership

Positive thinking “I’m going to do great on my speech.” “I’m going to feel so much better after having surgery.”

Take ownership “I allow myself to worry too much.” “I choose to get too worked up.”