Memory and Learning Chapters 6 – 8; pp. 386-355

Introduction to Memory

Do Now: By yourself, write a definition of memory and/or any key words that you think are associated with it. You may want to think about; How it works Are there different parts? Are there different types?

What is Memory? Class discussion – what is memory? Are there different parts? Is it permanent? How does it get in our heads? What are some key words associated with memory? As we discuss, add to the definition in your work book.

Components of Memory: In its most basic form, memory has three components – encoding, storage and retrieval. (290)

Who am I? (not assessable) Studying my 4th and (final!) year at Monash University (B.A./B.Ed.(Sec)) Have completed the units for a Psychology Major with the potential of further study to become a psychologist Also studied Linguistics (English Language) Classical Pianist Work with local high students regular basis (tutoring and mentor programs)

Memory in Action Do this task ALONE. Do not talk. The following slides will contain one word each (5 seconds per slide). Your task is to REMEMBER as many of the words as you can. At the end of the list (screen will go blank) flip over your sheet and complete the task. Remember, the point of this activity is so you can further your understanding of memory – not that you get 100% of the words correct!

Remember

Dream

Thought Thought

Forget Forget

Lost Lost

Retrieve Retrieve

Encode Encode

Store Store

Storage Storage

Semantics Semantics

Path Path

Map Map

Brain Brain

Neurons Neurons

How did you go? Write down how you felt doing the task, you may want to consider: Was it easy or hard? How did you try and remember the words? Did it get easier or harder to remember as time went on? Was this progressive, or sudden? Did you remember clusters of words? How many words did you remember?

How did you go? Remember Retrieve Path Dream Encode Map Thought Store Brain Forget Storage Neurons Lost Semantics Any Extras?

How did you go? Task 1 Task One Task A

Recall: Serial, Free and Cued Recall of information can be assessed in 3 primary ways (366) Serial: must be recalled IN ORDER presented Free: can be recalled in ANY order Cued: specific AIDES are provided

Memory Task 1: Serial Write down as many words as you can in order. Once you have done this, write down any other words you can remember.

Memory Task One: Free Write down as many words as you can remember. You may do this in any order.

Memory Task A: Cued Write down as many words as you can remember. A few hints have been given to you below. First & Last Letters # of Letters Vowels Consonants No Hint R _ _ _ _ _ _ r _ _ _ _ _ _ _ ou _ _ _ F_rg_t   R _ _ _ _ _ _ e _ _ _ _ _ _ _ _ o _ e St _ r _ g _ P_ _h _ _ _ _ _ai_ N_ _r_ns

Miller’s Magic Number (305) George Miller (1956) found that the average capacity of the Short Term Memory is 7 ± 2. This means that the average person will usually remember 5-9 items on a free recall memory test like the one we just did.

Testing Memory Recall is not the only way we can test if someone remembers information. These methods are more sensitive than recall and can show that a person has memories of the information even if they can’t recall it. These methods are known as recognition and relearning.

Recognition (366) Even if someone can’t recall a word, this doesn’t meant they can’t remember them. You might not be able to recall all the words, but how many can you recognise from the list bellow? Remember Missing Path Dream Retrieve Trail Sleep Encode Road Thought Store Map Memory Place Brain Forget Storage Synapse Lost Semantics Neurons

Recognition (366) Even if someone can’t recall a word, this doesn’t meant they can’t remember them. You might not be able to recall all the words, but how many can you recognise from the list bellow? Remember Missing Path Dream Retrieve Trail Sleep Encode Road Thought Store Map Memory Place Brain Forget Storage Synapse Lost Semantics Neurons

Relearning (367) Evidence of people relearning information learnt years earlier shows that they may still retain memories even when they can neither recall or recognise it. We will look at the methods of savings later in this area of study. But all evidence shows that cyclical learning (regular studying) is the most effective method for memory retention.

Can we improve? (402) Mnemonic devices can be used to help improve memory. The study design looks at three different devices: Acronyms Acrostics Narrative Chaining

Can we improve? (402) Mnemonic devices can be used to help improve memory. The study design looks at three different devices: Acronyms – ANZAC, EFTPOS, WHO Acrostics – VCE, DVD, RSC Narrative Chaining – a story involving each item (the sillier the better!)