Study Skills Learning & Memory Topic 7 Learning & Memory PowerPoint by JoAnn Yaworski ©2003 Pearson Education, Inc., publishing as Longman Publishers.

©2003 Pearson Education, Inc., publishing as Longman Publishers. Learning & Memory How does learning and memory work? What are the three stages of remembering? How can you improve your ability to learn? ©2003 Pearson Education, Inc., publishing as Longman Publishers.

©2003 Pearson Education, Inc., publishing as Longman Publishers. Memory Encoding (or acquisition) is a process of acquiring information. Storage occurs when information is stored, briefly or permanently. Retrieval is the process of getting at and using information held in storage. Selective Attention sorts out the more important signals from the less important ones. ©2003 Pearson Education, Inc., publishing as Longman Publishers.

©2003 Pearson Education, Inc., publishing as Longman Publishers. A Model of Memory Encoding Storage Retrieval Short- Term memory Long- Term memory Environmental Stimuli Sensory storage Discard Forgetting ©2003 Pearson Education, Inc., publishing as Longman Publishers.

Time Lapse from Initial Learning: Amount of Material Remembered: Rate of Forgetting Time Lapse from Initial Learning: 1 day 7 days 14 days 21 days 28 days 63 days Amount of Material Remembered: 54% 35% 21% 18% 19% 17% ©2003 Pearson Education, Inc., publishing as Longman Publishers.

©2003 Pearson Education, Inc., publishing as Longman Publishers. Short-Term Memory Holds the information acquired from your sensory storage system. Lasts 20 seconds or less. Stores an average of 7 pieces of information at a time. Example: Your ability to remember a telephone number temporarily until you have a chance to dial it. Example: Your ability to remember a lecture’s words until you have a chance to write them down. ©2003 Pearson Education, Inc., publishing as Longman Publishers.

Transferring Information from Short-term to Long-term Memory Rote learning Elaborative rehearsal Recoding ©2003 Pearson Education, Inc., publishing as Longman Publishers.

©2003 Pearson Education, Inc., publishing as Longman Publishers. Rote Learning Repeating information over and over again until you can remember it. Examples: Learning the spelling of a word. Memorizing the exact definition of a word. Repeating a formula until you can remember it. ©2003 Pearson Education, Inc., publishing as Longman Publishers.

Elaborative Rehearsal Learning information by connecting new material with already learned material through the process of asking questions and making associations. Example – Relating your experiences to what you read in a textbook, as in Relating your need for food, clothing, and shelter to Maslow’s Hierarchy of Needs in a psychology textbook. ©2003 Pearson Education, Inc., publishing as Longman Publishers.

©2003 Pearson Education, Inc., publishing as Longman Publishers. Recoding The process of grouping information so that you can remember it. Example – Eggs, carrots, bleach, oranges, laundry, soup, milk, onion, yogurt, cheese, plums, ammonia. Dairy Produce Cleaning eggs carrots laundry soup milk onions ammonia cheese oranges bleach yogurt plums ©2003 Pearson Education, Inc., publishing as Longman Publishers.

©2003 Pearson Education, Inc., publishing as Longman Publishers. Long-term Memory Contains facts, details, impressions, and experiences that you have accumulated throughout your life. Three types of long-term memory coding: Linguistic Imaginal Motor Dual Coding is using more than one type of coding to store information. Produces better recall if more than one type of coding is used. ©2003 Pearson Education, Inc., publishing as Longman Publishers.

Linguistic Coding of Long-term Memory Verbal information – Ideas, concepts, and facts can be encoded and stored as language. Activities that require linguistic coding: Taking lecture notes. Underlining text. Writing outlines. ©2003 Pearson Education, Inc., publishing as Longman Publishers.

Imaginal Coding of Long-term Memory Involves creation of mental or visual images. Examples of Imaginative Coding: Drawing a picture of a process. Sketching the human body to learn its parts. ©2003 Pearson Education, Inc., publishing as Longman Publishers.

Motor Coding of Long-term Memory Refers to physical activities. Examples of motor coding: Driving a car Riding a bicycle Hitting a baseball ©2003 Pearson Education, Inc., publishing as Longman Publishers.

©2003 Pearson Education, Inc., publishing as Longman Publishers. Retrieval Pulling stored information from your memory. Reasons why we are sometimes unable to retrieve information. Never completely learned the information. Did not study the information immediately. Not asking the correct questions to retrieve it. Forgot the information. ©2003 Pearson Education, Inc., publishing as Longman Publishers.

Proactive Interference: Retroactive Interference: Forgetting Proactive Interference: When old knowledge interferes with recently acquired knowledge. Example: Forgetting a new math formula that is similar to one learned in the previous week. To prevent forgetting, examine similarities and differences between old and new learning. Retroactive Interference: When new learning interferes with the recall of old learning. Example: You cannot remember a lecture from two weeks ago because this week’s lecture is blocking it. To prevent forgetting, review previously learned material frequently. ©2003 Pearson Education, Inc., publishing as Longman Publishers.

Strategies for Improving Encoding Block out everything that does not relate to what you want to remember. Use visual, auditory, and motor learning modes. Carefully and specifically define your purpose. Use previewing. ©2003 Pearson Education, Inc., publishing as Longman Publishers.

Strategies for Improving Storage (1) Review the learned information immediately: Review the chapter immediately. Review all major headings and bold-face print. Form a question for each heading. Answer each of your questions. Recall the chapter’s basic organization. ©2003 Pearson Education, Inc., publishing as Longman Publishers.

Strategies for Improving Storage (2) Organize and recode information to be stored. Search for organizational pattern of the material. Look for similarities and differences. Look for sequences. Look for obvious divisions of the material. ©2003 Pearson Education, Inc., publishing as Longman Publishers.

Strategies for Improving Retrieval Use visualization. Use categorization. Complete several reviews to complete master material. ©2003 Pearson Education, Inc., publishing as Longman Publishers.

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