Memory and Recall Jensen, Chapter 15 Guys- Let’s see if you can remember anything I said on the first day of class

Senses Sensory And Post- Sensory Temporal Integrative Cortex Frontal Inte- grative Cortex Premotor a Motor Cortex and Amygdala

How memory works? –Process rather than location –Multiple memory locations and systems –Retrieval process is what activates dormant neurons to trigger memories Memory is determined by the type of retrieval process used –One theory is that memories are frozen patterns waiting for a resonating signal to awaken them

Situation of memory –Not one place specific –Well distributed in our cortex –Sounds = auditory cortex –Names, nouns and pronouns = temporal lobe –Amygdala = implicit negative memories –Basal ganglia = learned skills –Cerebellum = associative information and movement –Hyppocampus = spatial and other explicit memories (speaking and reading memories) –Memories involve many senses –After a while parts of memory changes  + or - Remember “separate realities”

–Memory is always on call We have indexes that contain the instructions (not the content) for the brain to rekindle the content  convergent zones Convergent zones unite the different contents (color, sound, etc) as they move through the retrieval process Long Term Potentiation (LTP) –Is the actual molecular process involved in the formation of explicit memories  strength of synaptic connections –It is mediated by genes –There is also a protein called CREB = tells the brain to store the information in the long or short term memory

Adrenaline= neurotransmitter Acetylcholine= neurotransmitter Lecithin= Neurotrans- mitter Norepinephrine= neurotransmitter Phenylalanine= protein Chemicals that Impact MEMORY Class, what is a neurotransmitter?

Memory Pathways Explicit –Semantic  content –Episodic  context Implicit –Procedural  automatic behaviors that are learned and you must think about them before you do them –Reflexive  automatic behaviors that take place without thinking about them

Memory is State (Mood/Situation/Context) Dependent –Each mental, physical and emotional state binds up information within a particular state –Emotions are learned while information is learned –Practical Applications Engage all five senses. Discussions about learners’ feelings and emotions regarding new learning. Incorporate the new learning in some way to their own personal life. Use storyboards (like oversized comic strip panels) to present key ideas Make a video or audio tape: the more complex the better. Use peg words to link numbers or pictures to an idea for ease in recall. Create or re-do a song with lyrics that represent new learning.

Assessment Choose a concept that is presented in both text. –Explain reason for choosing –Compare them in terms of: Definition Description Application –As a summary, develop your own theory on how will you teach the concept to a class like this. –One page only!