Do Now 1. Update agenda:  Review How To Improve Your Memory  Complete and Review Memory T-Chart 2. Update TOC 1/20-21 Memory T-Chart #15 1/20-21 CNs: Working Memory #16 1. Do Now Activity:  Think-Pair-Share  What do you know about Short Term Memory?  What do you know about Long Term Memory? ESAT Warm Up —Straight to your seat —Materials & HW out —Put Backpack Away —Complete Do Now Silently ESAT Warm Up —Straight to your seat —Materials & HW out —Put Backpack Away —Complete Do Now Silently Take out How to Improve Your Memory

Memory T Chart Collaboration Objective I will synthesize information about Short Term Memory and about Long Term Memory by reading on-line articles and filling in a T chart with key paraphrased information. Expectations & Directions Contribute to your partnership. Remain on task and pace with your partner. Only write on your own organizer. Explain your findings to each other. Ask questions for clarification as well as out of interest.

Write clearly as you complete your Memory T Chart. Synthesize information to create a holistic explanation of each term. Read closely and LOOK for context that helps to explain each concept. Talk to your partner. Use your dialogue and auditory capacities to support each other.

Check Our Information! Did we find accuracy or repeated information about STM? What about LTM? Did you have time to read the article? What do you want to know more about?

STM Research! Jacobs  Omit w and 7  Easier to remember numbers (~9) than letters (~7) Atkinson & Shiffrin  Duration is sec.  Acoustic encoding is best  Verbal Rehearsal Peterson & Peterson  Limited duration, especially when rehearsal can’t take place Baddeley & Hitch take us to the WORKING MEMORY!

Prepare for Lecture We will apply concepts from the articles to lecture by listening and taking notes. Verify your comprehension Add to your knowledge Ask for clarification

Cornell Notes: Working Memory Set up your notes. Check your posture. Remember to raise your hand. We will have time to finalize notes at the end of class.

ENCODING 1. Memory starts with ENCODING and ATTENTION Information that is taken from our senses has to be changed into a “memorable” form  Ex: See a word on the whiteboard  it changes into a sound or meaning Information is encoded (changed) in 3 main ways  1. Visual  2. Acoustic  3. Semantic The principal encoding system for STM is acoustic  Verbal rehearsal is heard The primary encoding system in LTM is semantic coding, though all 3 are used in LTM

STORAGE 2. Strength of memory STORAGE Duration  Amount of time that information is maintained Capacity (aka: Span)  The amount of information that can be stored at any given time  Miller’s Magic Number 7  Chunking Primacy Effect  Items at the beginning of a list are more readily available than items in the middle. Recency Effect  Items at the end of the list (most recently encoded) are more easily remembered than items in the middle  Tests & Quizzes—Don’t you want to remember info? cat phone desk mouse table cousin notes horse

RETRIEVAL 3. RETRIEVAL is taking information out of memory storage to use recalled information STM is retrieved in order of sequence, which matches how it’s stored  Ex: When remembering a list of items, they are more easily remembered when rehearsed in the same order. Then, if asked to recall the 3 rd item, each item is rehearsed again until item 3 comes to pass.  Organizing information in sequence (ordered numbers, size, or alphabetically) will improve storage and retrieval LTM is stored by association.

Working Memory (Diagrammed by Baddeley & Hitch) Working memory refers to the processes that are used to temporarily store, organize and manipulate information. Short-term memory, on the other hand, refers only to the temporary storage of information in memory, not necessarily its use.

Components of Working Memory Involves different storage components for different types of stimuli, which is information that enters the senses Central Executive- sends information to the appropriate storage system and handles thought-out math and problem solving Visuo-Spatial Sketch Pad- stores information that is seen and helps with navigation Phonological Loop-maintains spoken and written material to help us understand and produce language

An example of STM loss: Could Dory be real? Let’s watch a short clip of Finding Nemo. THINK: Based on what you know, how accurate might this clip be?

Finalize CNs 1. Highlight subheadings and key terms. 2. Add any missing/additional information. 3. Create at least one higher level question question per subsection. 4. Create a summary with at least one solid sentence per subsection.  STM…Working memory…  Today, I learned…

USE YOUR TIME WELL!! Read Working Memory and Long Term Memory to add to your work from today. Also, review How to Improve Your Memory.