1. Memory
MEMORY

2. Memory Memory What is the point of learning?
Without memories…learning would mean nothing to us, right?

3. Memory
Memory
The input, storage and retrieval of what has been learned or experienced
3 processes
Encoding- using senses to transform information so that nervous system can process it
Storage- The process that through which encoded information is maintained
Retrieval- information is brought from storage to the mind

4. STAGES OF MEMORY Sensory Stage
Senses (sight and hearing) hold info for a fraction of a second before it disappears
Serves useful functions
Prevents being overwhelmed
Decision time – Is this information worth remembering?

5. Stages of Memory Short Term Memory Working memory
Limited in capacity to about 7 items
To keep info in short term memory for longer than a few seconds, info must be repeated—maintenance rehearsal
Short term memory lasts about 20 seconds without rehearsal

6. Short Term Memory Test Write 1 – 6 on paper
A series of Letters will appear on the screen for 3 seconds
Your job is to write down as many of the letters as you can remember AFTER the letters disappear

7. Short Term Memory Test

8. Short Term Memory Test UM

9. Short Term Memory Test
TZLD

10. Short Term Memory Test
KXCEJO

11. Short Term Memory Test
AVCYISEH

12. Short Term Memory Test
LBFQRPMAUX

13. Short Term Memory Test
ZQECTBUMONRV

14. Short Term Memory Answers
U M T Z L D K X C E J O A V C Y I S E H L B F Q R P M A U X Z Q E C T B U M O N R V

15. Try remembering these numbers by chunking:
Grouping items to make them easier to remember
Phone Numbers – ( )
Initials
HIV, TCAP, FBLA
Try remembering these numbers by chunking:

16. Long Term Memory Storage of information over extended periods of time
The capacity of long term memory appears to be limitless
Some info may be lost over time, but essentials are retained

17. Long Term memory Watching a movie…
Actions and words flow through your sensory storage
Accumulate in short term memory
Begin to form meaning
Visuals and characters form “chunks” of information
Meaningful moments transfer into long term memory
A few hours later, you will not remember most of the lines
The next day, you can give a scene by scene description
A month later, you may remember a brief outline of the plot
In Time, without any rehearsal, you may even forget the movie…yet if you see it again, you will recognize it, and probably be able to anticipate actions or lines

18. LONG TERM MEMORY 2 Types 2 ways we access memory Semantic Episodic
Knowledge of language, its rules and meanings
Episodic
Chronological retention of events in one’s life UNIQUE!
2 ways we access memory
Declarative
Episodic and semantic memory that can be accessed consciously as you need it – remembering facts or dates
Procedural
Learned skills that does not require conscious recollection – swimming, driving a car, fears, habits, things learned from Classical Conditioning.

19. Tying Learning and Memory
Take a Learning styles quiz!
Once completed, go to your
section of the room.
Once there, you will receive
further instructions!

20. Memory Project
You will create a lesson plan and activity that you will use to teach the 3 systems of memory
3 systems of memory = how info travels from sensory into long term memory and what happens to that info along the way.
Include vocab terms and memory devices associated with the stages.
Each member of the group must play a part in the activity!!

21. MEMORY PROJECT VOCAB NEEDED:
Encoding, storage, retrieval
Sensory, Short term, Long Term
Semantic, Episodic
Procedural, Declarative
Chunking, Elaborate Rehearsal, Mnemonic Device
Choose 8 of these words to include in your project!

22. MEMORY CONT’D
Create a story in your notes using these 6 pictures. Make it vivid and interesting. Rehearse it. We will check your memory later…

23. MEMORY CONT’D Remembering Names of countries…
South Africa, Lesotho, Swaziland, Botswana and Namibia.
Create a Mnemonic device to remember these countries.
Attach different words
to the countries
Create a sentence
using these words??

24. Memory Cont’d. Ways to improve memory Elaborative Rehearsal
Relate new information with what you already know
Strong emotional experiences
Multiple memories
Multiple senses
Associations
Mnemonic devices
Method of Loci—walking around your home, mentally associating information with different rooms
Associating Phrases—EGBDF, PEMDAS

25. MEMORY Eliminate distractions!! Music, cell phone, TV?
Working memory and
Distractions affect each other
Distractions are reduced when
Working memory is engaged in a
task.
Motivation, interest level, ADHD, etc.

26. Forgetting 4 ways to forget Retrieval Failure Interference Theory
Decay Theory
Problem though…
Interference Theory
Old memories interfere with new one (Proactive)
New memories interfere with old one (Retroactive)
Failure to store
Not rehearsing details—penny experiment!
Motivated Forgetting
Suppression and Repression

27. Forgetting Forgetting We all experience it…”word on the tip of
my tongue…”
Decay—Information decays from sensory
and short term memory quickly
Long Term Memory—does not decay, but
is blocked by interference and repression

28. Forgetting Interference
Blockage of a memory by previous or subsequent memories or loss of a retrieval cue
A clue or prompt that is used to trigger the retrieval of long-term memory
Proactive—An earlier memory blocks
You from remembering later information.
New phone #, new year, new girlfriend
Retroactive—New information blocks old
Information
new units in school, new names

29. Forgetting What was the story you created earlier?
Do you remember the 6 pictures?
Do you remember the 5 countries in Southern Africa?
How did you do this?
What mnemonic device did you
utilize?

30. Thinking and Problem Solving

31. THINKING
Changing and reorganizing information stored in memory to create new or transformed information.

32. Units of Thought
Image: Visual mental representation of a specific event or object
Most basic unit of thought
May not be an exact copy, but has the highlights of the original
Symbol: abstract—a sound, object or design that represents an object or quality
Words, icons, numbers
Can have a number of meanings—enables us to consider the past and the future

33. Concept: A class of objects or events that have at least one
Concept: A class of objects or events that have at least one common attribute
Enables us to chunk large amounts of information
We don’t have to treat each new piece of info as unique
Animals, cars, liquid, beauty
Prototype: A representative example of a concept
The image that comes to your mind when a concept is introduced
An ex. that has the most characteristics of the concept
Units of Thought

34. Kinds of Thinking
Directed Thinking (convergent thinking)
Non-directed Thinking (divergent thinking)
Systematic and logical attempts to reach a specific goal or answer.
Depends on symbols, concepts or rules
Deliberate and purposeful
Helps us solve problems, formulate and follow rules and work toward setting and achieving goals
Free flow of thoughts, no real plan depends more on images
Daydreams, fantasies
Often used when we are relaxing, or escaping boredom.
May led to insights into goals or beliefs

35. KINDS OF THINKING Meta-cognition: Thinking about our thinking
Thinking of our strategy or how we went about solving something
KINDS OF THINKING
Continued…

36. PROBLEM SOLVING One of the main functions of directed thinking
Help us bridge the gap between a desired goal and a present situation

37. Strategies
Sub-goals: Break a complex problem down into smaller easier to manage goals
Work Backwards: Start with the solution and figure out a way to solve it
Look into your memory: Have you experienced something like this before?

38. Strategies How did you solve it?
Algorithms: Fixed set of procedures that if followed correctly will lead to a solution
Mathematical formulas, Playing Chess
Not always realistic, can be very long and complex
Can you figure out what this word is?
SPLOYOCHYG
PSYCHOLOGY
How did you solve it?
An algorithm would have taken 907,200 attempts!!

39. Strategies
Heuristics: Experimental strategies or rules of thumb that simplify problems and can lead to quick solutions
A short cut
Can result in bad decisions because we don’t have enough information or we ignore pertinent information
Availability Heuristic
Rely on easily recalled info
Lottery, dog bites
Representativeness Heuristic
Assumptions.
Flipping a coin

40. Obstacles… Mental Set: When a strategy becomes habit.
Cemented into your problem solving strategies
Your thinking can become rigid: rigidity
Functional Fixedness: the inability to solve a problem that requires them to use a familiar object in an unfamiliar way.
Inability to “Think outside the box.”
Which activities before break did you experience this?

41. TRY THIS! CONNECT ALL 9 DOTS USE ONLY 4 LINES
DO NOT LIFT YOUR PENCIL NO RETRACING

42. THINK OUTSIDE THE BOX (LITERALLY)

43. _ _ _ _ _ _ _
E R N P S E G
T F B D W A H

44. _ _ _ _ _ _ _ _
M P G H R Y B
A A S T D I O