1. MEMORY
&
INTELLIGENCE *

2. MEMORY: The input, storage, and retrieval of what has
been learned or experienced *

3. Sensory Memory works as a filter
Sensory Memory works as a filter. It allows us time to determine what to pay attention to. *

4. SPOT THE REAL PENNY
The Real Penny = A *

5. MAINTENANCE vs. ELABORATIVE REHEARSAL
Even though you live in the United States and probably see hundreds of pennies a week, it is difficult to identify the real one from fake ones. Mere repetition, such as seeing something over and over again does not guarantee a strong memory.
Maintenance Rehearsal = repetition
Elaborative Rehearsal = linking new information to material that is already known
Improves your chances of remembering it!!!!

8. Short-Term or Working Memory
Use it or lose it!!!!!
Working with information…..
Mnemonic Devices = Techniques for using associations to memorize and retrieve information

9. Our brains evolved to code and interpret complex stimuli such as images, colors, structures, sounds, smells, tastes, touch, positions, emotions and language. We use these to make sophisticated models of the world we live in. Our memories store all of these very effectively.
Unfortunately, a lot of the information we have to remember in modern life is presented differently.
Ex. Words on a page

10. You can do the following things to make your mnemonics more memorable:
Use positive, pleasant images. Your brain often blocks out unpleasant ones.
Use vivid, colorful, sense-laden images – these are easier to remember than drab ones.
Use all your senses to code information or dress up an image. Remember that your mnemonic can contain sounds, smells, tastes, touch, movements and feelings as well as pictures.
Give your image three dimensions, movement and space to make it more vivid. You can use movement either to maintain the flow of association, or to help you to remember actions.
Exaggerate the size of important parts of the image.
Use humor! Funny or peculiar things are easier to remember than normal ones.
Similarly, rude rhymes are very difficult to forget!
Symbols (red traffic lights, pointing fingers, road signs, etc.) can code quite complex messages quickly and effectively.

11. Designing Mnemonics: Imagination, Association and Location
Imagination: is what you use to create and strengthen the associations needed to create effective mnemonics.
Association: this is the method by which you link a thing to be remembered to a way of remembering it.
Placing things on top of each other
Crashing things together
Wrapping them around each other
Rotating them around each other or having them dancing together
Linking them using the same color, smell, shape, or feeling
Location: gives you two things:
a coherent context into which you can place information so that it hangs together
a way of separating one mnemonic from another.

12. Short-Term or Working Memory
Use it or lose it!!!!!
Working with information…..
Chunking = Grouping items to make them easier to remember

14. Long-TermMemory Types of Long-Term Memory
Episodic memory – memory of our own life (Personal facts)
Semantic memory – common knowledge, names of colors, countries, knowledge of language, including rules, words, and meanings
Declarative memory – Stored knowledge called forth consciously as needed; includes episodic and semantic
Procedural memory – As we gain a skill, we gradually lose the ability to describe what we are doing.
Procedural memory – Storage of learned skills that does not require conscious recollection
* As we gain a skill, we gradually lose the ability to
describe what we are doing. *

15. Retrieving Information
Key = Organization of info in LTM
Recognition: the ability to pick the correct object or event from a list of choices
Recall: the ability to bring back and integrate many specific learned details
The brain IS NOT a video recorder
Reconstructive Processes: the alteration of a recalled memory depending on experiences and attitudes *

16. FACT: 59-year-old Akira Haraguchi recited from memory the first 83,431 decimal places of pi, earning a spot in the Guinness World Records.
FACT: Super card sharks can memorize the order of a shuffled deck of cards in less than a minute
FACT: According to evidence, it's impossible to recall images with near perfect accuracy
Photographic memory – ability to form sharp, detailed visual images of a picture or page and to recall exactly what you saw.
Alan Searleman, a professor of psychology at St. Lawrence University in New York, says eidetic imagery comes closest to being photographic. When shown an unfamiliar image for 30 seconds, so-called "eidetikers" can vividly describe the image—for example, how many petals are on a flower in a garden scene. They report "seeing" the image, and their eyes appear to scan across the image as they describe it. Still, their reports sometimes contain errors, and their accuracy fades after just a few minutes. Says Searleman, "If they were truly 'photographic' in nature, you wouldn't expect any errors at all."
DOES IT EXIST? *

17. Eidetic Memory – The ability to remember with great accuracy visual information on the basis of short-term exposure
5% of children
Very rare in adults *

18. Eyewitness Testimony It is often wrong Involves recognition
Memory of event is often distorted
Eyewitnesses can be misled by questioning *

19. FORGETTING Types Decay – fading away of memory over time
Amnesia – loss of memory as a result of a blow to head or brain damage. Other causes: Stress/Drugs
Interference – blockage of a memory by previous or subsequent memories or loss of a retrieval cue
Procedural memory – As we gain a skill, we gradually lose the ability to describe what we are doing.
Proactive Interference: prior learning interferes with learning new information
Retroactive Interference: newly learned information interferes with previously learned information *

20. INTELLIGENCE:
IQ & TESTING

21. INTELLIGENCE
The ability to acquire new ideas and new behavior, and to adapt to new situations.
Different views on Intelligence exist
Emotional Intelligence: The ability to perceive, use, understand, and regulate emotions.
Two-Factor Theory: Intelligence includes a general ability (g) level and specific mental abilities (s)
Emotional Intelligence has been linked to success in the real world but it’s exact role is still not clearly understood
Two-Factor Theory: Critics argue that g does not measure other kinds of mental abilities and intelligence cannot be reduced to just g.
Gardner’s Multiple Intelligence Theory: Critics argue that many of Gardner’s intelligence’s are actually skills. They argue that intelligence and talent (skill) are two different things.
Gardner’s Multiple Intelligence Theory: Numerous (8) and unrelated intelligences *

22. Controversies
Despite general agreement among psychologists about the nature of intelligence, at least three controversies remain:
Is intelligence a single overall ability or is it several specific abilities?
With modern neuroscience techniques, can we locate and measure intelligence within the brain?
Do group differences in IQ scores reflect real group differences in intelligence or are they artifacts of the testing instrument and procedure?

23. General Intelligence
The idea that general intelligence (g) exists comes from the work of Charles Spearman ( ) who helped develop the factor analysis approach in statistics.
Spearman proposed that general intelligence (g) is linked to many clusters that can be analyzed. The (g) refers to the existence of a broad mental capacity that influences performance on cognitive ability measures.
Spearman, using an earlier approach to factor analysis, found that scores on all mental tests (regardless of the domain or how it was tested) tend to load on one major factor.
According to Spearman, this (g) factor was responsible for overall performance on mental ability tests. Spearman noted that while people certainly could and often did excel in certain areas, people who did well in one area tended also to do well in other areas. For example, a person who does well on a verbal test would probably also do well on other tests.
General intelligence can be compared to athleticism. A person might be a very skilled runner, but this does not necessarily mean that they will also be an excellent figure skater. However, because this person is athletic and fit, they will probably perform much better on other physical tasks than an individual who is less coordinated and more sedentary.

25. Robert Sternberg Sternberg (1985, 1999, 2003) also agrees with Gardner, but suggests three intelligences rather than eight.

26. INTELLIGENCE TEST
Measure IQ, or a standardized measure of intelligence based on a scale of which 100 is average
Stanford-Binet Intelligence Scale:
Originally meant for children; adapted for adults
Groups test items by age level
100 is average for given age
Wechsler Tests:
More common today
Three versions (2-6, 6-16, 16-89)
More detailed scoring *

27. IQ SCORES – What do they mean?
Average score is 100
Traditionally 70 or below = mentally handicapped
Good indicator of success in school
Do not predict success in the real world
Nature v. Nurture: Both genetic factors & the environment play a role in IQ. The % each contributes is debatable.
Cultural Bias: wording used in questions may be more familiar to people or one social group than to another group *

28. Aptitude vs. Achievement
Achievement tests measure what you already have learned. Examples include a literacy test, a driver’s license exam, and a final exam in a psychology course.
Aptitude tests attempt to predict your ability to learn new skills.
The SAT, ACT, and GRE are supposed to predict your ability to do well in future academic work.

29. Traditional View of Intelligence Multiple Intelligences Theory
Traditional View of Intelligence vs. MI Theory
Traditional View of Intelligence
Multiple Intelligences Theory
Intelligence can be measured by short-answer tests:
▪      Stanford-Binet Intelligence Quotient
▪      Wechsler Intelligence Scale for Children (WISCIV)
▪      Woodcock Johnson test of Cognitive Ability
▪      Scholastic Aptitude Test
Assessment of an individual's multiple intelligences can foster learning and problem-solving styles. Short answer tests are not used because they do not measure disciplinary mastery or deep understanding. They only measure rote memorization skills and one's ability to do well on short answer tests. Some states have developed tests that value process over the final answer, such as PAM (Performance Assessment in Math) and PAL (Performance Assessment in Language)
People are born with a fixed amount of intelligence.
Human beings have all of the intelligences, but each person has a unique combination, or profile.
Intelligence level does not change over a lifetime.
We can all improve each of the intelligences, though some people will improve more readily in one intelligence area than in others.
Intelligence consists of ability in logic and language.
There are many more types of intelligence which reflect different ways of interacting with the world
In traditional practice, teachers teach the same material to everyone.
M.I. pedagogy implies that teachers teach and assess differently based on individual intellectual strengths and weaknesses.
Teachers teach a topic or "subject."
Teachers structure learning activities around an issue or question and connect subjects. Teachers develop strategies that allow for students to demonstrate multiple ways of understanding and value their uniqueness.