1. Claire Lenz Associate Professor St. Joseph’s College Patchogue, New York

2. MEMORY AND EMOTION Image © New York Magazine. Used with permission from nymag.com

3. MEMORY AND EMOTION

5. Memory Systems Sensory Memory 1-2 Seconds Working Memory About 18 Seconds sight sound taste smell touch rehearsal Long-term Memory DeclarativeNon-Declarative Semantic EpisodicProcedural Wolfe and Nevills, 2004

6. Approximately 99% of all information entering through the senses is immediately dropped.

8. Procedural Memory ◦ stored in the cerebellum ◦ remembers “how” to do an activity or motor learning examples: playing the piano, catching a ball, writing

9. Automatic Memory - stored in the cerebellum - stimulates non-motor learning -examples: reciting the alphabet, decoding, multiplication facts

10. Episodic Memory - processed in the hippocampus -remembers facts and events from a specific time and place -example: 9/11, special birthday, reading with Mom and Dad, winning an award

11. Emotional Memory -begins in the amygdala -influences retention and recall -can be pleasurable or traumatic -examples: dyslexic reader asked to read aloud, being read to as a young child

12. Semantic Memory -processed in the hippocampus -factual memory -involves most classroom instruction -requires motivation, practice, and repetition

14. Emotion The switch that turns learning on and off.

16. Learning Makes Memories Procedural or Non-Declarative– knowing how versus knowing what e.g.. walking, tying your shoes, OR driving a car and decoding words – after repetition and practice, can be performed without conscious thought. Declarative – store and recall information that can be spoken or written- requires conscious thought

17. Vygotsky (1978) lamented the separation of the cognitive domain from the emotional or affective in education. For emotional development in literacy learning, the teacher can provide the guidance and support to change fear of failure to feeling of self-confidence through scaffolding using the zone of proximal development.

18. Memory is Encoded Emotionally Emotions take priority over anything else in the brain. Daniel Goleman’s (2006) EMOTIONAL INTELLIGENCE discusses the impact emotions have on the success of children throughout their lives. Educators need to understand and deal with emotions first. Emotions may determine the ability to pay attention so that learning can take place.

23.  Learning depends on an individual’s ability to interpret and respond to emotional signals.  Learning is related to how parents and teachers communicate verbally and nonverbally.  Learning is influenced by the nature of the social relationships children have with parents and teachers.

24.  A visual stimulus travels from the retina to the thalmus, which sorts the information and sends it to the visual cortex for processing for meaning in the neocortex.  The same signal travels to the amygdala more quickly than it reaches the neocortex.  This speed allows the brain to make an immediate emotional response before a cognitive response.

25.  These finger-sized structures in the limbic system convert short-term experiences into long-term memories. The hyppocampus objectively classifies appropriate memories; whereas, the amygdala subjectively selects the experiences we decide to remember.

28. Factors that Hinder Learning And Create Negative Emotions Environmental Conditions Learning and Cultural Differences School Violence Teaching Practices Adolescence

29.  Elevation of heart rate  Secretion of cortisol in the bloodstream  Blood is directed away from the brain to the muscles for quick movement.  High cortisol levels result in distractibility, loss of efficiency of working memory, and higher error rate.  Difficulty processing information, especially comprehension when reading becomes more difficult.  Long-term stress can shrink the hippocampus, the center for memory.

30. Stress produces an overabundance of cortisol which kills memory cells. When students experience success, serotonin and dopamine are produced, the feel good hormones.

31.  Emotion and attention are the primary processes that our body and brain use to survive and thrive.  Emotion is important in the education process because it focuses attention, which drives learning and memory.  Primary emotions include innate responses to danger. Secondary emotions are acquired through experiences.

32. What makes children pay attention? -If the information is meaningful to them, or their emotions are involved -When it involves something they need to know - If the instruction is novel or has intense stimuli How do children approach new information? Does it mean anything to me? Does it make sense? Does it link to anything I already know? Learning and Attention

33. When there are no links to previous learning, teachers create experiences and provide mental links to the new learning. Students learn best when they can construct their own learning pathways.

34. Attention Span 1st Grader- 6 consecutive minutes 7 th Grader- 12 consecutive minutes 10 th Grader- 15 consecutive minutes

35. Maximizing Attention Span

38. Grades 2-3 M FFF

39. Educational Implications for Emotion, Memory, and Learning Struggling readers are often asked to learn material that is too difficult for them. Design learning activities to foster success. Remind students of what they know. Provide emotional support, positive feedback, and encouragement.

40. Acknowledge a student’s feelings. Be honest about what they need to learn. Work from the child’s interests. Help students to be sensitive to others’ feelings by providing them with opportunities to take the perspective of another child or story character.

41.  Always ensure an emotionally safe environment.  Provide experiential learning opportunities.  Use metacognitive strategies like reflections, prediction, and sequencing.  Teach using the five senses and the multiple intelligences.

43. Strategy Practice Rehearsal Prompting Example -Spelling words on flash cards for self- checking -Know spelling rules and give examples : “magic e rule”, bossy r) -It begins like… It has the same pattern as “at”.

44. Organizing Reciting Writing Sequencing - A word sort with words that begin with the same sounds. - Look at the word and saying the rule (When two vowels go walking, the first one does the talking.) - Encoding new words - Sorting and ordering word cards (days of week, months of year,and sequence words, retelling a story.

45. Strategy Experience Elaboration Story Play Example - Firsthand experiences: field trips, creating something - Describing a picture event, or details from a story - Acting out or reading a story

46. Role Playing Demonstration - Pretending to be a story character, historical figure, or contemporary figure - Showing the events of a story on a graphic organizer, model, or PowerPoint presentation

47. Repetition Practice Priming Demonstrations - Oral and silent rereadings - Choral reading, readers’ theater - Discussion of new words and key ideas in text before students read independently - Teacher demonstrates reading with expression. Students practice reading the same passages.

48.  Storytelling appeals to the emotions, attention, and memory. It enables the reader to make connections to reality. This event can be accomplished through teacher or parent reading a story or the student retelling a story that was read independently.

49. Through retelling a story that was read previously, the reader needs to recall the total experience to remember and sequence the events, use conversational language to tell the story, and insert details which help to amplify the story. By being able to retell the story, the student is able to organize the information for writing as well.

51. When sensory images form in a child’s mind as he reads, he makes an emotional connection to the story. Pictures, smells, tastes, and feelings form his mind to help the story make sense. It is this ongoing creation of sensory images that that hooks children on reading.

52. The Barn in Charlotte’s Web “The barn was very large. It was very old. It smelled of hay… It smelled of the perspiration of tired horses and the wonderful sweet breath of patient cows… It smelled of grain and of harness dressing... It was full of all sorts of things you find in barns: ladders, grindstones, pitch forks... lawn mowers, snow shovels, ax handles, milk pails, water buckets, empty grain sacks, and nasty rat traps...” E.B. White

53. What words in the text helped you to see the barn in your mind? How did what you know about barns help you to form a picture? When were you in a barn? How did your images change as you read the novel? What else did you see in your mind? Does making pictures in your mind help you to remember the story? Can you explain how seeing the facts in your mind helps you decide what information is the most important to remember? Possible Question to Ask Students to Help Them Use Imagery Use a Think-Aloud Approach with Struggling Readers

54. What images come to mind as you listen to Peter and the Wolf? Sketch a picture. Use word pictures to describe the smells, sounds, sights, tastes, feelings. Describe what actions you see! Dramatize the actions.

55. Word Fun with Music

56. ANTONYM RAP Antonyms are opposites. Left, right In, out Antonyms are opposites. Fast, slow Whisper, shout Antonyms are opposites. They don’t mean the same. Young, old Hot, cold Yes, no Stop, go! Wet, dry Tall, short Now, you know that that Antonyms are opposites.

57. Creating Images During Reading... Improves comprehension for details, sequence, cause and effect, inference, and characterization Understanding, attending to, and developing a personal awareness of the sensory and emotional images enable students to make an emotional connection to the story, which enables them to remember the text and develop a deeper appreciation for the characters.

58. What About Struggling Readers? Most struggling readers suffer from a type of sensory deprivation since they expend so much effort in decoding that they fail to create sensory images. The emotional response to reading is the primary reason most readers read, and probably the primary reason most nonreaders do not read (Smith, 1988).

59. Organize Responses Make a sensory wheel. Divide a circle into six wedges and then complete with the following: I hear, I feel, I taste, I touch, I see... (Emotionally, I feel) Give strips of paper with symbols of the senses. Students read with partner to find sections of text where they could visualize using one of the senses. Hear Senses

60. What do I hear? What do I see? What do I touch? What do I taste? What do I smell? EMOTION: WHAT DO I FEEL? As you walk with Pa and the little girl thing and write about the following questions:

61. Give Students Choices by Appealing to Multiple Intelligences Write - Supply with different pens, markers, papers. Write poetry, newspaper articles, plays Act - Supply props, costumes Draw/Sketch - Use different media Discuss - Supply tape recorder to tape the discussion. Make Music - Supply instruments, create a song or rap

62.  Establish a safe and predictable emotional classroom climate that is characterized by trust and acceptance.  Provide control and choice involving realistic goals for struggling readers’ progress.  Celebrate successes, no matter how incremental.  Incorporate sensory activities and the arts into your instruction.

64.  Teach using the 5 senses and multiple intelligences.  Involve students emotionally and engage them intellectually.  Tie new material to previously learned information  Connect classroom learning to the real world.  Consistently help students discover patterns, themes, and strategies for learning.

65.  Use journaling, reflections, and graphic organizers.  Use metacognitive strategies such as reflection, prediction, and sequencing.  Teach short focused lesson with a clear objective and measurable assessment.  Incorporate breathing exercises and meditation for relaxation.

66.  Use small group instruction and cooperative learning rather than whole class.  Encourage struggling readers to use the computer to reinforce literacy skills, conduct research, and prepare written assignments.

67. Please contact Dr. Claire Lenz, Director, Graduate Program in Literacy and Cognition St. Joseph’s College for any additional information. 155 West Roe Boulevard Patchogue, New York 11772 Email: clenz@sjcny.educlenz@sjcny.edu 631-447-2244