1 / 36

Memory and Learning

Memory and Learning. Chapters 6 – 8; pp. 386-355. Introduction to Memory. Do Now:. By yourself, write a definition of memory and/or any key words that you think are associated with it. You may want to think about; How it works Are there different parts? Are there different types?.

amethyst-day
Download Presentation

Memory and Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Memory and Learning Chapters 6 – 8; pp. 386-355

  2. Introduction to Memory

  3. Do Now: • By yourself, write a definition of memory and/or any key words that you think are associated with it. • You may want to think about; • How it works • Are there different parts? • Are there different types?

  4. What is Memory? • Class discussion – what is memory? Are there different parts? Is it permanent? How does it get in our heads? What are some key words associated with memory? • As we discuss, add to the definition in your work book.

  5. Components of Memory: • In its most basic form, memory has three components – encoding, storage and retrieval. (290)

  6. Who am I? (not assessable) • Studying my 4th and (final!) year at Monash University (B.A./B.Ed.(Sec)) • Have completed the units for a Psychology Major with the potential of further study to become a psychologist • Also studied Linguistics (English Language) • Classical Pianist • Work with local high students regular basis (tutoring and mentor programs)

  7. Memory in Action • Do this task ALONE. Donot talk. • The following slides will contain one word each (5 seconds per slide). Your task is to REMEMBER as many of the words as you can. • At the end of the list (screen will go blank) flip over your sheet and complete the task. • Remember, the point of this activity is so you can further your understanding of memory – not that you get 100% of the words correct!

  8. Remember

  9. Dream

  10. Thought Thought

  11. Forget Forget

  12. Lost Lost

  13. Retrieve Retrieve

  14. Encode Encode

  15. Store Store

  16. Storage Storage

  17. Semantics Semantics

  18. Path Path

  19. Map Map

  20. Brain Brain

  21. Neurons Neurons

  22. How did you go? • Write down how you felt doing the task, you may want to consider: • Was it easy or hard? • How did you try and remember the words? • Did it get easier or harder to remember as time went on? • Was this progressive, or sudden? • Did you remember clusters of words? • How many words did you remember?

  23. How did you go? • Remember • Dream • Thought • Forget • Lost • Any Extras? • Retrieve • Encode • Store • Storage • Semantics • Path • Map • Brain • Neurons

  24. How did you go?

  25. Recall: Serial, Free and Cued • Recall of information can be assessed in 3 primary ways (366) • Serial: must be recalled IN ORDER presented • Free: can be recalled in ANY order • Cued: specific AIDES are provided

  26. Memory Task 1: Serial • Write down as many words as you can in order. Once you have done this, write down any other words you can remember.

  27. Memory Task One: Free • Write down as many words as you can remember. You may do this in any order.

  28. Memory Task A: Cued • Write down as many words as you can remember. A few hints have been given to you below.

  29. Miller’s Magic Number (305) • George Miller (1956) found that the average capacity of the Short Term Memory is 7 ± 2. This means that the average person will usually remember 5-9 items on a free recall memory test like the one we just did.

  30. Testing Memory • Recall is not the only way we can test if someone remembers information. These methods are more sensitive than recall and can show that a person has memories of the information even if they can’t recall it. These methods are known as recognition and relearning.

  31. Recognition (366) • Even if someone can’t recall a word, this doesn’t meant they can’t remember them. • You might not be able to recall all the words, but how many can you recognise from the list bellow? • Remember • Dream • Sleep • Thought • Memory • Forget • Lost • Missing • Retrieve • Encode • Store • Place • Storage • Semantics • Path • Trail • Road • Map • Brain • Synapse • Neurons

  32. Recognition (366) • Even if someone can’t recall a word, this doesn’t meant they can’t remember them. • You might not be able to recall all the words, but how many can you recognise from the list bellow? • Remember • Dream • Sleep • Thought • Memory • Forget • Lost • Missing • Retrieve • Encode • Store • Place • Storage • Semantics • Path • Trail • Road • Map • Brain • Synapse • Neurons

  33. Relearning (367) • Evidence of people relearning information learnt years earlier shows that they may still retain memories even when they can neither recall or recognise it. • We will look at the methods of savings later in this area of study. But all evidence shows that cyclical learning (regular studying) is the most effective method for memory retention.

  34. Can we improve? (402) • Mnemonic devices can be used to help improve memory. The study design looks at three different devices: • Acronyms • Acrostics • Narrative Chaining

  35. Can we improve? (402) • Mnemonic devices can be used to help improve memory. The study design looks at three different devices: • Acronyms – ANZAC, EFTPOS, WHO • Acrostics – VCE, DVD, RSC • Narrative Chaining – a story involving each item (the sillier the better!)

More Related