Maximizing Memory: Strategies for Remembering and Learning Effectively

1. Memory Text p.128-143 SD 142 – Catherine M. Burns

2. Information Processing Model • models human thought like its a computer SD 142 – Catherine M. Burns

3. Attention Resources Response Selection Response Execution Sensory Register Perception Thought Decision Making Working Memory Long Term Memory feedback SD 142 – Catherine M. Burns

4. Controller Feature Detectors, Pattern Recognition Output Routines Output, Motor actions Sensors AI System RAM Disk storage feedback SD 142 – Catherine M. Burns

5. Exercise • Memory is “knowledge in the head” • Generate a list of things that are hard to remember. SD 142 – Catherine M. Burns

6. Exercise P2 • Beside each of the last items list where you go to find that information. SD 142 – Catherine M. Burns

7. Short term or Working memory • A few seconds long • “just said” • Limited, 7 plus or minus 2 • Relies on visualizing, rehearsing, hearing to maintain longer • You’ll forget it if distracted SD 142 – Catherine M. Burns

8. How Working Memory Works Executive component Visuospatial sketch pad Phonological Loop Mental maps, mental rotation, construction Verbal, sounds, rehearsal SD 142 – Catherine M. Burns

9. Making the Most of Working Memory • Strategy 1:Chunking • Expand on 7+/- 2 by making those elements larger • 7 letters, 7 words, 7 sentences etc. • Examples: • SIN # SD 142 – Catherine M. Burns

10. Making the Most of Working Memory • Strategy 2: Maintenance Rehearsal • Reactivate items in short term memory • “Subvocal articulation” (say it in your head) SD 142 – Catherine M. Burns

11. Making the Most of Working Memory • Strategy 3: Make items to be kept in memory very different from each other • Example: sounds • EGBDVC • ENWRUJ SD 142 – Catherine M. Burns

12. Making the Most of Working Memory • Strategy 4: Pay attention • Diverting attention ends rehearsal and starts decay • Diversion to a similar type of information (e.g. #s to #s makes it worse SD 142 – Catherine M. Burns

13. Long term memory • Memory for the past • Learning, education, training • Two kinds • Semantic memory: general memory for facts or procedures • Event memory: memory of a specific event SD 142 – Catherine M. Burns

14. Mechanisms of Long Term Memory • Strength is a function of frequency and recency of use • Use it or lose it • Frequency Example: rarely used passwords • Recency Example: studying the night before an exam SD 142 – Catherine M. Burns

15. Mechanisms of Long Term Memory • Associations • Memory is made of items but also links to other items • Memory for associations behaves like memory for items • Example: remembering an item but not its name. SD 142 – Catherine M. Burns

16. Mechanisms of Long Term Memory • Forgetting • Item strength decays exponentially • New items replace old items • Recall degrades faster than recognition SD 142 – Catherine M. Burns

17. Another look at Memory • Memory of what? • Meaningful things vs. Arbitrary things SD 142 – Catherine M. Burns

18. Things we ask people to remember • Meaningful things • Have their own structure • Less effortful • Use structure to generate details SD 142 – Catherine M. Burns

19. Arbitrary things • Learned by rote, or association with song (think alphabet) • May need memory aids (think phone books) SD 142 – Catherine M. Burns

20. Improving Memory • Transfer knowledge from the head to the world • Reduce the number of arbitrary associations • Put structure and meaning in the world when there is a lot of detail SD 142 – Catherine M. Burns

21. Study Tips Based on Memory Maximization • Learn in chunks. Chunk up to 7 chunks. • Rehearse in your head. • Pay close attention to similar sounding or looking items. • Focus while studying. Don’t allow interruptions. • Study the night before. Recency. • Practice work often. Frequency. • Develop your own connection to the work. • Appreciate multiple choice exams. Recognition is easier than recall. • Understand meaning when possible. • If arbitrary use a pnemonic or song. SD 142 – Catherine M. Burns