© 2010 Wadsworth, Cengage Learning Menu Options: Chapter 7: Developing Your Memory Lecture/ Discussion Chapter Exercises Audio Chapter Summary Chapter Summary Other Focus TV Focus TV © 2010 Wadsworth, Cengage Learning

You’re About to Discover… Why memory is a process, not a thing Why memory is a process, not a thing How your memory works like a digital camera How your memory works like a digital camera How to improve your memory using twenty different techniques How to improve your memory using twenty different techniques How your memory can fail you How your memory can fail you

© 2010 Wadsworth, Cengage Learning Memory Is Three-Part Process Chapter Activity Chapter Activity p. 152 p. 152 Sensory Memory Working (short-term) Memory Long-term Memory

© 2010 Wadsworth, Cengage Learning The Three R’s: Record, Retain, Retrieve Much like a digital camera, your brain uses three processes to remember information: Chapter Exercise Chapter Exercise p. 154 p. 154 Record Retain Retrieve Record Retain Retrieve © 2010 Wadsworth, Cengage Learning

Sensory Memory: Focus Sensory memory involves the input you receive from the outside world. It includes: Haptic memory (touch) Echoic memory (sound) Iconic memory (sight) Just like a camera, you must know how to focus: 1. Slow down; you move too fast. 2. Deal with it. 3. Notice where you go. 4. Watch for signals. 5. Get help if you need to. © 2010 Wadsworth, Cengage Learning

Working Memory: Record Recording sensory impressions involves your short-term or Working Memory. Records things that have personal meaning to you. Your working memory is relatively short-term (about 2 minutes). has a limited capacity (about 7 pieces of information). “I have a photographic memory but “I have a photographic memory but once in a while I forget to take off once in a while I forget to take off the lens cap.” the lens cap.” Milton Berle, comedian Milton Berle, comedian

© 2010 Wadsworth, Cengage Learning Long-Term Memory: Retain and Retrieve sensory memory : focus working memory: record Then, you need to figure out what needs to be stored and what can be deleted—like you do when you transfer photos from your camera’s memory stick to your hard-drive. long-term memory: retain and retrieve “A memory is anything that happens and does not “A memory is anything that happens and does not completely unhappen.” Edward de Bono, creative completely unhappen.” Edward de Bono, creative thinking expert thinking expert

© 2010 Wadsworth, Cengage Learning 20 Ways to Master Your Memory Make It Stick Rehearse. Are your using elaborate rehearsal techniques? Overlearn. Are you working more than you think you need to so that information becomes hardwired? Space it out. Are you working in shorter sessions, rather than cramming? Separate it. Are you separating similar material so you don’t get it confused? Mind the Middle. Are you paying attention to what comes in the middle, not just what’s first and last? Try these five Ways.

© 2010 Wadsworth, Cengage Learning Elaborate or Simple? Which of these 2 images are you more likely to remember? Why?

© 2010 Wadsworth, Cengage Learning 20 Ways to Master Your Memory Make It Meaningful Feel. Emotions and memories can team up in powerful ways. Connect. Connect new information with what you already know. Personalize. Make new information mean something to YOU.

© 2010 Wadsworth, Cengage Learning 20 Ways to Master Your Memory Make It Mnemonic Spell. Acronyms allow you to memorize lists by making up phrases using first letters, for example. Here is a popular one from geography: My Great Big Hungry Elephant Nearly Consumed Panama = Mexico, Guatemala, Belize, Honduras, El Salvador, Nicaragua, Costa Rica, Panama Locate. The Loci (LO-si) system helps you connect places (or locations) with what you need to remember. Have you ever remembered the names of classmates by where they sat?

© 2010 Wadsworth, Cengage Learning 20 Ways to Master Your Memory Make It Mnemonic Link or Narrate. By connecting item A with item B and B with C, you can create a series of mental linkages. Or build what you need to remember into a story. Peg. The peg system uses rhyming syllables to associate images. Think of pegs as hooks on which to “hang” information.

© 2010 Wadsworth, Cengage Learning 20 Ways to Master Your Memory Manipulate It Mark it up. Be an active reader; interact with the text. Mark it down. If it you don’t need to memorize it, just write it down. Organize. Rearrange the material you’re trying to memorize. Picture. Drawings can be an effective memory tool. Act. Consider putting motions to your memorizing. Produce. Put things in your own words. Test. Create practice exams for yourself.

© 2010 Wadsworth, Cengage Learning 20 Ways to Master Your Memory Make It Funny Mock it. The best condition for learning is relaxed alertness— high challenge, low threat. Here are a few ways to make memorization fun: Create a funny “Top-Ten” list. Write a song. Recite a poem. Be imaginative. Be bizarre. Even be obscene!

© 2010 Wadsworth, Cengage Learning Control Your Learning: Your Toughest Task p. 165

© 2010 Wadsworth, Cengage Learning How Our Memories (uh…hummm…) Fail Us 1. Fading 2. Absentmindedness 3. Blocking 4. Misattribution 5. Suggestibility 6. Bias 7. Persistence 1. Fading 2. Absentmindedness 3. Blocking 4. Misattribution 5. Suggestibility 6. Bias 7. Persistence

© 2010 Wadsworth, Cengage Learning Deepen Your Memory Surface-level processing just skims the surface. Surface-level processing just skims the surface. Deep-level processing goes deep. © 2010 Wadsworth, Cengage Learning

VARK Activity Exercise 7.2, p. 168

© 2010 Wadsworth, Cengage Learning C R: Subjective Memory Test  Chapter 7: Exercises and Activities Test Your Memory Audio Summary of Chapter 7 Focus TV: Developing Your Memory Chapter Exercise Chapter Exercise p. 154 p. 154 Chapter Activity Chapter Activity p. 152 p. 152 Focus TV: Focus TV: Memory Audio Chapter Summary Chapter Summary Back to Menu Back to Menu © 2010 Wadsworth, Cengage Learning Insight  Action

© 2010 Wadsworth, Cengage Learning Subjective Memory Test p. 152

© 2010 Wadsworth, Cengage Learning Test Your Memory Exercise 7.1, p. 154

© 2010 Wadsworth, Cengage Learning Insight  Action p. 154 p. 165 p. 167

© 2010 Wadsworth, Cengage Learning Chapter 7 Audio Summary

© 2010 Wadsworth, Cengage Learning FOCUS TV Memory Focus TV Focus TV Discussion ?s Back to Menu Back to Menu Back to Activities Back to Activities

© 2010 Wadsworth, Cengage Learning

Focus TV Discussion Questions 1.FOCUS Correspondent Greg Tuculescu has some memory problems, first evidenced by all the strings he has tied around his fingers to help him remember things. He even makes up a word, “rememberization,” during his interview with Dr. Susan. In your view, what specific memory problems does Greg have? 2.Many students have memory glitches during exams, such that what they’ve studied seems to “disappear.” Have you ever had this problem? Upon reflection, might it have been related to the way you studied? 3.It’s clear that our correspondent thinks cheating is standard practice is college. (Of course, this portion of the episode is comedy; one of the chapter’s recommendations to enhance memory is to “Make It Funny.” But the episode does include a real visual warning about cheating.) Are his views about how to dishonestly “enhance” your memory during tests widespread among college students, and if so, how will this impact them in their personal and professional futures?

© 2010 Wadsworth, Cengage Learning FOCUS on Community College Success An Interactive Teaching Tool FOCUS on COLLEGE SUCCESS CONCISE Edition Chapter 7 Constance Staley and Aren Moore F CUSPoints