ANN MORRISON, PH.D. MEMORY. MEMORY EXPERIMENT Look at the image I have just given you When I say time is up, hand the image back to me Copy the image.

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Presentation transcript:

ANN MORRISON, PH.D. MEMORY

MEMORY EXPERIMENT Look at the image I have just given you When I say time is up, hand the image back to me Copy the image onto the blank page Put your name on the blank page and hand it in

AKOM MEMORY FRAMEWORK

WORKING MEMORY Working memory (WM) is like a funnel; it can only take in and process so many things at one time Sometimes WM receives too much information from Short term memory (STM); unless information from STM is compressed and rehearsed it is forgotten WM is like a clearinghouse. Information is stored there temporarily and is then sent to the appropriate part of the brain for long term storage.

PURPOSES OF WORKING MEMORY Holding together parts of ideas/stories while they develop Holding together different parts of a task or activity while doing it Holding together short- and long-term parts of plans Holding together short- and long-term memory Levine,

WHAT WE PROCESS, WE LEARN Process information in the moment Evaluate, question, Practice and repeat information Write it down, think about it later, tell someone else Think elaborately and illustratively Wrap prior knowledge around new knowledge Use imagery Create images to remember, record ideas in images When providing information: Organization and Support Provide structure to help students make meaning From Peter Doolittle, TEDGlobal 2013

WORDS FROM PETER DOOLITTLE TALK Tree Highway Mirror Saturn Electrode

LONG TERM MEMORY Storage (filing) Paired information Procedural information Categories Rules and patterns Retrieval (access) Recall Recognition Automaticity

SPONGEBOB’S MEMORY Watch this excerpt from Spongebob: Squilliam Returns In groups, identify strategies for teaching Spongebob how to be a fancy waiter without him having to erase his long term memory and overload his short term memory

COMPRESSION (RECODING) Chunking Creating visual images Repeating the information out loud Summarizing Grouping

LEARNING Level Academic and social behavior Attention, Memory, Language Neurobiological Assessment Academic and social testing Cognitive and Language Testing fMRI, PET, MRI

LONG TERM MEMORY (LTM) Long Term Memory Semantic Declarative Procedural Episodic Declarative Procedural

MEMORY EXPERIMENT PART 2 On the blank paper I provide, draw the image from the beginning of class

CONSOLIDATE AND REHEARSE What is the relationship between attention and memory? How do they fit together? Draw a picture of attention and memory processes showing how they fit together At a minimum, include the following ideas: sensory information, hearing, seeing, smelling, tasting, touching, mental energy controls, processing controls, production controls, STM, WM, LTM, storage/encoding, retrieval/access, rehearsal This will make you use the information you have learned on these two topics and store them into LTM