1. Memory – How do we remember more information
ACCESS Lesson
Memory – How do we remember more information

2. Objective
Develop a better understanding of memory and how our brains store and recall information.

3. Wade and Tavris © 2005 Prentice Hall
Measuring Memory
Explicit Memory: Conscious, intentional recollection of an event or of an item of information. (Remembering an appointment, remembering your telephone number)
Implicit Memory: Unconscious retention in memory of a previously learned task. (Swinging a bat, riding a bike, playing the piano, typing on a keyboard.)
Wade and Tavris © Prentice Hall

4. When students’ learn and study information it is important for our minds to be able to access information at a later time. For instance, associate new information with information that you already know. (Using the road system to explain the circulatory system)
For students to be able to recall information effectively, they must be able to transfer information into their long-term memory by creating connections or making associations.

5. Understanding Memory
Memory is a mechanical, hormonal, electrical and chemical process that we can physically observe in the brain.
Point out that new thoughts are connecting to old thoughts. Attaching new information to existing information or thoughts.

6. Three-Box Model of Memory
To transfer information into long-term memory and attach it to existing information we have to use specific strategies to make connections. In other words, we can not possibly remember all of the information or stimuli that we experience. The next few slides will present several strategies to improve your chances of remembering a specific piece of information.

7. Serial-Position Effect
The tendency for recall of first and last items on a list to surpass recall of items in the middle of the list.
How many of the participants recall the first and last word?

8. Improve Memory? Mnemonic Devices
Chunk – Break information into meaningful unit of information; organizing information into meaningful groups.
(Conduct Chunking Test – See Lesson Plan)
Acronym – A word or name formed as an abbreviation from the initial components in a phrase or a word, usually individual letters and sometimes syllables.
H.O.M.E.S – Great Lakes: Heron, Ontario, Michigan, Erie, Superior.

9. Chunking
X I B M C I A F B I C B S M T V
X IBM CIA FBI CBS MTV

10. Improve Memory?
Rehearsal – repeatedly reviewing information keeps it in short-term memory and increases the chances of long-term retention.
Spacing Effect - As a rule, repetitions of an experience farther apart in time will have greater effect in improving memory than repetitions close together in time. (Study for a test over several weeks rather than cram the night before.)The spacing effect always seems to make a difference.
Graphic Organizers- is a visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task.

11. Understanding Forgetting
Please Note: After 9 hours, information that is not transferred into long-term memory is lost.
Forgetting is rapid at first and then tapers off. “Those who learn quickly, forget quickly”. The more we rehearse the easier it is to remember each time.
As the video showed, our brains change when we forget information.

12. Tips For School Chunk information into recognizable parts.
Create Acronyms for important information.
Vary the starting position of the information that you study – based on the idea of the serial-position effect. Don’t always start at the beginning of the list and go in order.
Space out study times with more time in-between. Avoid cramming right before a test.
Teach the topic to another person in as much detail as possible.

13. Use the strategies presented today to create a study schedule for the week.