1. Memory Development.
Week 5

2. Share your ideas about A part you chose from the last week’s lesson
The way you use it in your lesson
Information about your own teaching context.
Your activities.
Choose one from each group and present.
Refer to the book, ‘storytelling with children.

3. The preferential –looking paradigm: choose one  (show pictures of a storybook. Ask ss to choose one or two they remember or like the more. )
Habituation paradigm: look longer  show many pictures of a storybook and have a close look at the picture they chose and explain.
Attention-getting and attention –holding properties of stimuli (Cohen 1972)
Physical characteristics of objects attract initial attention, but the objects’ meaningfulness determines whether attention persists.  after reading the story show pictures or puppets or let them hear the sound of animals that were in the story they read.
Attention getting the same with different ages.
Attention holding properties change with age and experience.  how do the pictures or objects you remembered the most amongst others have relation to your own experiences.
If people are programmed to orient toward material that is just beyond their current understanding, they continually will be pulled toward more sophisticated attainments.  imagine if you read the story ‘the three little pigs’ to the 6th grade learners. How can we make it different from reading this to the younger ones.
display categorical perception of color,  categorization of items with a certain colors. Using seasonal categories.
Infants identify sounds, have ability to localize where sounds originate.  let them hear the sound of an object. Not only animals but also imaginative sound from non living things.
Sounds with characteristics that resemble speech are especially likely to attract infants’ attention.
Process both speech and music sounds categorically.  let them hear both sounds. Speech and instruments respectively and repeately. Let them figure out which instrument was played how often.

4. Supporting literature based discussion
Ask questions about books
Let ss to make some questions using chart or grid.
Table 5.2; chart a conversation.

5. 7. Memory Development Children’s Eyewitness Testimony
Encoding
Storage
Retrieval
Conclusions about children’s eyewitness testimony
What develop-s in Memory development?
Basic processes and capacities
Explicit and implicit memory
Association
Recognition
Imitation and recall
Insight, generalization, and integration of experiences
Inhibition
Processing capacity
Processing speed.
Evaluation basic processes and the puzzle of infantile amnesia

6. Children’s eyewitness testimony
Memory as a series of photographs. Or a movie, of their experiences.
Adults, like children, fail to remember what they saw.
Memory: encoding, storage, and retrieval.

7. Encoding Verbatim and gist (Brainerd, Reyna, Howe, & Kingma, 1990)
Verbatim representations: the literal details of the situation; the exact words spoken, the expressions on the people’s faces, the color of the walls, and so on.  make questions using verbatim representations;
Gist: the meaning or essence of the events: who did what to whom. This last much longer than the verbatim information.
Children put more on verbatim information more that the gist of events. They remember lesser than older individuals.
Younger Children’s less complete encoding of gist concerns their lesser knowledge.
Memory for an event does not occur in a vacuum; it reflects people’s prior knowledge about what is important and what is plausible in the situation.  create some questions that would link between one’s prior experience and the story. E.g. Three little pigs (did the nurse lick your knees?)
Prior knowledge is a two-edged sword, leads to more accurate recall, also produce distortions.
Memories are a mixture of what people see, what they know, and what they infer.

8. Storage
Better storage of information also contributes to older children’s more accurate memory.
Suggestibility: their recall of events can be greatly influenced by experiences that occur after the original event but before the time of retrieval, that is, while the information is stored.
Preschoolers often change their recall in directions consistent with the implications of the questions they are asked.
Imagined events occured

9. Retrieval. Open-ended questions ok.
Specific questions after the general questions support retention.
The conditions under which children are asked to retrieve information greatly influence what and how much they remember.
Recall (where did the doctor touch you?) < recognition (did the doctor touch your tongue?)
Children also remember more when they are encouraged to think deeply about the event. (draw and tell, active participation help retrieval)
The expectations of the person asking the questions also influence children’s memories of events. (questioners’ belief of an event)
Children sometimes tell the adult what he or she seems to want to hear.
The frequency with which questions are asked also influences children’s memory performance.

10. Basic Processes and Capacities
Basic processes are frequently used, rapidly executed memory activities such as association, generalization, recognition, and recall.
They are among the building blocks of cognition, in the sense that all more complex cognitive activities are built by combining the in different ways.

11. Explicit and Implicit Memory
Basic processes explicit memories and implicit memories.
Explicit memories: ones that can be described verbally, conscious, can be visualized as a mental image.
Implicit memories are ones that are not evident in these ways but that can be detected in other, less direct ways, such as patterns of solution times or physiological responses
Implicit memory is not limited to physiological responses; it is also evident in behavior. With familiar pictures they recognize blurry versions of them more often. Matching full faces with partial faces better than unknown faces.  use of pictures that are already shown in the story book vs other pictures of the same thing.

12. Association It is one of the most basic of basic processes.
No ability to associate stimuli with responses no cognitive development. Associating one sound with turning to the left.  sound of animals and the names. tapping on the table means get angry.  I’ll huff and I’ll puff and I’ll blow down – Can you find anything

13. Recognition
Newborns’ patterns of habituation (look longer on the unfamiliar ) and dishabituation (look shorter on the familiar )
They recognize color, pattern, and direction.
Recognition is strikingly accurate even at young ages: 2 year- olds recognize pictures more accurately than adults recall them.
Recognize more than 25 pictures and detail information about the pictures (4 yr olds)

14. Imitation and Recall
By the age of 14 months, infants will repeat even more unusual actions after more time has passed. E.g. tpress forehead against a panel to make a light go on four months after they saw an adult do it.
Early imitation provides iinfants a way of learning from other people, as well as demonstrating that infants are capable of recalling activities months after they saw them.

15. Homework
Select some characteristics of memory, make these as activities that can be used for story based lessons.
Summarize the sections from ‘strategies’ and apply some aspects in your lesson.
Read an article.
Midterm information : (28th of April) Literature foundation of story based language teaching for young learners.
Choose age group. Define characteristics of those age group refer to the theories
Choose appropriate books with reasons referring to the theories.
Do literature review about ways of using stories and design lesson plans referring to the literature.
Previous researches: Select articles that researched about benefit of using stories
Write anticipated effect of using story books in the teaching context.
Conclusion and limitation