1. Memory and Testimony
Week 11 NJ Kang

2. Students’ presentation

3. The Memory Process
Encoding:
Storage
Retrieval

4. Encoding The first stage of memory system
This stage determines how the event we witness is stored in memory, and how detailed is its representation.
Selectivity in encoding reflects the limited attentional resources of the human organism

5. Storage The second phase of the memory system
Shorter-term and long-term memory stores
The passage of time
The number of times
The types of intervening experiences

6. Retrieval
The final step in remembering involves the retrieval of stored information
Seldom perfect.
A variety of cognitive as well as social factors influence the retrievability of stored information
Motivation to retrieve old memories, the willingness to cooperate with the examiner, and the comprehension of what is important to recall.
Memory retrieval is strongly influenced by context.
Need cues and contexts

7. Semantic and Episodic Memory
Semantic memory is defined as the long-term storage of all of our world knowledge, including concepts, algorithm, definitions of words
Episodic memory is conceptualized memory of specific events, including their temporal and spatial contexts.

8. Three factors that influence the development of Memory: knowledge, strategies, and metamemory
Counting numbers
Existing knowledge
Awareness and application of mnemonic strategies that facilitate remembering
Metamemory refers to understanding the properties of memory and what strategy is needed in a given situation. E.g. knowing when we have memorized a list, and what actions we need to take to maintain that list in memory.
buying
Which knowledge

9. Knowledge development
The ability to encode, store, and retrieve information directly depends on the knowledge that one possesses.
ELT, CLT, TBLT, PBLT, Metacognition, Assimilation Accommodation, equilibrium
Conservation.
CPBT, ELTA, PVC, TBBT, Cochlear implant:
Definition of Cochlear implant
Dementia

10. Event representations, or scripts
Scripts are generalized event representations
They are abstracted from the occurrences of similar events and, as conceptual structures, represent with varying specificity different types of events.
Scripts specify the structure of events by having slots for the participants in the events and links between these slots.
What we did last week?
What we did last weekend?
What do we have to do with it?

11. Example
Germination
Pollination
Fertilization
Seed dispersor

12. Words and scripts
The encoding, storage, and retrieval of an experience needs to be connected to the script
Script: life experience is identified as an instantiation of a script is through words
It is influenced by childhood amnesia (infantile amnesia): memories from the first 3 years of life compared to the amount of memories from other periods in life.

13. Top-down structures
Scripts influence how we experience events and retrieve specific memories,
1. they influence what we attend to
2. They have an interpretative function influencing the perception of ambiguous features and adding typical information where no information is available.
Think about what had happened last weekend.

14. Congruity and mismatch
when there is a mismatch between what is expected and what is actually experienced, it is not uncommon for this mismatch to be resolved by the expectation intruding into the experience record and preventing accurate retrieval.
Scripts can be potent reminders of features of events, but they also can lead to erroneous filling in of missing or expected features and activities.

15. Memory is constructive
Constructive view of memory.
People construct their own memory using their already existing knowledge
Fire alarm memory of children and

16. The relationship between age, scripted knowledge, and recall
Scripts develop with age but even very young children possess scripts for familiar events, and these scripts influence the way the children reconstruct past events.
Preschoolers ma be more vulnerable to the negative effects of script-based knowledge than elementary school-aged children.
Younger children are more likely to incorposrate one-time special events into their scripts.

17. Strategy development Rehearsal: pattern changes with age
Organization: classification of the items to be remembered into meaningful groups or categories. Cluster effect.
Elaboration
Other mnemonic devices
Utilization deficiency
Knowing when to use a strategy

18. Task
Look at the activity and think about ways to help learners of different age groups
Pre-operational
Concrete operational
Former operational

19. Homework Read chapter 6 in Wood.
Summarize and analyze how children in different ages learn literacy.
Evaluate one activity in ELT material.