1. SD 142 – Catherine M. Burns 1 Memory Text p.128-143

2. SD 142 – Catherine M. Burns2 Information Processing Model  models human thought like its a computer

3. SD 142 – Catherine M. Burns3 Sensory Register Perception Thought Decision Making Response Selection Response Execution Attention Resources Working Memory Long Term Memory feedback

4. SD 142 – Catherine M. Burns4 Sensors Feature Detectors, Pattern Recognition AI System Output Routines Output, Motor actions Controller RAM Disk storage feedback

5. SD 142 – Catherine M. Burns5  Memory is “knowledge in the head”  Generate a list of things that are hard to remember. Exercise

6. SD 142 – Catherine M. Burns6 Exercise P2  Beside each of the last items list where you go to find that information.

7. SD 142 – Catherine M. Burns7 Short term or Working memory  A few seconds long  “just said”  Limited, 7 plus or minus 2  Relies on visualizing, rehearsing, hearing to maintain longer  You’ll forget it if distracted

8. SD 142 – Catherine M. Burns8 How Working Memory Works Executive component Visuospatial sketch pad Phonological Loop Mental maps, mental rotation, construction Verbal, sounds, rehearsal

9. SD 142 – Catherine M. Burns9 Making the Most of Working Memory  Strategy 1:Chunking Expand on 7+/- 2 by making those elements larger 7 letters, 7 words, 7 sentences etc. Examples: SIN #

10. SD 142 – Catherine M. Burns10 Making the Most of Working Memory  Strategy 2: Maintenance Rehearsal Reactivate items in short term memory “Subvocal articulation” (say it in your head)

11. SD 142 – Catherine M. Burns11 Making the Most of Working Memory  Strategy 3: Make items to be kept in memory very different from each other Example: sounds EGBDVC ENWRUJ

12. SD 142 – Catherine M. Burns12 Making the Most of Working Memory  Strategy 4: Pay attention Diverting attention ends rehearsal and starts decay Diversion to a similar type of information (e.g. #s to #s makes it worse

13. SD 142 – Catherine M. Burns13 Long term memory  Memory for the past  Learning, education, training  Two kinds Semantic memory: general memory for facts or procedures Event memory: memory of a specific event

14. SD 142 – Catherine M. Burns14 Mechanisms of Long Term Memory  Strength is a function of frequency and recency of use Use it or lose it Frequency Example: rarely used passwords Recency Example: studying the night before an exam

15. SD 142 – Catherine M. Burns15 Mechanisms of Long Term Memory  Associations  Memory is made of items but also links to other items  Memory for associations behaves like memory for items  Example: remembering an item but not its name.

16. SD 142 – Catherine M. Burns16 Mechanisms of Long Term Memory  Forgetting  Item strength decays exponentially  New items replace old items  Recall degrades faster than recognition

17. SD 142 – Catherine M. Burns17 Another look at Memory  Memory of what?  Meaningful things vs. Arbitrary things

18. SD 142 – Catherine M. Burns18 Things we ask people to remember  Meaningful things Have their own structure Less effortful Use structure to generate details

19. SD 142 – Catherine M. Burns19 Arbitrary things  Learned by rote, or association with song (think alphabet)  May need memory aids (think phone books)

20. SD 142 – Catherine M. Burns20 Improving Memory  Transfer knowledge from the head to the world  Reduce the number of arbitrary associations  Put structure and meaning in the world when there is a lot of detail

21. SD 142 – Catherine M. Burns21 Study Tips Based on Memory Maximization 1.Learn in chunks. Chunk up to 7 chunks. 2.Rehearse in your head. 3.Pay close attention to similar sounding or looking items. 4.Focus while studying. Don’t allow interruptions. 5.Study the night before. Recency. 6.Practice work often. Frequency. 7.Develop your own connection to the work. 8.Appreciate multiple choice exams. Recognition is easier than recall. 9.Understand meaning when possible. 10.If arbitrary use a pnemonic or song.