2. How to Improve Student Memory? By: Jig Vora; Jeremy Kaufmann; and Peter Huff

3. What we know about the brain? Today’s focus- MEMORY 2

4. Concentration Basics Study Environment Distraction free Conditions (i.e. chair, desk, temperature, and lighting) are conducive to studying Materials you need for studying are present Structure for Study Sessions Develop realistic goals for the study session Decide the order in which you will complete tasks Plan a reward 3

5. Getting Students to Make Learning Physical Use your body and your senses to help you build memory Relax Use visualization 4

6. 5 The Phenomenon of Memory Memory is any indication that learning has persisted over time. It is our ability to store and retrieve information.

7. 6 Flashbulb Memory A unique and highly emotional moment may give rise to a clear, strong, and persistent memory called flashbulb memory. However, this memory is not free from errors. What can we learn from this? Create lessons that foster creativity, emotional expression, and laughter- much more likely to remember. (Lavin example) President Bush being told of 9/11 attack. Ruters/ Corbis

8. 7 Stages of Memory Keyboard (Encoding) Disk (Storage) Monitor (Retrieval) Sequential Process Pedagogy- Allow time for storage; Frequent checks for understanding

9. 8 Effortful Processing Committing novel information to memory requires effort just like learning a concept from a textbook. Such processing leads to durable and accessible memories. We must not let our students be passive learners (having a purpose) Spencer Grant/ Photo Edit © Bananastock/ Alamy

10. 9 Rehearsal Effortful learning usually requires rehearsal or conscious repetition. Ebbinghaus studied rehearsal by using nonsense syllables: TUV YOF GEK XOZ FATHER OF MEMORY Hermann Ebbinghaus (1850-1909) http://www.isbn3-540-21358-9.de

11. 10 Rehearsal The more times the nonsense syllables were practiced on Day 1, the fewer repetitions were required to remember them on Day 2. What does this tell us? Practice makes perfect!

12. 11 Memory Effects 1.Next-in-line-Effect: When you are so anxious about being next that you cannot remember what the person just before you in line says, but you can recall what other people around you say. (can be used to ease anxiety regarding students who forgot what they were going to say; explain what happened? This will urge them to keep participating) 2.Spacing Effect: We retain information better when we rehearse over time. ( explain cramming example) 3.Serial Position Effect: When your recall is better for first and last items on a list, but poor for middle items. (identify vocabulary and group it; most difficult goes first; easiest in the middle of lesson; intermediate goes last )

13. 12

14. 13

15. 14 Serial Position Effect- what this means for teachers with difficult vocabulary - identify vocabulary and teach most difficult concepts last; works well with any course with difficult vocabulary 1.TUV 2.ZOF 3.GEK 4.WAV 5.XOZ 6.TIK 7.FUT 8.WIB 9.SAR 10.POZ 11.REY 12.GIJ Better recall Poor recall

16. 15 Spacing Effect Distributing rehearsal (spacing effect) is better than practicing all at once. Robert Frost’s poem could be memorized with fair ease if spread over time. ACQUAINTED WITH THE NIGHT Robert Frost I have been one acquainted with the night. I have walked out in rain — and back in rain. I have outwalked the furthest city light. What this means for educators? Need to convince students that cramming doesn’t work. Practical implications- convincing students to review readings and notes for 15 minutes a class period. (tangible- doable ) …

17. 16 What We Encode 1.Encoding by meaning 2.Encoding by images 3.Encoding by organization

18. 17 Very important- Encoding Meaning Q: Did the word begin with a capital letter? Structural Encoding Q: Did the word rhyme with the word “weight”? Q: Would the word fit in the sentence? He met a __________ in the street. Phonemic Encoding Semantic Encoding “ Whale- goal is to get student To personalize everything ” Craik and Lockhart (1972) Intermediate Deep Shallow

19. 18 Results

20. 19 Visual Encoding Mental pictures (imagery) are a powerful aid to effortful processing, especially when combined with semantic encoding. Showing adverse effects of tanning and smoking in a picture may be more powerful than simply talking about it. Both photos: Ho/AP Photo

21. 20 Mnemonics Imagery is at the heart of many memory aids. Mnemonic techniques use vivid imagery in aiding memory. 1.Method of Loci 2.Link Method

22. 21 Method of Loci List of Items Charcoal Pens Bed Sheets Hammer. Rug Imagined Locations Backyard Study Bedroom Garage. Living Room

23. 22 Link Method Involves forming a mental image of items to be remembered in a way that links them together. List of Items Newspaper Shaving cream Pen Umbrella. Lamp

24. Organizing Information for Encoding 23 Break down complex information into broad concepts and further subdivide them into categories and subcategories. 1.Chunking 2.Hierarchy

25. 24 Chunking Organizing items into a familiar, manageable unit. Try to remember the numbers below. 1-7-7-6-1-4-9-2-1-8-1-2-1-9-4-1 If you are well versed with American history, chunk the numbers together and see if you can recall them better. 1776 1492 1812 1941.

26. 25 Chunking Acronyms are another way of chunking information to remember it. HOMES = Huron, Ontario, Michigan, Erie, Superior PEMDAS = Parentheses, Exponent, Multiply, Divide, Add, Subtract ROY G. BIV = Red, Orange, Yellow, Green, Blue, Indigo, Violet

27. 26 Hierarchy Complex information broken down into broad concepts and further subdivided into categories and subcategories.

28. 27 Encoding Summarized in a Hierarchy

29. 28 Storage: Retaining Information Storage is at the heart of memory. Three stores of memory are shown below: Sensory Memory Working Memory Long-term Memory Encoding RetrievalEncoding Events Retrieval

30. 29 Sensory Memory Sensory Memory Working Memory Long-term Memory Encoding RetrievalEncoding Events Retrieval

31. 30 Sensory Memory The longer the delay, the greater the memory loss. 20 40 60 80 Percent Recognized 0.15 0.300.50 1.00 Time (Seconds)

32. 31 Sensory Memories Iconic 0.5 sec. long Echoic 3-4 sec. long Hepatic < 1 sec. long The duration of sensory memory varies for the different senses.

33. 32 Working Memory Sensory Memory Working Memory Long-term Memory Encoding RetrievalEncoding Events Retrieval

34. 33 Working Memory Working memory, the new name for short-term memory, has a limited capacity (7±2) and a short duration (20 seconds). Sir George Hamilton observed that he could accurately remember up to 7 beans thrown on the floor. If there were more beans, he guessed.

35. 34 Capacity You should be able to recall 7±2 letters. The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information (1956). George Miller M U T G I K T L R S Y P Ready?

36. 35 Chunking F-B-I-T-W-A-C-I-A-I-B-M The capacity of the working memory may be increased by “Chunking.” FBI TWA CIA IBM 4 chunks

37. 36 Duration Brown/Peterson and Peterson (1958/1959) measured the duration of working memory by manipulating rehearsal. CH?? The duration of the working memory is about 20 sec. CHJ MKT HIJ 547 544 541 …

38. 37 Working Memory Duration

39. 38 Long-Term Memory Sensory Memory Working Memory Long-term Memory Encoding RetrievalEncoding Events Retrieval

40. 39 Long-Term Memory Unlimited capacity store. Estimates on capacity range from 1000 billion to 1,000,000 billion bits of information (Landauer, 1986). The Clark’s nutcracker can locate 6,000 caches of buried pine seeds during winter and spring. R.J. Erwin/ Photo Researchers

41. 40 Memory Feats

42. 41 Memory Stores Feature Sensory Memory Working Memory LTM EncodingCopyPhonemicSemantic CapacityUnlimited7±2 ChunksVery Large Duration0.25 sec.20 sec.Years

43. 42 Synaptic Changes Long-Term Potentiation (LTP) refers to synaptic enhancement after learning (Lynch, 2002). An increase in neurotransmitter release or receptors on the receiving neuron indicates strengthening of synapses. Both Photos: From N. Toni et al., Nature, 402, Nov. 25 1999. Courtesy of Dominique Muller

44. 43 Stress Hormones & Memory Heightened emotions (stress-related or otherwise) make for stronger memories. Continued stress may disrupt memory. Scott Barbour/ Getty Images

45. 44 Storing Implicit & Explicit Memories Explicit Memory refers to facts and experiences that one can consciously know and declare. Implicit memory involves learning an action while the individual does not know or declare what she knows.

46. 45 Hippocampus Hippocampus – a neural center in the limbic system that processes explicit memories. Weidenfield & Nicolson archives

47. 46 Retrieval: Getting Information Out Retrieval refers to getting information out of the memory store. Spanky’s Yearbook Archive

48. 47 Measures of Memory In recognition, the person must identify an item amongst other choices. (A multiple-choice test requires recognition.) 1.Name the capital of France. a.Brussels b.Rome c.London d.Paris

49. 48 Measures of Memory In recall, the person must retrieve information using effort. (A fill-in-the blank test requires recall.) 1.The capital of France is ______.

50. 49 Measures of Memory In relearning, the individual shows how much time (or effort) is saved when learning material for the second time. List Jet Dagger Tree Kite … Silk Frog Ring It took 10 trials to learn this list List Jet Dagger Tree Kite … Silk Frog Ring It took 5 trials to learn the list 1 day later Saving Original Trials Relearning Trials Relearning Trials 10 5 50% X 100

51. 50 Retrieval Cues Memories are held in storage by a web of associations. These associations are like anchors that help retrieve memory. Fire Truck truck red fire heat smoke smell water hose

52. 51 Priming To retrieve a specific memory from the web of associations, you must first activate one of the strands that leads to it. This process is called priming.

53. 52 Context Effects Scuba divers recall more words underwater if they learned the list underwater, while they recall more words on land if they learned that list on land (Godden & Baddeley, 1975). Fred McConnaughey/ Photo Researchers

54. 53 Context Effects After learning to move a mobile by kicking, infants most strongly respond when retested in the same context rather than in a different context (Butler & Rovee-Collier, 1989). Courtesy of Carolyn Rovee-Collier, Rutgers University

55. 54 Moods and Memories We usually recall experiences that are consistent with our current mood. Emotions, or moods, serve as retrieval cues. Jorgen Schytte/ Still Pictures

56. 55 Forgetting An inability to retrieve information due to poor encoding, storage, or retrieval.

57. 56 Encoding Failure We cannot remember what we do not encode.

58. 57 Which penny is real?

59. 58 Storage Decay Poor durability of stored memories leads to their decay. Ebbinghaus showed this with his forgetting curve.

60. 59 Retaining Spanish Bahrick (1984) showed a similar pattern of forgetting and retaining over 50 years. Andrew Holbrooke/ Corbis

61. 60 Retrieval Failure Although the information is retained in the memory store, it cannot be accessed. Tip-of-the-tongue (TOT) is a retrieval failure phenomenon. Given a cue (What makes blood cells red?) the subject says the word begins with an H (hemoglobin).

62. 61 Why do we forget? Forgetting can occur at any memory stage. We filter, alter, or lose much information during these stages.

63. 62 Improving Memory 1.Study repeatedly to boost long-term recall. 2.Spend more time rehearsing or actively thinking about the material. 3.Make material personally meaningful. (semantic) 4.Use mnemonic devices:  associate with peg words — something already stored  make up a story  chunk — acronyms

64. 63 Improving Memory 5.Activate retrieval cues — mentally recreate the situation and mood. 6.Recall events while they are fresh — before you encounter misinformation. 7.Minimize interference: 1.Test your own knowledge. 2.Rehearse and then determine what you do not yet know. 8.8. Devoting extra rehearsal time to the middle of lists you must memorize

65. What to tell below or average students- 10 concrete strategies? 1.Look up vocabulary before class 2.Work all review and practice questions 3.Study groups- if you can teach it; you know it) 4.Don’t slack off- there are rewards 5.The best teacher you have is your self 6.Study actively in your own words (helps personalize material) 7.Know the course and unit objectives and rank how well you know them. 8.DO NOT JUST UNDERLINE OR HIGHLIGHT TEXT- PASSIVE LEARNING- make note cards and draw a picture 64

66. Other ways to foster memory in class 1) multiple explanations and examples- A pitcher with 5 pitches is better than one that can only throw a fastball 2) welcome questions- gets students motivated and interested; might slow down lesson, but is essential to keep students motivated 3) empathize- pay special attention to sad or upset students 4) make connections with kids (sports, music, etc.) 5) talk about love of learning- explain the process 65

67. When planning lessons 1) are students going to enjoy the lesson? 2) will I call on all students (high achievers and low achievers) 3)Wait for students answer (some students need a little more time than others) 4) understand various racial backgrounds 66

68. How minority students perceive unfair classrooms? I never get called on Teacher tells individual students when peers outperform them Allowed to give up and shut down when work becomes difficult Seldom get opportunities to redo work 67