Model Memory: A Practical Approach to Understanding Memory Amy L. Todd

Computer Model: Information Processing Sensory Memory Perception and attention determine what will be encoded , and then recalled from the bodies senses. Gain & Maintain Attention by: Using signals in the classroom Reach out rather than call out Set a clear purpose for the lesson Incorporate variety Ask questions and provide frames for answering

Sensory Memory

Perception and attention determine what will be encoded , and then recalled from the bodies senses.

Gain & Maintain Attention by:

Using signals in the classroom

Reach out rather than call out

Set a clear purpose for the lesson

Incorporate variety

Ask questions and provide frames for answering

Working Memory Location for new information to combine with long-term memory knowledge to solve problems. Three parts: Central Executive Phonological Loop & Visuospatial sketchpad

Working Memory

Location for new information to combine with long-term memory knowledge to solve problems.

Three parts:

Central Executive

Phonological Loop & Visuospatial sketchpad

Central Executive (Pool of mental resources) Initiate control and decision process Reasoning, language comprehension Transfer information to long-term memory via rehearsal Phonological loop (Short-term buffer) Recycling items for immediate recall Articulatory processes (Executive’s resources are drained if articulation task is difficult) Visuospatial sketchpad Visual imagery tasks Spatial, visual search tasks (Executive’s resources are drained if imagery or spatial task is difficult) Working Memory Central Executive Phonological loop Visuospatial Sketchpad

Central Executive (Pool of mental resources)

Initiate control and decision process

Reasoning, language comprehension

Transfer information to long-term memory via rehearsal

Phonological loop (Short-term buffer)

Recycling items for immediate recall

Articulatory processes

(Executive’s resources are drained if articulation task is difficult)

Visuospatial sketchpad

Visual imagery tasks

Spatial, visual search tasks

(Executive’s resources are drained if imagery or spatial task is difficult)

Long-Term Memory Holds information that is well-learned such as telephone numbers, etc.. Contents Declarative Knowledge Declared through words & symbols Procedural Knowledge “knowing how” to do something Conditional knowledge “knowing when and why” to apply declarative knowledge & when to apply procedural knowledge

Long-Term Memory

Holds information that is well-learned such as telephone numbers, etc..

Contents

Declarative Knowledge

Declared through words & symbols

Procedural Knowledge

“knowing how” to do something

Conditional knowledge

“knowing when and why” to apply declarative knowledge & when to apply procedural knowledge

Remembering & Forgetting Information from long-term memory is activated to help understand new information in working memory Evoking prior knowledge Through mental work & processing (elaboration, organization, context) the new information can be stored permanently. Forgetting is caused by interference and time decay. Woolfolk, 265

Information from long-term memory is activated to help understand new information in working memory

Evoking prior knowledge

Through mental work & processing (elaboration, organization, context) the new information can be stored permanently.

Forgetting is caused by interference and time decay.

Woolfolk, 265

Metacognition: Understanding your Understanding Teaching Strategies (Woolfolk, 268) Explain to students where and when to use strategies Provide plenty of practice Encourage students to monitor how they are doing when they are using strategies Emphasize reflective processing rather than speedy processing

Teaching Strategies (Woolfolk, 268)

Explain to students where and when to use strategies

Provide plenty of practice

Encourage students to monitor how they are doing when they are using strategies

Emphasize reflective processing rather than speedy processing

School  Home Connection Give families specific strategies to help their children practice and remember Ask family members to share their strategies for organizing and remembering Discuss the importance of attention in learning. Woolfolk, 280

Give families specific strategies to help their children practice and remember

Ask family members to share their strategies for organizing and remembering

Discuss the importance of attention in learning.

Woolfolk, 280