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Model Memory

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Memory Presentation for UMW EDCI 500

Memory Presentation for UMW EDCI 500

Published in: Education, Technology

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Transcript

  • 1. Model Memory: A Practical Approach to Understanding Memory Amy L. Todd
  • 2. 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
  • 3.
    • Working Memory
      • Location for new information to combine with long-term memory knowledge to solve problems.
      • Three parts:
        • Central Executive
        • Phonological Loop & Visuospatial sketchpad
  • 4.
    • 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
  • 5.
    • 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
  • 6. 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
  • 7. 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
  • 8. 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