Memory and Learning By: Kristen Schneider

Working Memory aka. Short Term Memory Definition: information that is currently being focused upon Limited capacity- 5 to 9 bits of information at a time Expiration: Information is only stored for 15-20 seconds What does it mean? It is difficult to retain information if there is not time to process and store it.

Definition: information that is currently being focused upon

Limited capacity- 5 to 9 bits of information at a time

Expiration: Information is only stored for 15-20 seconds

What does it mean? It is difficult to retain information if there is not time to process and store it.

Working Memory and its Effect on Learning Students can remember 5 to 9 bits of information at a time. For example, when learning the Greek alphabet students can remember Alpha, Beta, Gamma, Delta, Epsilon, Zeta, Eta, Theta. They can use repetition or rehearsal to remember the information.

Students can remember 5 to 9 bits of information at a time.

For example, when learning the Greek alphabet students can remember Alpha, Beta, Gamma, Delta, Epsilon, Zeta, Eta, Theta. They can use repetition or rehearsal to remember the information.

Working Memory and Retention If information is needed for more than 20 seconds: Employ maintenance rehearsal and continue repeating information you plan to forget Employ elaborative rehearsal and connect the new information you are trying to remember with knowledge you already have Employ chunking by grouping information into logical bits making each bit a new piece of information

If information is needed for more than 20 seconds:

Employ maintenance rehearsal and continue repeating information you plan to forget

Employ elaborative rehearsal and connect the new information you are trying to remember with knowledge you already have

Employ chunking by grouping information into logical bits making each bit a new piece of information

Long-Term Memory Definition: practically unlimited permanent store of information Requires time and effort to access information

Definition: practically unlimited permanent store of information

Requires time and effort to access information

Types of Long-Term Memory Declarative knowledge: simply knowing that something is the case, (ie. The sky is blue.) Procedural knowledge: knowing how to do something, (ie. Tying your shoe) Conditional knowledge: knowing when and why to apply declarative and procedural knowledge (ie. To solve a math problem. You know that 1 + 1=2 but need to use a procedure to determine what the value of x is when 1 + x=2

Declarative knowledge: simply knowing that something is the case, (ie. The sky is blue.)

Procedural knowledge: knowing how to do something, (ie. Tying your shoe)

Conditional knowledge: knowing when and why to apply declarative and procedural knowledge (ie. To solve a math problem. You know that 1 + 1=2 but need to use a procedure to determine what the value of x is when 1 + x=2

Working Memory: Storage & Retrieval Elaboration: connecting existing knowledge with new information Organization: material that is well organized and structured is easier to remember Context: it is easier to remember when the current context is the same as the original context (ie. Place, mood, people). Context serves as a primer to activate retrieval of information.

Elaboration: connecting existing knowledge with new information

Organization: material that is well organized and structured is easier to remember

Context: it is easier to remember when the current context is the same as the original context (ie. Place, mood, people).

Context serves as a primer to activate retrieval of information.

Long-Term Memory: Retrieval Spreading activation: retrieval of information based on their relatedness Reconstruction: recreation of information by using memories, expectations, logic and existing knowledge The US Constitution Executive Branch President George W. Bush Washington, D.C. White House Pennsylvania Avenue

Spreading activation: retrieval of information based on their relatedness

Reconstruction: recreation of information by using memories, expectations, logic and existing knowledge

Learning Tools Make it Meaningful Use visual illustrations and images Use mnemonic devices (memorization techniques) Association Songs Rhymes acronyms

Make it Meaningful

Use visual illustrations and images

Use mnemonic devices (memorization techniques)

Association

Songs

Rhymes

acronyms

Food for Thought: Start thinking about memory in the classroom Working memory in the classroom Classroom strategies for engaging students attention Making memory work in the classroom

Working memory in the classroom

Classroom strategies for engaging students attention

Making memory work in the classroom