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Overview of memory and processing for general education teachers

Overview of memory and processing for general education teachers

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  • 1. Memory Thomas B. King, M. Ed. Hospital Education Program – VCU Health Care System
  • 2. What is Memory? The ability to perceive, process, store and retrieve information
  • 3. Important to Remember What you don’t process deeply, you will not remember
  • 4. Sleep Appropriate sleep habits are important for the consolidation of newly learned material
  • 5. What does “processing” mean
    • Information processing is a very complex set of interlocking neuropsychological events
    • These events happen almost instantly
    • People who process information as much as 300 milliseconds slower, may not enjoy average learning and memory abilities.
  • 6. The Journey of Processing copying from the board
    • Sensory information enters the brain
    • Sensory information travels from the receptor center to the thalamus
    • From the thalamus the information travels to the appropriate associated cortex
    • Then back to the thalamus
  • 7. The Journey Continues
    • Information then continues from the thalamus to the appropriate portion of the motor cortex
    • Then into the inferior parietal lobule
    • Then into the lateral convexity (Exner’s Writing area)
    • Then through the cranial nerves and out to the pencil
  • 8. Let’s do another- reading out loud
    • Sensory information cones from the page
    • Through the thalamus
    • To the occipital lobes (while……)
    • The primary auditory area in the temporal lobes gives us the sound (internally)
    • Then on to the appropriate association cortex
    • Then back to the thalamus…..
  • 9. Whew….not done yet….
    • From the thalamus…out to language centers (frontal lobes) where words are assigned “values”
    • Meaning (vocabulary)
    • Also the hippocampus and the amygdala team up to provide emotional “value”
    • Then on to the motor cortex (almost done)
  • 10. ….and finally……
    • The information is reintegrated and sent to…
    • The lateral convexity (Broca’s Speech center)….
    • And the words come out….
    • hopefully, fluently, and amazingly…..
  • 11. Once information is processed – then memory functions begin
    • Short term memory
    • Active working memory
    • Long term retrieval
    • Delayed recall
    • Acquired knowledge (crystallized intelligence)
    • Cattell-Horn-Caroll Learning or Cognitive Theories (Gc-Gf)
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  • 19. Memory Failure If any of these processes break down at any point, memory will fail.
  • 20. Working memory
    • In order for any of this to work beyond processing…the active working memory system MUST be completely functional
    • All the time…(100%…no kidding)
    • What you do (or don’t do) as a teacher will have an impact on this system
    • All other systems depend on this one
  • 21. What is Working Memory Working memory is the ability to perceive, and hold information in short term stores, while performing a cognitive task with that information
  • 22. Hierarchy of Reading Disability
    • Auditory processing
    • Auditory working memory
    • Rapid automated naming
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  • 24. Memory Intervention Strategies
    • Always connect new information with previously learned information
    • Only give enough information that can be easily mastered in one session
    • Be aware of variations of processing speed
  • 25. Memory intervention strategies
    • Make certain that the information is being processed
      • Ask
      • Repeat
      • feedback
  • 26. Memory intervention strategies
    • Mnemonics
    • Multisensory experiences
    • Mind mapping techniques
    • Let the students in on what is about to be learned