Model Memory

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Memory Presentation for UMW EDCI 500

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Model Memory

  1. 1. Model Memory: A Practical Approach to Understanding Memory Amy L. Todd
  2. 2. Computer Model: Information Processing <ul><li>Sensory Memory </li></ul><ul><ul><li>Perception and attention determine what will be encoded , and then recalled from the bodies senses. </li></ul></ul><ul><ul><ul><li>Gain & Maintain Attention by: </li></ul></ul></ul><ul><ul><ul><ul><li>Using signals in the classroom </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Reach out rather than call out </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Set a clear purpose for the lesson </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Incorporate variety </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Ask questions and provide frames for answering </li></ul></ul></ul></ul>
  3. 3. <ul><li>Working Memory </li></ul><ul><ul><li>Location for new information to combine with long-term memory knowledge to solve problems. </li></ul></ul><ul><ul><li>Three parts: </li></ul></ul><ul><ul><ul><li>Central Executive </li></ul></ul></ul><ul><ul><ul><li>Phonological Loop & Visuospatial sketchpad </li></ul></ul></ul>
  4. 4. <ul><li>Central Executive (Pool of mental resources) </li></ul><ul><ul><li>Initiate control and decision process </li></ul></ul><ul><ul><li>Reasoning, language comprehension </li></ul></ul><ul><ul><li>Transfer information to long-term memory via rehearsal </li></ul></ul><ul><ul><li>Phonological loop (Short-term buffer) </li></ul></ul><ul><ul><li>Recycling items for immediate recall </li></ul></ul><ul><ul><li>Articulatory processes </li></ul></ul><ul><ul><li>(Executive’s resources are drained if articulation task is difficult) </li></ul></ul><ul><ul><li>Visuospatial sketchpad </li></ul></ul><ul><ul><li>Visual imagery tasks </li></ul></ul><ul><ul><li>Spatial, visual search tasks </li></ul></ul><ul><ul><li>(Executive’s resources are drained if imagery or spatial task is difficult) </li></ul></ul>Working Memory Central Executive Phonological loop Visuospatial Sketchpad
  5. 5. <ul><li>Long-Term Memory </li></ul><ul><ul><li>Holds information that is well-learned such as telephone numbers, etc.. </li></ul></ul><ul><ul><li>Contents </li></ul></ul><ul><ul><ul><li>Declarative Knowledge </li></ul></ul></ul><ul><ul><ul><ul><li>Declared through words & symbols </li></ul></ul></ul></ul><ul><ul><ul><li>Procedural Knowledge </li></ul></ul></ul><ul><ul><ul><ul><li>“knowing how” to do something </li></ul></ul></ul></ul><ul><ul><ul><li>Conditional knowledge </li></ul></ul></ul><ul><ul><ul><ul><li>“knowing when and why” to apply declarative knowledge & when to apply procedural knowledge </li></ul></ul></ul></ul>
  6. 6. Remembering & Forgetting <ul><li>Information from long-term memory is activated to help understand new information in working memory </li></ul><ul><ul><li>Evoking prior knowledge </li></ul></ul><ul><li>Through mental work & processing (elaboration, organization, context) the new information can be stored permanently. </li></ul><ul><li>Forgetting is caused by interference and time decay. </li></ul><ul><li>Woolfolk, 265 </li></ul>
  7. 7. Metacognition: Understanding your Understanding <ul><li>Teaching Strategies (Woolfolk, 268) </li></ul><ul><ul><li>Explain to students where and when to use strategies </li></ul></ul><ul><ul><li>Provide plenty of practice </li></ul></ul><ul><ul><li>Encourage students to monitor how they are doing when they are using strategies </li></ul></ul><ul><ul><li>Emphasize reflective processing rather than speedy processing </li></ul></ul>
  8. 8. School  Home Connection <ul><li>Give families specific strategies to help their children practice and remember </li></ul><ul><li>Ask family members to share their strategies for organizing and remembering </li></ul><ul><li>Discuss the importance of attention in learning. </li></ul><ul><li>Woolfolk, 280 </li></ul>

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