Memory Thomas B. King, M. Ed. Hospital Education Program – VCU Health Care System
What is Memory? The ability to perceive, process, store and retrieve information
Important to Remember What you don’t process deeply, you will not remember
Sleep Appropriate sleep habits are important for the consolidation of newly learned material
What does “processing” mean <ul><li>Information processing is a very complex set of interlocking neuropsychological events...
The Journey of Processing  copying from the board <ul><li>Sensory information enters the brain </li></ul><ul><li>Sensory i...
The Journey Continues <ul><li>Information then continues from the thalamus to the appropriate portion of the motor cortex ...
Let’s do another-  reading out loud <ul><li>Sensory information cones from the page </li></ul><ul><li>Through the thalamus...
Whew….not done yet…. <ul><li>From the thalamus…out to language centers (frontal lobes) where words are assigned “values” <...
….and finally…… <ul><li>The information is reintegrated and sent to… </li></ul><ul><li>The lateral convexity (Broca’s Spee...
Once information is processed  – then memory functions begin <ul><li>Short term memory </li></ul><ul><li>Active working me...
 
 
 
 
 
 
 
Memory Failure If any of these processes break down at any point, memory will fail.
Working memory <ul><li>In order for any of this to work beyond processing…the active working memory system MUST be complet...
What is Working Memory Working memory is the ability to perceive, and hold information in short term stores, while perform...
Hierarchy of Reading Disability <ul><li>Auditory processing </li></ul><ul><li>Auditory working memory </li></ul><ul><li>Ra...
 
Memory Intervention Strategies <ul><li>Always connect new information with previously learned information </li></ul><ul><l...
Memory intervention strategies <ul><li>Make certain that the information is being processed </li></ul><ul><ul><li>Ask </li...
Memory intervention strategies <ul><li>Mnemonics </li></ul><ul><li>Multisensory experiences </li></ul><ul><li>Mind mapping...
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Memory

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Overview of memory and processing for general education teachers

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Memory

  1. 1. Memory Thomas B. King, M. Ed. Hospital Education Program – VCU Health Care System
  2. 2. What is Memory? The ability to perceive, process, store and retrieve information
  3. 3. Important to Remember What you don’t process deeply, you will not remember
  4. 4. Sleep Appropriate sleep habits are important for the consolidation of newly learned material
  5. 5. What does “processing” mean <ul><li>Information processing is a very complex set of interlocking neuropsychological events </li></ul><ul><li>These events happen almost instantly </li></ul><ul><li>People who process information as much as 300 milliseconds slower, may not enjoy average learning and memory abilities. </li></ul>
  6. 6. The Journey of Processing copying from the board <ul><li>Sensory information enters the brain </li></ul><ul><li>Sensory information travels from the receptor center to the thalamus </li></ul><ul><li>From the thalamus the information travels to the appropriate associated cortex </li></ul><ul><li>Then back to the thalamus </li></ul>
  7. 7. The Journey Continues <ul><li>Information then continues from the thalamus to the appropriate portion of the motor cortex </li></ul><ul><li>Then into the inferior parietal lobule </li></ul><ul><li>Then into the lateral convexity (Exner’s Writing area) </li></ul><ul><li>Then through the cranial nerves and out to the pencil </li></ul>
  8. 8. Let’s do another- reading out loud <ul><li>Sensory information cones from the page </li></ul><ul><li>Through the thalamus </li></ul><ul><li>To the occipital lobes (while……) </li></ul><ul><li>The primary auditory area in the temporal lobes gives us the sound (internally) </li></ul><ul><li>Then on to the appropriate association cortex </li></ul><ul><li>Then back to the thalamus….. </li></ul>
  9. 9. Whew….not done yet…. <ul><li>From the thalamus…out to language centers (frontal lobes) where words are assigned “values” </li></ul><ul><li>Meaning (vocabulary) </li></ul><ul><li>Also the hippocampus and the amygdala team up to provide emotional “value” </li></ul><ul><li>Then on to the motor cortex (almost done) </li></ul>
  10. 10. ….and finally…… <ul><li>The information is reintegrated and sent to… </li></ul><ul><li>The lateral convexity (Broca’s Speech center)…. </li></ul><ul><li>And the words come out…. </li></ul><ul><li>hopefully, fluently, and amazingly….. </li></ul>
  11. 11. Once information is processed – then memory functions begin <ul><li>Short term memory </li></ul><ul><li>Active working memory </li></ul><ul><li>Long term retrieval </li></ul><ul><li>Delayed recall </li></ul><ul><li>Acquired knowledge (crystallized intelligence) </li></ul><ul><li>Cattell-Horn-Caroll Learning or Cognitive Theories (Gc-Gf) </li></ul>
  12. 19. Memory Failure If any of these processes break down at any point, memory will fail.
  13. 20. Working memory <ul><li>In order for any of this to work beyond processing…the active working memory system MUST be completely functional </li></ul><ul><li>All the time…(100%…no kidding) </li></ul><ul><li>What you do (or don’t do) as a teacher will have an impact on this system </li></ul><ul><li>All other systems depend on this one </li></ul>
  14. 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
  15. 22. Hierarchy of Reading Disability <ul><li>Auditory processing </li></ul><ul><li>Auditory working memory </li></ul><ul><li>Rapid automated naming </li></ul>
  16. 24. Memory Intervention Strategies <ul><li>Always connect new information with previously learned information </li></ul><ul><li>Only give enough information that can be easily mastered in one session </li></ul><ul><li>Be aware of variations of processing speed </li></ul>
  17. 25. Memory intervention strategies <ul><li>Make certain that the information is being processed </li></ul><ul><ul><li>Ask </li></ul></ul><ul><ul><li>Repeat </li></ul></ul><ul><ul><li>feedback </li></ul></ul>
  18. 26. Memory intervention strategies <ul><li>Mnemonics </li></ul><ul><li>Multisensory experiences </li></ul><ul><li>Mind mapping techniques </li></ul><ul><li>Let the students in on what is about to be learned </li></ul>

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