An awesome powerpoint about learning and Memory if you need more like this one's email (charlesboen2012@gmail.com) and you will get them within the agreed time.
Memory involves the encoding, storage, and retrieval of information over time. Encoding involves processing sensory input and changing it into a form the memory system can use, such as visual, acoustic, or semantic representations. Information is stored either in short-term memory, which can hold around 7 items for 20-30 seconds through rehearsal, or long-term memory through longer-lasting encodings. Retrieval involves accessing stored information through recall based on sequences for short-term memory or associations for long-term memory.
1. Memory involves multiple brain structures working together, including the hippocampus, medial temporal lobe, striatum, thalamus, and neocortex.
2. Visual information is first processed in the visual cortex, then held in short-term memory in the frontal lobes.
3. The hippocampus stores new information from short-term memory for weeks or months before transferring it to the cerebral cortex for long-term storage.
4. Recalling long-term memories routes information from the cerebral cortex back to the frontal lobes for temporary storage in working memory.
This document discusses learning and memory. It defines learning, memory, and the three facets of learning and memory - acquisition, storage, and retrieval. It describes studies on patient HM which showed the role of the hippocampus in forming new memories. It discusses explicit and implicit memory, as well as non-associative and associative learning. It explains synaptic plasticity mechanisms like long-term potentiation and long-term depression that are involved in memory formation. It also discusses dementia, with a focus on Alzheimer's disease.
This document discusses the biological basis of memory. It covers topics like the definition of memory, different types of memory (sensory, short-term, long-term, working), memory processes (encoding, storage, retrieval), neuroplasticity mechanisms like long-term potentiation, molecular basis of memory formation, brain structures involved in memory like the hippocampus and amnesia. It provides historical context on pioneering figures who studied memory and describes classical experiments that advanced the understanding of the neurological underpinnings of memory.
The document discusses several theories of forgetting, including trace decay theory, displacement, interference, and cue-dependent forgetting. Trace decay theory proposes that memories fade over time due to lack of rehearsal. Displacement refers to limited slots in short-term memory being overwritten when new information is introduced. Interference occurs when new information conflicts with or inhibits recall of old memories. Cue-dependent forgetting suggests that context and retrieval cues affect memory recall. Various factors like attention, consolidation, brain damage, and emotional states also influence forgetting. The document then reviews techniques for improving memory through organization, repetition, mnemonics, and mind mapping.
The study of human memory has been a subject of science and philosophy for thousands of years and has become one of the major topics of interest within cognitive psychology.
But what exactly is memory? How are memories formed? The following overview offers a brief look at what memory is, how it works and how it is organized.
Long-term memory can be either implicit or explicit. Explicit memory, also called declarative memory, involves the conscious recollection of facts, experiences, and concepts. It has three processes: acquisition, consolidation, and retrieval. Explicit memory is further divided into semantic memory, which involves general knowledge and facts, and episodic memory, which involves autobiographical memories of personal experiences and events from one's life.
Memory involves the encoding, storage, and retrieval of information over time. Encoding involves processing sensory input and changing it into a form the memory system can use, such as visual, acoustic, or semantic representations. Information is stored either in short-term memory, which can hold around 7 items for 20-30 seconds through rehearsal, or long-term memory through longer-lasting encodings. Retrieval involves accessing stored information through recall based on sequences for short-term memory or associations for long-term memory.
1. Memory involves multiple brain structures working together, including the hippocampus, medial temporal lobe, striatum, thalamus, and neocortex.
2. Visual information is first processed in the visual cortex, then held in short-term memory in the frontal lobes.
3. The hippocampus stores new information from short-term memory for weeks or months before transferring it to the cerebral cortex for long-term storage.
4. Recalling long-term memories routes information from the cerebral cortex back to the frontal lobes for temporary storage in working memory.
This document discusses learning and memory. It defines learning, memory, and the three facets of learning and memory - acquisition, storage, and retrieval. It describes studies on patient HM which showed the role of the hippocampus in forming new memories. It discusses explicit and implicit memory, as well as non-associative and associative learning. It explains synaptic plasticity mechanisms like long-term potentiation and long-term depression that are involved in memory formation. It also discusses dementia, with a focus on Alzheimer's disease.
This document discusses the biological basis of memory. It covers topics like the definition of memory, different types of memory (sensory, short-term, long-term, working), memory processes (encoding, storage, retrieval), neuroplasticity mechanisms like long-term potentiation, molecular basis of memory formation, brain structures involved in memory like the hippocampus and amnesia. It provides historical context on pioneering figures who studied memory and describes classical experiments that advanced the understanding of the neurological underpinnings of memory.
The document discusses several theories of forgetting, including trace decay theory, displacement, interference, and cue-dependent forgetting. Trace decay theory proposes that memories fade over time due to lack of rehearsal. Displacement refers to limited slots in short-term memory being overwritten when new information is introduced. Interference occurs when new information conflicts with or inhibits recall of old memories. Cue-dependent forgetting suggests that context and retrieval cues affect memory recall. Various factors like attention, consolidation, brain damage, and emotional states also influence forgetting. The document then reviews techniques for improving memory through organization, repetition, mnemonics, and mind mapping.
The study of human memory has been a subject of science and philosophy for thousands of years and has become one of the major topics of interest within cognitive psychology.
But what exactly is memory? How are memories formed? The following overview offers a brief look at what memory is, how it works and how it is organized.
Long-term memory can be either implicit or explicit. Explicit memory, also called declarative memory, involves the conscious recollection of facts, experiences, and concepts. It has three processes: acquisition, consolidation, and retrieval. Explicit memory is further divided into semantic memory, which involves general knowledge and facts, and episodic memory, which involves autobiographical memories of personal experiences and events from one's life.
This document defines and describes organic mental disorders and organic mental syndromes. It discusses disorders, syndromes, and organic mental syndrome. Organic mental disorders result from changes in the brain due to various causes like toxicity, tumors, infections, or metabolic changes. The document outlines classifications of organic mental disorders in ICD-10 and DSM-IV and describes specific disorders like dementia, delirium, and amnestic syndromes. It discusses causes, risk factors, types, and features of organic mental disorders and provides detailed descriptions of delirium and dementia.
Memory involves three main processes: encoding, storage, and retrieval of information over various time periods. There are three main types of memory based on duration: sensory memory (milliseconds), short-term memory (seconds to minutes), and long-term memory (relatively permanent storage). Memories can also be classified based on the nature of the information (declarative vs procedural) and the temporal direction of retrieval (retrospective vs prospective). Several models have been proposed to explain memory processes and storage structures, including the modal model, working memory model, levels of processing model, and Tulving's model. Factors like emotion, depth of processing, rehearsal and associations can influence memory formation and retrieval.
This document discusses disorders of memory and consciousness. It outlines seven stages of memory and three types: sensory, short-term, and long-term. It describes different memory systems like explicit and implicit memory. It also discusses various types of amnesia like psychogenic amnesia, organic amnesia, and transient global amnesia. Other topics covered include paramnesia, confabulation, misidentification, and changes in consciousness like lowering, restriction, and dream-like states.
The document discusses theory of mind, including:
1) Defining theory of mind as the ability to infer mental states like beliefs, desires, intentions in oneself and others and understand they may differ.
2) The two main theories of how theory of mind develops are the theory-theory, which proposes it is based on learned folk psychology, and simulation theory, which suggests imagining oneself in another's perspective.
3) Theory of mind develops through childhood, starting with imitation and joint attention, then understanding knowledge, beliefs, and later false beliefs around ages 3-5. Neuroimaging research implicates temporal pole, medial prefrontal cortex, and posterior superior temporal sulcus in theory of mind.
The document provides information on the anatomy, physiology, and functions of the frontal lobe. It discusses several key areas of the frontal lobe including:
- The primary motor cortex which controls voluntary muscle movements and is somatotopically organized. Lesions can cause contralateral paralysis.
- The premotor cortex which programs motor activity and is involved in sensory-guided movements. Lesions can impair grasping.
- The prefrontal cortex which is involved in executive functions like planning, working memory, and decision making. Bilateral damage can cause personality/behavior changes.
This document summarizes several key models and processes of human memory. It describes memory as an active system involving encoding, storage, and retrieval. It discusses models such as the information processing model and levels of processing model. It outlines the different types of memory including sensory memory, short-term memory, and long-term memory. It also describes concepts like encoding specificity, recognition vs recall, and factors that can influence the reliability of memory retrieval.
This document summarizes research on working memory and its components. It discusses:
1) Baddeley's multi-component model of working memory, which includes the central executive, phonological loop, visuospatial sketchpad, and episodic buffer.
2) Research showing the phonological loop and visuospatial sketchpad are specialized for verbal and visual information processing, and the episodic buffer integrates information across modalities.
3) Studies finding relationships between working memory and language, vocabulary, grammar, and literacy skills in children. Children with higher working memory capacities perform better on tasks involving these abilities.
This document discusses the anatomy, functions, and clinical presentations of lesions involving the frontal lobe, including the motor cortex, prefrontal cortex, and their roles in executive function, social behavior, language, and more. Specific tests are described to evaluate functions like motor control, language, problem-solving, and emotional regulation that are mediated by the frontal lobe. A variety of clinical syndromes can result from frontal lobe lesions depending on the location and extent of the damage.
The document discusses hemispheric specialization, where each hemisphere has specialized functions - the left hemisphere specializes in verbal and analytical functions while the right hemisphere specializes in non-verbal, spatial, and visual functions. Research has provided evidence for this through studying patients with brain damage, those who underwent split brain surgery to disconnect the hemispheres, and tests on intact brains like the Wada test.
cONTENT
1.0 INTRODUCTION
1.1 OVERVIEW OF INFORMATION PROCESSING
2.0 MAJOR THEORIES ON INFORMATION PROCESSING
2.1. STAGE MODEL
2.2 LEVELS-OF-PROCESSING THEORY
2.3 PARALLEL DISTRIBUTED PROCESSING THEORY (PDP)
2.4 CONNECTIONISTIC MODELS
3.0 SENSORY INFORMATION PROCESSING
3.1 AUDITORY INFORMATION PROCESSING
3.2 VISUAL INFORMATION PROCESSING
4.0 ATTENTION
4.1 DIVIDED ATTENTION
4.2 AUTOMATICITY PROCESSING
5.0 HUMAN ERROR
5.1 WHY WE MAKE ERROR?
This document outlines the key concepts covered in Chapter 6 on memory. It discusses the three processes of memory - encoding, storage and retrieval. It also summarizes several models of memory, including the information processing model and levels of processing model. Additionally, it defines and provides details about the different types of memory, including sensory memory, short-term memory, long-term memory, and different classifications within long-term memory like declarative and nondeclarative memory. Other topics covered include organization of memories, cues that help with retrieval, accuracy of recall vs recognition, formation and deterioration of memories over time.
The document discusses various aspects of memory and forgetting, including different types of memory like short-term and long-term memory, as well as different areas of the brain involved in memory. It also covers forms of amnesia, theories of forgetting like interference theory, and tips for improving memory like exercising, managing stress, and getting good sleep. Memory can decline with age due to changes in the brain and decreased brain function.
Memory refers to the processes of acquiring, storing, and retrieving information and involves three main stages: sensory memory, short-term memory, and long-term memory. Sensory memory only lasts a brief period of time, while short-term memory can hold information for 20-30 seconds before it is either lost or consolidated into long-term memory through the process of encoding. Long-term memory refers to information that is stored for longer periods and can be implicit or explicit.
Frontal lobe functions and assessmeny 20th july 2013Shahnaz Syeda
The frontal lobes have several functional areas that control motor functions like movement as well as higher cognitive functions. The primary motor cortex directly controls muscle movement while areas like the premotor cortex plan movements. The prefrontal cortex is involved in executive functions, problem solving, emotion regulation, and decision making through areas like the dorsolateral prefrontal cortex. Damage to different frontal lobe areas can cause syndromes like difficulties with movement, language, behavior, personality and cognition depending on the location of the lesion. A neuropsychological assessment can evaluate these frontal lobe functions.
Psychology Memory and Learning Power PointMrTimBradley
This document provides an overview of memory and learning concepts. It discusses the three stages of memory (encoding, storage, and retrieval). It describes the different types of memory like sensory memory, short-term memory, and long-term memory. It also discusses how learning occurs through classical and operant conditioning, and how cognitive factors like latent learning, cognitive maps, insight, learned helplessness, and observational learning impact the learning process. Key terms and concepts related to memory and different types of learning are defined and explained with examples.
Chapter 13: The Biology of Learning & MemoryAlex Holub
The document discusses several topics related to biology of learning and memory including:
1. Classical and operant conditioning and how they relate to forming memories through reinforcement and punishment.
2. Theories of localized representations of memory in the brain and types of both short-term and long-term memory.
3. Diseases and disorders that cause memory loss such as amnesia, Korsakoff's syndrome, and Alzheimer's disease.
4. Cellular mechanisms in the brain that support information storage, including Hebbian synapses, habituation, sensitization, and long-term potentiation/depression.
There are three main types of memory: sensory memory, short-term memory, and long-term memory. Memory theories propose that information is encoded, stored, and retrieved in different stages. The most widely accepted theory is the information processing theory proposed by Atkinson and Shiffrin, which describes a multi-stage model of memory involving input, sensory memory, short-term memory, and long-term memory. Better processing and elaboration of information leads to stronger long-term memories according to levels of processing theories.
The document summarizes research on learning, memory, amnesia, and brain functioning. It discusses classical and operant conditioning experiments by Pavlov and others. It describes studies showing memory is not localized to specific brain areas, and the hippocampus is important for forming new long-term memories. Different types of amnesia result from damage to different brain regions like the hippocampus or prefrontal cortex. Long-term potentiation and other physiological mechanisms are thought to underlie learning and memory at the synaptic level.
Memory is the ability of the brain to store and recall information over time. There are four main types of memory: sensory memory (up to 0.5 seconds), short-term memory (minutes to hours), long-term memory (hours to years), and permanent memory. Information enters the brain and is either selected and stored in memory traces through processes like long-term potentiation, or neglected and forgotten. The hippocampus plays a key role in consolidating memories from short-term to long-term storage. Disorders like amnesia and Alzheimer's disease can impair memory formation and recall.
Memory and its types and Causes of Forgetting - PPTArun Joseph
This document discusses memory and forgetting. It defines memory as the process of storing and recalling experiences and information over time. Several components are involved, including learning, retention, recall/retrieval, and recognition. Factors that influence memory include motivation, attention, repetition, meaningfulness of material, and using multiple senses. The document also discusses different types of memory like short term, long term, habit, and episodic memory. Causes of normal forgetting include disuse, interference, inadequate learning, lack of interest, while abnormal forgetting may result from injury or trauma. Strategies to address forgetting include understanding students, using memory techniques, and creating a supportive learning environment.
Forgetting occurs due to several theories, including decay over time (decay theory), interference from new learning (interference theory), and inadequate time for memories to consolidate. The trace change theory proposes that memory traces become distorted over time. Forgetting can also occur due to retrieval failure, emotional disturbances blocking recall, or motivated forgetting where people forget unwanted memories. Ebbinghaus's experiments showed forgetting occurs rapidly at first then levels off, showing it is never complete. Effective teaching techniques like revision, proper study habits, avoiding distraction and hurried teaching, and using memory aids can help promote long-term retention and prevent forgetting.
This document defines and describes organic mental disorders and organic mental syndromes. It discusses disorders, syndromes, and organic mental syndrome. Organic mental disorders result from changes in the brain due to various causes like toxicity, tumors, infections, or metabolic changes. The document outlines classifications of organic mental disorders in ICD-10 and DSM-IV and describes specific disorders like dementia, delirium, and amnestic syndromes. It discusses causes, risk factors, types, and features of organic mental disorders and provides detailed descriptions of delirium and dementia.
Memory involves three main processes: encoding, storage, and retrieval of information over various time periods. There are three main types of memory based on duration: sensory memory (milliseconds), short-term memory (seconds to minutes), and long-term memory (relatively permanent storage). Memories can also be classified based on the nature of the information (declarative vs procedural) and the temporal direction of retrieval (retrospective vs prospective). Several models have been proposed to explain memory processes and storage structures, including the modal model, working memory model, levels of processing model, and Tulving's model. Factors like emotion, depth of processing, rehearsal and associations can influence memory formation and retrieval.
This document discusses disorders of memory and consciousness. It outlines seven stages of memory and three types: sensory, short-term, and long-term. It describes different memory systems like explicit and implicit memory. It also discusses various types of amnesia like psychogenic amnesia, organic amnesia, and transient global amnesia. Other topics covered include paramnesia, confabulation, misidentification, and changes in consciousness like lowering, restriction, and dream-like states.
The document discusses theory of mind, including:
1) Defining theory of mind as the ability to infer mental states like beliefs, desires, intentions in oneself and others and understand they may differ.
2) The two main theories of how theory of mind develops are the theory-theory, which proposes it is based on learned folk psychology, and simulation theory, which suggests imagining oneself in another's perspective.
3) Theory of mind develops through childhood, starting with imitation and joint attention, then understanding knowledge, beliefs, and later false beliefs around ages 3-5. Neuroimaging research implicates temporal pole, medial prefrontal cortex, and posterior superior temporal sulcus in theory of mind.
The document provides information on the anatomy, physiology, and functions of the frontal lobe. It discusses several key areas of the frontal lobe including:
- The primary motor cortex which controls voluntary muscle movements and is somatotopically organized. Lesions can cause contralateral paralysis.
- The premotor cortex which programs motor activity and is involved in sensory-guided movements. Lesions can impair grasping.
- The prefrontal cortex which is involved in executive functions like planning, working memory, and decision making. Bilateral damage can cause personality/behavior changes.
This document summarizes several key models and processes of human memory. It describes memory as an active system involving encoding, storage, and retrieval. It discusses models such as the information processing model and levels of processing model. It outlines the different types of memory including sensory memory, short-term memory, and long-term memory. It also describes concepts like encoding specificity, recognition vs recall, and factors that can influence the reliability of memory retrieval.
This document summarizes research on working memory and its components. It discusses:
1) Baddeley's multi-component model of working memory, which includes the central executive, phonological loop, visuospatial sketchpad, and episodic buffer.
2) Research showing the phonological loop and visuospatial sketchpad are specialized for verbal and visual information processing, and the episodic buffer integrates information across modalities.
3) Studies finding relationships between working memory and language, vocabulary, grammar, and literacy skills in children. Children with higher working memory capacities perform better on tasks involving these abilities.
This document discusses the anatomy, functions, and clinical presentations of lesions involving the frontal lobe, including the motor cortex, prefrontal cortex, and their roles in executive function, social behavior, language, and more. Specific tests are described to evaluate functions like motor control, language, problem-solving, and emotional regulation that are mediated by the frontal lobe. A variety of clinical syndromes can result from frontal lobe lesions depending on the location and extent of the damage.
The document discusses hemispheric specialization, where each hemisphere has specialized functions - the left hemisphere specializes in verbal and analytical functions while the right hemisphere specializes in non-verbal, spatial, and visual functions. Research has provided evidence for this through studying patients with brain damage, those who underwent split brain surgery to disconnect the hemispheres, and tests on intact brains like the Wada test.
cONTENT
1.0 INTRODUCTION
1.1 OVERVIEW OF INFORMATION PROCESSING
2.0 MAJOR THEORIES ON INFORMATION PROCESSING
2.1. STAGE MODEL
2.2 LEVELS-OF-PROCESSING THEORY
2.3 PARALLEL DISTRIBUTED PROCESSING THEORY (PDP)
2.4 CONNECTIONISTIC MODELS
3.0 SENSORY INFORMATION PROCESSING
3.1 AUDITORY INFORMATION PROCESSING
3.2 VISUAL INFORMATION PROCESSING
4.0 ATTENTION
4.1 DIVIDED ATTENTION
4.2 AUTOMATICITY PROCESSING
5.0 HUMAN ERROR
5.1 WHY WE MAKE ERROR?
This document outlines the key concepts covered in Chapter 6 on memory. It discusses the three processes of memory - encoding, storage and retrieval. It also summarizes several models of memory, including the information processing model and levels of processing model. Additionally, it defines and provides details about the different types of memory, including sensory memory, short-term memory, long-term memory, and different classifications within long-term memory like declarative and nondeclarative memory. Other topics covered include organization of memories, cues that help with retrieval, accuracy of recall vs recognition, formation and deterioration of memories over time.
The document discusses various aspects of memory and forgetting, including different types of memory like short-term and long-term memory, as well as different areas of the brain involved in memory. It also covers forms of amnesia, theories of forgetting like interference theory, and tips for improving memory like exercising, managing stress, and getting good sleep. Memory can decline with age due to changes in the brain and decreased brain function.
Memory refers to the processes of acquiring, storing, and retrieving information and involves three main stages: sensory memory, short-term memory, and long-term memory. Sensory memory only lasts a brief period of time, while short-term memory can hold information for 20-30 seconds before it is either lost or consolidated into long-term memory through the process of encoding. Long-term memory refers to information that is stored for longer periods and can be implicit or explicit.
Frontal lobe functions and assessmeny 20th july 2013Shahnaz Syeda
The frontal lobes have several functional areas that control motor functions like movement as well as higher cognitive functions. The primary motor cortex directly controls muscle movement while areas like the premotor cortex plan movements. The prefrontal cortex is involved in executive functions, problem solving, emotion regulation, and decision making through areas like the dorsolateral prefrontal cortex. Damage to different frontal lobe areas can cause syndromes like difficulties with movement, language, behavior, personality and cognition depending on the location of the lesion. A neuropsychological assessment can evaluate these frontal lobe functions.
Psychology Memory and Learning Power PointMrTimBradley
This document provides an overview of memory and learning concepts. It discusses the three stages of memory (encoding, storage, and retrieval). It describes the different types of memory like sensory memory, short-term memory, and long-term memory. It also discusses how learning occurs through classical and operant conditioning, and how cognitive factors like latent learning, cognitive maps, insight, learned helplessness, and observational learning impact the learning process. Key terms and concepts related to memory and different types of learning are defined and explained with examples.
Chapter 13: The Biology of Learning & MemoryAlex Holub
The document discusses several topics related to biology of learning and memory including:
1. Classical and operant conditioning and how they relate to forming memories through reinforcement and punishment.
2. Theories of localized representations of memory in the brain and types of both short-term and long-term memory.
3. Diseases and disorders that cause memory loss such as amnesia, Korsakoff's syndrome, and Alzheimer's disease.
4. Cellular mechanisms in the brain that support information storage, including Hebbian synapses, habituation, sensitization, and long-term potentiation/depression.
There are three main types of memory: sensory memory, short-term memory, and long-term memory. Memory theories propose that information is encoded, stored, and retrieved in different stages. The most widely accepted theory is the information processing theory proposed by Atkinson and Shiffrin, which describes a multi-stage model of memory involving input, sensory memory, short-term memory, and long-term memory. Better processing and elaboration of information leads to stronger long-term memories according to levels of processing theories.
The document summarizes research on learning, memory, amnesia, and brain functioning. It discusses classical and operant conditioning experiments by Pavlov and others. It describes studies showing memory is not localized to specific brain areas, and the hippocampus is important for forming new long-term memories. Different types of amnesia result from damage to different brain regions like the hippocampus or prefrontal cortex. Long-term potentiation and other physiological mechanisms are thought to underlie learning and memory at the synaptic level.
Memory is the ability of the brain to store and recall information over time. There are four main types of memory: sensory memory (up to 0.5 seconds), short-term memory (minutes to hours), long-term memory (hours to years), and permanent memory. Information enters the brain and is either selected and stored in memory traces through processes like long-term potentiation, or neglected and forgotten. The hippocampus plays a key role in consolidating memories from short-term to long-term storage. Disorders like amnesia and Alzheimer's disease can impair memory formation and recall.
Memory and its types and Causes of Forgetting - PPTArun Joseph
This document discusses memory and forgetting. It defines memory as the process of storing and recalling experiences and information over time. Several components are involved, including learning, retention, recall/retrieval, and recognition. Factors that influence memory include motivation, attention, repetition, meaningfulness of material, and using multiple senses. The document also discusses different types of memory like short term, long term, habit, and episodic memory. Causes of normal forgetting include disuse, interference, inadequate learning, lack of interest, while abnormal forgetting may result from injury or trauma. Strategies to address forgetting include understanding students, using memory techniques, and creating a supportive learning environment.
Forgetting occurs due to several theories, including decay over time (decay theory), interference from new learning (interference theory), and inadequate time for memories to consolidate. The trace change theory proposes that memory traces become distorted over time. Forgetting can also occur due to retrieval failure, emotional disturbances blocking recall, or motivated forgetting where people forget unwanted memories. Ebbinghaus's experiments showed forgetting occurs rapidly at first then levels off, showing it is never complete. Effective teaching techniques like revision, proper study habits, avoiding distraction and hurried teaching, and using memory aids can help promote long-term retention and prevent forgetting.
This document discusses various theories of forgetting, including decay theory, interference theory, trace change theory, and consolidation theory. It provides details on each theory: decay theory states that memory traces weaken over time; interference theory suggests new learning can inhibit recall of old learning; trace change theory proposes memories become distorted over time; and consolidation theory involves memories being disrupted before being solidified. The document also describes Ebbinghaus' experiment which established a forgetting curve, and lists educational implications like the need for revision to promote retention and effective teaching techniques.
This document discusses cognitive processes involved in learning and instruction. It covers topics like memory, including encoding, storage and retrieval of information. It also discusses metacognition and self-regulated learning, problem solving, and critical thinking. Specific memory models and processes are explained, like the Atkinson-Shiffrin model of memory, which outlines sensory memory, short-term memory and long-term memory. Encoding methods like semantic, visual and acoustic encoding are also defined.
The document provides information on how to improve memory through various techniques. It discusses the different types of memory including sensory memory, short-term memory, long-term memory, declarative memory, and procedural memory. It then outlines several methods that can be used to improve memory, such as paying attention, rehearsal, organization, chunking, exercise, diet, note-taking, social interaction, and linking memories to scents. Meditation, positive thinking, and exposure to nature are also recommended for enhancing memory abilities.
Name: Yasir Almutlaq
Learning, Cognition, and Memory 3rd Reading
Big Ideas
Enduring Understandings (Mega-Ideas):
a) Much of human learning involves a process of actively constructing--not passively absorbing--knowledge.
b) Knowledge about the brain is helpful, but there are many misconceptions.
c) Human memory is complex, multifaceted information-processing system that is, to a considerable degree, under learners' control.
d) Human memory is fallible. Learners don't remember everything they learn, and sometimes they misremember what they've learned.
e) Effective teachers help students mentally process new information and skills in ways that facilitate long-term memory.
Why may learners may or may not remember what they’ve learned?
What helps people to remember? What prevents people from remembering?
What is context?
Define and give an example retrieval cues:
What is reconstruction?
Define reconstruction error.
Define retrieval failure.
Define decay.
When and how have you experienced reconstruction error?
When and how have you experienced retrieval error?
When how have you experienced memory decay?
1. Long -term memory is not necessarily forever.
How easily something is recalled depends on how it was initially learned. Remembering depends on the context. If they connected it with something else in long term memory.
The parts of written or spoken statement that precede or follow specific word or passage usually influencing its meaning or effect.
Retrieval cues clearly help learners recall what they have previously learned. For example, songs and smells.
Somethings people retrieve only certain of something they have previously learned. In such situations they may construct their memory of an event by combining the tidbits they can recall with their general knowledge and assumptions about the world.
Inability to locate information that currently exists in long-term memory.
Gradual weakening of information stored in long-term memory, especially if the information is used infrequently or not at all.
Try to remember spelling by remembering vocabulary and how it is spelled to help me.
When I forget my exam coming up.
When I tried to remember what I learned in math class for 3 years ago.
Summarize what you learned from this section:
I learned that remembering depends on how easily something is recalled depends on how it was initially learned. Remembering depends on the context. Memory is very interesting thing to learn about. I like the idea that when I listen to a song I remember an event or person and that’s very true and happened with all the people.
How can teachers (and students) promote effective cognitive processes (thinking)?
What are important things we should remember about memory?
How can a teacher grab and hold students’ attention?
Why should a teacher grab and hold students’ attention?
What is meant by the limited capacity of working memory ?
Why should a teacher remember students’ have ...
This document provides an overview of various learning theories including:
- Watson's behaviorism which focuses on observable behaviors rather than internal processes.
- Guthrie's contiguity theory which states that learning occurs through association between stimuli and responses.
- Hull's drive reduction theory which proposes that drives create arousal states that motivate learning.
- Tolman's purposivism which viewed learning as purposeful and involving cognition, not just responses.
- Kurt Lewin's field theory which examines patterns of interaction between individuals and their environments.
- Bandura's social learning theory which emphasizes observational learning and modeling.
- Vygotsky's social constructivism which proposes that knowledge is socially constructed through interactions.
1) The document discusses learning, memory, and the brain from the perspective of what every teacher should know. It covers topics like how learning takes place in the brain, different learning styles, and how information is processed and stored in the brain.
2) There are three main learning modalities - visual, auditory, and kinesthetic. The document describes the characteristics of each type of learner and tips for teaching to different modalities.
3) The brain has several systems involved in processing new information - the perceptual register, working memory, and long-term memory. Information must be rehearsed to be transferred from working memory to long-term storage through different memory pathways like semantic, episodic, and procedural
The document discusses principles of educational neuroscience based on how the brain learns. It covers 12 key principles: 1) Learning is physiological as the brain develops connections through experiences and thoughts. 2) The brain is social as mirror neurons help us understand others and relationships are important for learning. 3) The innate search for meaning involves making sense of experiences. The brain looks for patterns, categories, similarities and differences to derive meaning.
Memory is the ability to store and retrieve information over time. It involves encoding, storing, and retrieving information. There are three main types of memory: sensory memory, short-term memory, and long-term memory. Sensory memory is brief and immediately follows perception. Short-term memory can hold information for seconds to minutes through rehearsal. Long-term memory has unlimited capacity and can store information for days, weeks, or a lifetime through semantic and episodic encoding. The memory process involves encoding, storing, and retrieving information. Forgetting occurs through retroactive and proactive interference when new information blocks out old information.
Teaching and Learning Strategies - What Everyone Should Know-Monday-16-May-20...ProfessorLatifee
This document discusses effective teaching and learning strategies. It covers:
- How memory works through sensory input, working memory, and long-term memory stored through neural connections.
- Effective learning strategies for students, including retrieval practice, spaced practice, and interleaving to strengthen long-term memory through active recall and varying topics over time.
- The importance of active learning and thinking to encode new information into long-lasting memories through strengthened neural connections.
The Science of Learning How to Study Smarter Not Harderkenalilyschool
Studying is a critical part of the learning process, but it doesn't have to be difficult or frustrating. By understanding the science of learning and implementing effective study techniques,
The document presents the learning center model as a student-centered approach to instruction. It discusses how learning centers engage students' whole brains by providing hands-on, multi-sensory activities that build prior knowledge and allow students to make connections. Learning centers minimize stress, encourage social interaction and metacognition, and give students choice and control over their learning. The model aims to reduce direct instruction time and give students more responsibility for their own learning.
1. The document provides tips for improving long-term retention and recall of information. It discusses strategies for deep learning such as retrieval practice by self-quizzing, elaborative rehearsal by linking new information to existing knowledge, and the generation effect by creating your own study materials.
2. It explains how memories are formed and stored in the brain, moving from sensory memory to short-term and then long-term memory through consolidation. Forgetting occurs through memory decay if information is not retrieved and reinforced.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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2. INTRODUCTION
learning and memory are closely related concepts.
Learning involves the acquisition of knowledge while the
memory is expressing what has been acquired through
learning.
The difference between the two can also be noted.
If one acquires information slowly and laboriously, this
can be considered as learning.
On the other hand, if the acquisition occurs instantly this
is then considered to be a memory.
While teaching, different student have different levels to
which they retain information in their brain.
3. TYPES OF MEMORY
Memory is of different types.
When stores memory they store
information. What makes the
memory differ is the how long
information is being stored.
There are three broad types of
memory; they include Long-term
Memory, Short-term memory, and
sensory memory. The two do
weaken when one age due to
numerous reason and clinical
conditions of the mind.
4. SENSORY MEMORY
This is considered to be the shortest
term of memory. It entails retaining
sensory information after original
stimuli have ended.
It's buffer that comes to stimuli of the
five senses, sight, hearing, smell,
taste and touch.
This type of memory is so sorted and
degrades very quickly (200 to 500
milliseconds). Sometimes is usually
known as Iconic memory
5. SHORT TERM MEMORY
This is a type of memory that
recalls information that has been
processed at any given point. It is
considered the ability to
remember and process
information at the same time.
Compared to sensory memory
this has a capability if lasting for
more than 10 to 15 seconds.
An example of STM can be
holding given information for one
to complete a task. For instance,
memorizing someone's phone
number for some seconds.
This information can disappear
quickly unless some effort is
made to retain them.
6. LONG TERM MEMORY
This is a type of memory that has been
mainly used to store information over a
long period. Despite the normal
impression of human being of forgetting
information, LTM is used to store
unlimited information over a longer
period.
LTM memory is further decided into
explicit when one is conscious and
implicit where one is unconscious.
When conscious it can be declarative
memory where one memorizes facts
and events. This can be further divided
into episodic and semantic memory.
Episodic memorizes events and
experiences that one goes through
whereas sematic memorizes facts and
concepts. For the unconscious
memory, it is further subdivided into
procedurals memory where it
memorizes skills and talks.
7. KNOWLEDGE RETENTION
Using memory, one can use it to
capture knowledge that can be used
later. Retention can be regarded
storage of information in the long-
term memory so that it can be easily
retrieved. Using retention, it can be
used in learning which can be
applied in solving a problem or make
sense of a situation in a different
context
8. FACTORS AFFECT MEMORY RETENTION IN
THE CLASSROOM
Conscious effort
Accountability
Students should always be
accountable for their notebook.
They should understand the
goals of each lesson
Reception
Students should be attentive
and observant of the lessons.
It will assist them in retaining
information
Alcohol
Students should be
encouraged to take alcohol it
affects their memory retention
9. CONT..
Conscious effort
Students should be encouraged to be conscious in class
so that they remember what has been; earned. They
should do homework every day.
Exercise
Research has shown that student participating in
exercises such as aerobics have a high retention power.
Therefore exercise can be a factor that may cause
retention of information
Routines
Without routines, students will forget what they have
learned. They should be encouraged to write down
homework
11. WAYS OF RETENTION OF LEARNING
Since people have different capabilities of retention
of knowledge one can apply some of the
techniques so that they store information for a long
time. They include;
Storytelling
Sharing of key knowledge
Pair share- this is a strategy where two learners share
something to help them learn new content.
Repetition or practice – in learning it involves repeating
acts in a particular task. In learning it involves learning
perfectly by repeating them. The greater the number of
times one repeat or practice the better one has the
ability to retention of information.
12. CONT…
Motivation- learning should be accompanied by a
motive or a purpose so that one can be able to
retain a particular matter for a long time. Being
motivated in a particular area of learning can assist
the learner to strengthen weaken process of
retention
Provision of feedback- learners, should be
provided with the results so that they may correct
responses with errors. This may lead to effective
learning thus effective retention
13. STRATEGIES OF RETAINING LEARNING
For one to retain learning the following strategies are
appropriate to retaining of information.
Participate in group discussions
Always discuss what one has learned in grouped immediately
after learning a few concepts since it will force you to process
the information
Make efforts of retrieving information from the
memory
Don’t be too quick to receive information but always try to
remember what you have grabbed in your brain. When you
force your brain, it revisits the pathways that were creates
Read out loud gained knowledge
If a learner wants to retain the information he or she has read
the best way of doing it is to read it aloud. Researchers have
indicated that reading something loud will create a memory of
both readings and hearing them loud.
Embrace mistakes
Everyone can make a mistake, and it becomes more important
when learning. Research has shown those trying finding the
right answer were better able to remember the correct
information later on.
14. CONT…
Revisit
Always revisit what one has leaned it will ensure that you retain what
has been learned
Relate new material to what has been learned
Teach others
Put it into practice
Putting what one has learned in practice will cement in one’s
mind since practicing creates a neutral pathway
Use visual aids
Engaging more senses will make you recall what you have
learned
Get a study buddy
Always don’t find someone to learn with so as you make
learning impactful and fun.
15. REFERENCES
Anderson, Scheree, Henke, Jeanette, & McLaughlin, Maureen.
(2000-01). Using Background Music to Enhance Memory and
Improve Learning, MA Research Project, Xavier University,
Baddeley, Alan. (1982). Your Memory: A User’s Guide, Macmillan
Publishing Co., Inc. Associated Press, “Study Shows Sleep Helps
Memory”, Nov. 21, 2000
Bennett A.G., Rebello N.S. (2012) Retention and Learning. In:
Seel N.M. (eds) Encyclopedia of the Sciences of Learning.
Springer, Boston, MA
Bellezza, Francis S. (1982). Improve Your Memory Skills,
Prentice-Hall, Inc.
Higbee, Kenneth L., Ph.D. (1977). Your Memory/How It Works
and How to Improve It, Prentice-Hall, Inc.
Gallant, Roy A. (1980). How Memory Works and How to Improve
It, Four Winds Press.
Yount, Lisa. (1996). Memory, Lucent Overview Series, Lucent
Books, Inc.,