This document summarizes different types of memory and how teaching can help students learn and remember information. It discusses sensory memory, working memory, and long-term memory. Long-term memory includes declarative, procedural, and implicit memories. The document also outlines strategies teachers can use to help students develop metacognitive skills and link new knowledge to prior knowledge through meaningful lessons and various learning methods.

1. Memory, Teaching, and Learning EDCI 500-Educational Psychology Chapter 7: Cognitive Views of Learning Julie Moring October 20, 2008

2. Memory More than one type of memory Sensory memory: processes environmental stimuli to senses Perception-environmental stimuli combined with prior knowledge Bottom-up processing-stimuli arranged into patterns Top-down processing-recognition of patterns/parts already known Large capacity, short duration (1-3 seconds)

3. Memory Working Memory Where new information is held Temporary, combined with long-term memory knowledge Easier and quicker to retrieve Consists of: Central Executive-controls attention/other mental resources Phonological Loop-holds verbal/acoustical information Visuospatial Sketchpad-visual/spatial information Duration 5 to 20 seconds, unless rehearsed, practiced

4. Memory Long-Term Memory Holds information that is well learned Capacity is unlimited Info remains permanently, but requires time/effort to retrieve Contents Declarative knowledge- “knowing that” something is the case Procedural knowledge- “knowing how” to do something Conditional knowledge- “knowing when/why” to apply type of knowledge Can be either general or domain-specific knowledge

5. Memory Contents (cont.) Words/Images Information stored verbally/visually Easier to learn if stored both ways Two types of long-term memory Explicit Memory (for meaning) Semantic-not connected to events/experiences Episodic-connected to events/experiences Implicit Memory Procedural Memory-how to do things Priming-using info by unconscious process (Also, classical conditioning; 1 st type of implicit memory)

6. How is memory affected? By learning and motivation Significant interference from events/experiences Wishes, fears, fantasies Physical state Biological condition

7. What can teachers do to help students? Help students develop metacognitive skills Teach learning strategies to assist learning Ex. : “DEFENDS” writing strategy “ LINCS” vocabulary strategy Metacognitive skills enable students to: Choose best approach to learning task Set goals Organize tasks Change strategies if necessary

8. Developing Declarative Knowledge Make lessons meaningful Link current knowledge to new information Effective devices Visual images-graphic organizers Mnemonics-loci method, acronyms, keyword method Part learning, distributed practice

9. Keys to effective learning Attention to learning Get and maintain students attention Motivation to learning Teach self-motivation; role model Link current knowledge to new information Find out what they know first; establish relationship between past/new knowledge Make lessons meaningful Employ various learning strategies/methods of teaching

10. References Video: Remembering and Forgetting from Learner.org Woolfolk, A.(2007). Educational Psychology. (10 th ed.). Boston: Allyn and Bacon