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.
forgetfulness is very common these days. the causes can be either organic or psychological. there are numerous psychological theories behind it. The presentation will also stress upon the types of forgetting. As a remedial measure their are manyy ways by which memory power can be boosed up.
forgetfulness is very common these days. the causes can be either organic or psychological. there are numerous psychological theories behind it. The presentation will also stress upon the types of forgetting. As a remedial measure their are manyy ways by which memory power can be boosed up.
1
Memory
Tiffany Daniels, M.S.
1
Let’s Start With a Memory
Challenge
• I’m going to read you a grocery list. Use
whatever memory strategies that you
think will be most effective to memorize
the items. When I am done, write down
as many items as you can remember.
You do not have to remember them in
order.
2
Key Terms
• Memory - The retention of information
over time through the processes of
encoding, storage, & retrieval.
• Encoding - Process by which
information gets into memory storage
• Storage - Retention of information over
time and the representation of
information in memory.
• Retrieval - The memory process of
taking information out of storage.
3
Encoding
• Requires selective attention
• Divided attention - occurs when a person
must attend to several things at once
• Selective/Sustained attention (focusing on
one thing for a prolonged period of time) is
better than divided attention in terms of
retrieval
4
Encoding
• Levels of Processing Model (Craik &
Lockhart 1972)
• Shallow level: The sensory of physical
features are analyzed.
• Intermediate level: The stimulus is
recognized and given a label.
• Deepest level: Information is processed
semantically, in terms of meaning.
5
“All I see is a bunch of ink on
this page! I’m so zoned out, I’m
not even making out the words!”
“I am reading the words but
I don’t understand it. I keep
reading the same line over
and over!”
“Not only do I understand
what I just read, but I can
apply it to myself, create
examples, and even share
what I learned with a friend!”
6
2
Encoding
• An individual’s memories are better if he or
she uses the deepest processing level.
• Memories are also better if using
elaboration when encoding.
• Elaboration: extensiveness of processing
at any given level of memory.
• Self-references, generating examples, and
using imagery are better than simple rote
memorization
7
Encoding
• Flashcards are a type of rote memorization –
how effective are they in the long term?
• It is also important to be motivated to
remember
• How easy is it to encode, store, and retrieve
information for your least favorite class?
8
Memory Storage
• The Atkinson-Shiffrin Theory (1968)
• Storage involves 3 separate systems
• Sensory Memory: time frames of a fraction
of a second to several seconds
• Short-Term Memory (STM): time frames up
to 30 seconds
• Long Term Memory (LTM): time frames up
to a lifetime
9
Sensory Memory
• Includes:
• Iconic memory (visual sensory memory) -
we can remember things that quickly flash
before our eyes
• Echoic memory (auditory sensory memory)
- we can remember sounds after the fact,
even if we weren’t attending to them.
10
Short-Term Memory
• Capacity is 7 ± 2 (called “Miller’s Magical
Number)
• Means we can usually remember on
average, between 5-9 items in a list
(example: phone numbers, Social Sec. #)
• Can improve short-term memory by using
rehearsal and chunking.
11 ...
In this presentation, we explore a framework for effective instruction: emotion, movement, modeling, and memory. Master teachers know how to use all four elements to their utmost to maximize learning.
Hey guys, this is a really good overview of the Cognitive Perspective. It has all of the key concepts and theorists and what the theorists did in their research and how it contributed to cognition. It's good and plus its arranged into charts :)
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
4. Take out a piece of paper…..
•Name the seven
dwarves…..
Now name them…..
5. Was it easy or hard?
• It depends on several
things….
• If you like Disney
movies?
• When was the last
time you have seen
the movie?
• Are you having
difficulty
concentrating?
6. Explicit Memories
• the conscious, intentional recollection of previous
experiences and information.
• People use explicit memory throughout the day,
such as remembering the time of an appointment
or recollecting an event from years ago.
• Episodic Memories
– Specific Life Events
• Semantic Memories
– Facts, Words, Concepts
7. Implicit Memories
• a type of memory in which previous experiences aid
in the performance of a task without conscious
awareness of these previous experiences
• Procedural Memories
• Conditioned Memories
8. The Memory Process
Three step process….
1. Encoding: The
processing of
information into the
memory system.
2. Storage: The
retention of encoded
material over time.
3. Retrieval: The
process of getting the
information out of
memory storage.
9. Encoding
• Encoding is translating sensory information into a
form in which it can be stored.
• Visual coding enables information to be stored as
pictures.
• Acoustic coding enables information to be stored
• as sounds.
• Semantic coding enables information to be stored as
meanings.
10. Storage
• Storage is the maintenance of encoded information
over time.
• Storage is achieved through two types of rehearsal:
– Maintenance rehearsal uses repetition to aid storage.
– Elaborative rehearsal aids storage by fitting new information
into an organizational system (giving meaning).
– Elaborative rehearsal is generally more secure than
maintenance rehearsal.
11. Retrieval
• Retrieval is locating stored information and returning
it to conscious thought.
• context-dependent: retrieved more readily when the
person is in a similar situation or environment as
when the information was learned.
• state-dependent: retrieved more readily when the
person is in a similar emotional state as when the
information was learned.
– Mood Congruence Effect
12. Recall Versus Recognition
Recall
• you must retrieve the
information from your
memory
• fill-in-the blank or essay
tests
Recognition
• you must identify the
target from possible
targets
• multiple-choice tests
13. Memory Activity
1 2 3 4 5
Nine Swap Cell Ring Lust
Plugs Lamp Apple Table Sway
Army Bank Fire Hold Worm
Clock Horse Color Baby Sword
Desk Hold Find Bird Rock
14. Assignment: Read for Understanding
• Read page 197 “The Primacy and Recency Effect”
• Complete the Graphic Organizer under Serial Position
Effect.
16. Learning Objectives
• EQ 1: How do humans encode, store, and retrieve information from
memory?
• EQ 2: How can humans enhance memory?
Encoding
Storage
Retrieval
Sensory memory
Short Term Memory
Long Term Memory
Iconic Memory
Maintenance Rehearsal
Elaborative Rehearsal
Forgetting
Vocabulary
18. Sensory Memory
• A split second
holding tank for
ALL sensory
information
• Iconic Memory
• Echoic Memory
19. Short Term Memory
• The stuff we
encode from the
sensory goes to
STM.
• Events are encoded
visually, acoustically
or semantically.
• Holds about 7 +/- 2
items for about 20
seconds.
• We recall digits
better than letters.
Short Term Memory Activity
20. Interference Theory
• Retroactive Interference: new information blocks
out old information.
Examples???
• Proactive Interference: old information blocks out
new information.
Examples???
21. Ways to remember things in
STM…so they go to LTM
• Chunking: Organizing items into familiar,
manageable units.
• Mnemonic devices
• Storage is achieved through two types of rehearsal
• Maintenance rehearsal uses repetition to aid storage.
• Elaborative rehearsal aids storage by fitting new
information into an organizational system (giving meaning).
• Elaborative rehearsal is generally more secure than
maintenance rehearsal.
1-4-9-2-1-7-7-6-1-8-1-2-1-9-4-1
"Mary Very Easily Makes Jam Saturday Unless
No Plums."
22. Long Term Memory
• Unlimited
storehouse of
information.
• Explicit
(declarative)
memories
• Implicit (non-
declarative)
memories
28. Storing Memories
Long Term-Potentiation
• long-lasting enhancement
in signal transmission
between two neurons that
results from stimulating
them synchronously.
• In other words…they learn
to fire together and get
better at it…creating a
memory.
29. Constructive Memory
• Memories are not always what they seem.
• Elizabeth Loftus
• A constructed memory is a created memory.
• Misinformation effect
30. Classical Conditioning
• EQ: How is behavior affected by classical and
operant conditioning?
• Learning
• Unconditioned
• Conditioned
• Stimulus
• Response
• Generalization
• Extinction
• Spontaneous Recovery
• Higher-Order
Conditioning
• Taste Aversion
Vocabulary
31. Learning The modification through experience of
preexisting behavior and understanding
Habituation The process of adapting to stimuli that do
not change.
Dishabituation The reappearance of your original
response when a stimulus changes
Sensitization Increase in responsiveness to a stimuli
36. Generalization and Discrimination
• Stimulus Generalization: A phenomenon in which a conditioned
response is elicited by stimuli that are similar but not identical to
the conditioned stimulus
• Stimulus Discrimination: A process through which individuals learn
to differentiate among similar stimuli and respond appropriately to
each one
39. Garcia and Koelling Study
NS UCS Learned (CR)
Food, Light, & Clicker Shock Avoid Light (CS) and
Clicker (CS)
Food, Light, & Clicker Radiation (nausea) Avoid Food (CS)
• Biological preparedness: tendency of animals to learn
certain associations, such as taste and nausea with only a few
pairings due to the survival value of the learning
• Disproved Pavlov’s ideas concerning one trial learning &
equipotentiality.
40. Learned Taste Aversions
• When it comes to food
being paired with
sickness, the
conditioning is
incredible strong.
• Even when food and
sickness are hours apart.
• Food must be salient
(noticeable.)
Are there any foods that you cannot eat or could
not eat at one time due to food poisoning or
some other sickness that you had at the time?
41. Operant Conditioning
• EQ: How is behavior affected by classical and
operant conditioning?
• Positive Reinforcement
• Negative Reinforcement
• Punishment
• Discrimination
• Shaping
• Chaining
• Fixed Ratio
• Variable Ratio
• Fixed Interval
• Variable Interval
Vocabulary
42. Edward Thorndike’s Puzzle Box
Law of Effect: If an action is followed by a pleasurable
consequence , it will be repeated, and if followed by an
unpleasant consequence, it will not be repeated.
Instrumental Conditioning: Responses are strengthened when
they are instrumental in producing a reward
53. Shaping and Chaining
• Shaping: the
reinforcement of
successive
approximation (steps) to
teach a specific behavior
• Chaining: Linking two
learned behaviors
together in a specific
order.
56. Cognitive Factors in Learning
• EQ: How is behavior affected by cognitive
learning?
• EQ: What impact does the cognitive process have
on learning?
• Latent learning
• Cognitive Map
• (Mental Map)
• Insight
• Learned Helplessness
• Observational Learning
• Albert Bandura
• Edward Tolman
• Wolfgang Kohler
• Martin Seligman
Vocabulary
58. Cognitive Maps and Latent
Learning
• Edward Tolman’s Maze Study
• Latent Learning: learning that remains hidden until its
application becomes useful
• Challenged Skinner’s Theory (How?)
• Cognitive/Mental Maps: Mental representations people
rely on to understand complex patters.
• Examples???
59. Kohler’s Insight Learning
• How were the
chimpanzees able to
demonstrate insight?
• Insight: a sudden
“coming together” of all
elements of a problem
in a kin of “aha”
moment
• Example of insight
learning
61. Learned Helplessness
• Martin Seligman’s (founder of positive psychology)
• Dog Study: Original intent was to study escape or
avoidance learning
• Related it to Depression
Definition: Failure to continue
exerting effort for an outcome
because all previous attempts
have failed
62. Albert Bandura and
Observational Learning
Observational Learning: learning new behavior by
watching a model perform that behavior
Modeled: imitated the behavior that was observed