Memory and LearningChapters 6 – 8; pp. 386-355

Introduction to Memory

Do Now: By yourself, write a definition of memory

and/or any key words that you think are associated with it.

You may want to think about; How it works Are there different parts? Are there different types?

What is Memory? Class discussion – what is memory? Are

there different parts? Is it permanent? How does it get in our heads? What are some key words associated with memory?

As we discuss, add to the definition in your work book.

Components of Memory: In its most basic form, memory has three

components – encoding, storage and retrieval. (290)

Who am I? (not assessable) Studying my 4th and (final!) year at Monash

University (B.A./B.Ed.(Sec)) Have completed the units for a Psychology

Major with the potential of further study to become a psychologist

Also studied Linguistics (English Language) Classical Pianist Work with local high students regular basis

(tutoring and mentor programs)

Memory in Action Do this task ALONE. Do not talk. The following slides will contain one word each

(5 seconds per slide). Your task is to REMEMBER as many of the words as you can.

At the end of the list (screen will go blank) flip over your sheet and complete the task.

Remember, the point of this activity is so you can further your understanding of memory – not that you get 100% of the words correct!

Remember

Dream

ThoughtThought

ForgetForget

LostLost

RetrieveRetrieve

EncodeEncode

StoreStore

StorageStorage

SemanticsSemantics

PathPath

MapMap

BrainBrain

NeuronsNeurons

How did you go? Write down how you felt doing the task,

you may want to consider: Was it easy or hard? How did you try and remember the words? Did it get easier or harder to remember as

time went on? Was this progressive, or sudden?

Did you remember clusters of words? How many words did you remember?

How did you go? Remember Dream Thought Forget Lost

Any Extras?

Retrieve Encode Store Storage Semantics

Path Map Brain Neurons

How did you go?Task 1 Task One Task A

Recall: Serial, Free and Cued Recall of information can be assessed in 3

primary ways (366) Serial: must be recalled IN ORDER

presented Free: can be recalled in ANY order Cued: specific AIDES are provided

Memory Task 1: Serial Write down as many words as you can in

order. Once you have done this, write down any other words you can remember.

Memory Task One: Free Write down as many words as you can

remember. You may do this in any order.

Memory Task A: Cued Write down as many words as you can

remember. A few hints have been given to you below.

First & Last Letters

# of Letters Vowels Consonants No Hint

R _ _ _ _ _ _ r _ _ _ _ _ _ _ ou _ _ _ F_rg_t

R _ _ _ _ _ _ e _ _ _ _ _ _ _ _ o _ e St _ r _ g _

P_ _h _ _ _ _ _ai_ N_ _r_ns

Miller’s Magic Number (305)

George Miller (1956) found that the average capacity of the Short Term Memory is 7 ± 2. This means that the average person will usually remember 5-9 items on a free recall memory test like the one we just did.

Testing Memory Recall is not the only way we can test if

someone remembers information. These methods are more sensitive than recall and can show that a person has memories of the information even if they can’t recall it. These methods are known as recognition and relearning.

Recognition (366)

Even if someone can’t recall a word, this doesn’t meant they can’t remember them.

You might not be able to recall all the words, but how many can you recognise from the list bellow?

Remember Dream Sleep Thought Memory Forget Lost

Missing Retrieve Encode Store Place Storage Semantics

Path Trail Road Map Brain Synapse Neurons

Recognition (366)

Even if someone can’t recall a word, this doesn’t meant they can’t remember them.

You might not be able to recall all the words, but how many can you recognise from the list bellow?

Remember Dream Sleep Thought Memory Forget Lost

Missing Retrieve Encode Store Place Storage Semantics

Path Trail Road Map Brain Synapse Neurons

Relearning (367)

Evidence of people relearning information learnt years earlier shows that they may still retain memories even when they can neither recall or recognise it.

We will look at the methods of savings later in this area of study. But all evidence shows that cyclical learning (regular studying) is the most effective method for memory retention.

Can we improve? (402)

Mnemonic devices can be used to help improve memory. The study design looks at three different devices:

Acronyms Acrostics Narrative Chaining

Can we improve? (402)

Mnemonic devices can be used to help improve memory. The study design looks at three different devices:

Acronyms – ANZAC, EFTPOS, WHO Acrostics – VCE, DVD, RSC Narrative Chaining – a story involving

each item (the sillier the better!)