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Transcript of Mariel oulu lecture learning and remembering
Learning &
Remembering
Technology Integration & Evaluation Research Lab
(TIE)
Mariel MillerPhD student
University of Victoria
Department of Educational Psychology & Leadership Studies
Who am I?2
PhD student in Educational Psychology
University of Victoria, Canada
Research member of the Technology
Integration & Evaluation Research Laboratory
(TIE)
Instructor for ED-D101: Learning Strategies for
University Success
How do we Remember? Sensory Memory
Working Memory
Long Term Memory
5 Key Processes for Learning &
Remembering Selecting
Monitoring
Assembling
Rehearsing
Translating
Overview3
Before We Start…4
Come up with one idea about each of the following
• Why could listening to music while studying interfere with memory?
• Next time you feel overwhelmed with information, what can you do?
• Why is recognizing and imposing structure on information important?
• Why are you being asked to think about these questions?
What is Memory5
Memory:
mental processes
involved in
acquiring, retaining
, & retrieving
information
Long Term
Memory
Encoding &
Storage
Memory Model (Atkinson-Shiffrin)6
Three components in
memory
Sensory Memory
Working Memory
Long Term Memory
Working
Memory
Attentio
nSensory
Memory
Retrieval
Enviro
Input
Like a computer
Input (mouse clicks)
Central Processing Unit
Hard Drive Storage
Memory Model7
Learning and Processing in Memory Involves:
Encoding
Storing
Retrieving
Transferring information from
Working Memory to Long term memory
Holding info in Long Term Memory
in an organized fashion
Finding info in Long Term Memory and
Transferring back to Working Memory
Sensory Memory8
Sensory Memory receives all available
sensory info in the environment
Unlimited Capacity
Very Short Duration
Iconic (visual) 0.2 – 0.4 seconds
Echoic (audio) 3 - 4 seconds
Long Term
Memory
Encoding &
Storage
Working
Memory
Retrieval
Sensory Memory9
Only some received information is
attended to, selected and passed on to
working memory
Attentio
nSensory
MemoryEnviro
Input
Info lost if not
attended to
Avoid Loss From Sensory
Memory10
Increase Attention Available Clear head of mental distracters
Decrease Attention Required Prepare the environment
Take away things that demand attention
unnecessarily
Attend to only the most important
information Strategically select and attend
Activating prior knowledge helps with this
What does that mean for
instructional design?11
Use signals
Make purpose clear
Draw on multiple senses
Arouse curiosity
Prompt metacognitive monitoring and control
of attention…questions and answers
Working Memory12
• Receives information attended to in
sensory memory
• Where the work happens• Holding, Rehearsing, Processing
Long Term
Memory
Encoding &
Storage
Working
Memory
Retrieval
Attentio
nSensory
MemoryEnviro
Input
Working Memory13
Limited Capacity
7 + or – 2 items
Short Duration
5-20 seconds
Long Term
Memory
Encoding &
Storage
Working
Memory
Retrieval
Attentio
nSensory
MemoryEnviro
Input
Doing the
Work!
Info is lost if it
isn’t acted upon
Lost if not
processed
Working Memory in Action14
We will read each sentence out loud
Remember the last word of each sentence
Don’t write anything down
The stories all deal with a
middle aged protagonist who
attempts to withdraw from
society.
11/4/2011
23
Stand Up…
How many words did you remember?
Sit down if you remembered
1-3 words
4-5 Words
All 6 Words?
Working Memory in Action
What did you do?24
Rehearse (Maintenance Rehearsal) Rote repetition
Connect with what you know (Elaborative
Rehearsal) Connect Words
Associate
Make it more meaningful
Working Memory Constraints25
What if I asked you to:
1) Remember the last word of each sentence
AND
2) Tell me whether the sentences were true or
false ?
Working Memory Constraints26
Forgetting:
Too much info, Too quickly, Too complex combined…..cognitive load
Lack of strategies for allocating resources
Avoid Loss: Encode into LTM27
Off-load work to external resources
Pace learning
Develop automaticity (practicing)
Activate Prior Knowledge
Use Strategies for memorizing simple information
Engage SMART Operations for meaningful learning
Memory Strategies28
Chunking Improve memorization of new information by reducing
the amount / complexity
35885533598
Memory Strategies29
Chunking Improve memorization of new information by reducing
the amount / complexity
358 8 553 3598
Memory Strategies30
Mnemonic Strategies
Improve memorization of new information by connecting it with info you already know
Best for simple information (lists & procedures)
Creates room for higher order thinking
Types of Mnemonic Strategies First Letter Mnemonics
Peg Word
Method of Loci
Memory Strategies31
First Letter Mnemonics
Examples
ROY-G-BIV (Red Orange Yellow Green Blue Indigo Violet)
FACE (music)
HOMES (Huron, Ontario, Michigan, Erie, Superior)
Santa Wins Lottery (sensory memory, working memory, long
term memory)
Easy to remember acronym
Sillier = More memorable
Memory Strategies32
Method of Loci
How to use it Choose a familiar place/route
Picture each item in the place/along the route
When to use it Simple information
Easy to remember map
Difficult to use more than once
Strategies for Meaningful
Learning34
5 basic cognitive operations (SMART) help you to encode information & remember effectively
S = select
M = monitor
A = assemble & associate
R = rehearse
T = translate
SMART: Search & Select35
Search & Select the Relevant
Information Identify what is important
Distinguish between themes, main ideas, and
supporting ideas
Get rid of the irrelevant details
SMART: Search & Select36
Search & Select the Relevant
Information
Extraneous information-
text, video, audio, image
(sometimes added to
increase interest)
SMART: Monitor37
Monitor How Things Are Going
Are you paying attention? Is it
wandering?
Do you understand?
Do you remember?
SMART: Assemble (Organize & Structure)
38
Organize & Structure Information Link across sources (text, notes, lecture slides)
Link between ideas
Mentally organize
Strategies…
SMART: Assemble (Organize & Structure)
40
Compare / Contrast Tables
Properties Sensory
Memory
Working
Memory
Long term
memory
Storage
capacity
Duration
Strategies I
can use
Forgetting
happens
because…
SMART: Assemble (Organize & Structure)
41
Knowledge Maps
Most effective maps label
the links (type of
relationship)
Key ideas as well as how
ideas connect or relate
Bigger picture of how
concepts fit together
SMART: Associate (Elaborate)43
Make Connections
With what you know
Between the big ideas
Generate Ideas
Draw inferences
Read between the lines
Extend & Elaborate on what
is there
Predictive Questioning:
Explain why you think this
happens?
Can you think of some
examples?
What things can you
conclude?
SMART: Rehearse44
Repetition is critical for learning
Review multiple times in multiple ways Revisit
Reread
Rework
Etc
But when?
SMART: Rehearse45
Timing
Massed Practice (solid chunks of time)
Distributed Practice
shorter, more focused sessions over time
(a little each day)
Spacing Effect
Distributed Practice
Better long term recall
Less total study time required
Long Term Memory48
Encoded information is stored in
Long Term Memory • Like a human hard drive
• Unlimited Capacity
• Rel. Permanent storage
Long Term
Memory
Encoding &
Storage
Working
Memory
Retrieval
Attentio
nSensory
MemoryEnviro
Input
Info lost due to
retrieval
failure,
interference,
decay
How is Information held in
LTM?50
Multiple theories to explain this:
Concepts and prototypes
Propositional networks
Schemata
Schema
Framework of knowledge
Functions as a guide for action, structure
for interpreting info, framework for solving
problems, etc.
51
Long Term Memory: Schema
Encoding
How you process and attend to info
depends on what schema is activated
Recall
Provides frameworks for recall
Memory consists of representations (not
exact copies of info)
re-creating / re-constructing information and
events
Memory Activity52
I am going to give you a passage to read.
Choose a partner.
One of you will have different
information than the other.
Memory Activity53
Partner #1: Close your eyes –do not open
until I tell you
Partner #2: I will flash up some
information.
Read the information SILENTLY - NOT
OUT LOUD
Memory Activity54
Partner #1: Close your eyes –do not open
until I tell you
Partner #2: I will flash up some
information
Read the information SILENTLY – NOT
OUT LOUD
Doing Laundry
Write everything you remember56
•Simple procedure
•Arrange items in groups (perhaps 1 pile)
•May go somewhere else due to lack of facilities
•Do not overdo things.
•better to do too few things at once than too many
•Otherwise complications can easily arise.
•Mistakes are expensive
•Complicated at first, becomes regular facet of life
•Not likely an end to the necessity for this task
•arranges the materials into different groups again.
•put into their appropriate places.
•Repeat
•Just part of life
Who remembered
more?
A) Partner #1 (eyes
closed)
B) Partner #2 (eyes
open)
C) Remembered Equally
Differences in
what you
remembered?
Why?
If you knew this is about doing
laundry…57
Easier to pay
attention
Easier to read
Easier to pick out
what was important
(select)
Easier to comprehend
Easier to remember
(connect)
This procedure is actually quite simple. First you arrange items into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life. (Bransford & Johnson, 1972, p. 722).
If I tell you this is about doing
laundry…58
You activate the relevant schema
Direct attention to information based on that schema
Select and encode what is relevant
Ultimately remember more
Bransford & Johnson (1972).
Topic After Topic
Before
Max Score
Comprehensi
on
2.12 4.50 7.00
Ideas
Recalled
2.65 5.83 18.00
Retrieving Information from LTM60
Important to practice retrieving information
Ways that match how you will need to USE information Recognize vs recall
Facts vs connections
Time constraints / contexts
Long Term
Memory
Encoding &
Storage
Working
Memory
Retrieval
Attentio
nSensory
MemoryEnviro
Input
Thinking about work in this
course61
ICE notes Ideas:
What to focus on?
Selecting and searching
Concepts Connect ideas with concepts
Connect ideas with what you already know (other concepts)
Extending Why is it important (Elaborating, Generating new
Ideas)
How do things fit together? (Associating & Assembling)
Meaningful Learning
For Long Term
Memory
Revisit62
Questions….• Why could listening to music while studying interfere
with memory?
• Next time you feel overwhelmed with information, what can you do?
• Why is recognizing and imposing structure on information important?
• Why are you being asked to think about these questions?
Thinking about Memory63
http://www.youtube.com/watch?v=Vwigmktix2Y