Human MEMORY Lets define memory Our ability to

Human MEMORY

Let’s define memory… • Our ability to: encode, store, retain and recall information and past experiences in the human brain.

Memory is Evolutionary We have evolved larger brains within the last 10, 000 years. A memory is simply the ordered firing of neurons within the brain. The theory is that we developed larger brains in response to the development of an agrarian society More to eat = more nutrition Survival of the fittest

*Sensory Memory -is the shortest-term element of memory. -The ability to look at an item for a second and then remember what it looked like. -It is processed approximately 200 -500 milliseconds after an item is perceived.

*Short-term Memory (Working Memory) -Is where memory is recalled without practicing, something that happened recently. -Short-Term Memory is dependent on the regions of the Frontal & Parietal Lobes -acts as a kind of “scratch-pad” for temporary recall of the information which is being processed at any point in time, and has been referred to as "the brain's Post-it note".

*Long-Term Memory -Is the ability to store more information for long periods of time (life times) like phone numbers, names and address’ from when we were kids. -long-term memory can store much larger quantities of information for potentially unlimited duration (sometimes a whole life span). Its capacity is immeasurably large. - Long-term memory is often divided into two further main types: explicit (or declarative) memory and implicit (or procedural) memory.

Memory Processes How do we graduate info from sensory to long term? ? o Memory Encoding *is the crucial first step to creating a new memory. It allows the perceived item of interest to be converted into a construct that can be stored within the brain, and then recalled later from short-term or long-term memory. *is a biological event beginning with perception through the senses-Eyes ears mouth nose *Encoding or registration is the receiving, processing and combining of received information.

2. Memory Storage -the more or less passive process of retaining information in the brain -can be in the sensory memory, the short-term memory or the long-term memory. - Each of these different stages of human memory function as a sort of filter - helps to protect us from the daily flood of information - Avoidance of info overload

3. Memory Recall/Retrieval *Retrieval, recall or recollection (calling back the stored information in response to some cue for use in a process or activity) *refers to re-accessing of events or information from the past, which have been previously encoded and stored *the brain "replays" a pattern of neural activity that was originally generated in response to a particular event (stimulus involved). - “re” member

Depth of Learning Declarative memory-I have read about how to do something Procedural-I can do something.

1. Declarative memory (“knowing what”) >“knowing what” is memory of facts and events, and refers to those memories that can be consciously recalled. >It is sometimes called explicit memory, since it consists of information that is explicitly stored and retrieved, although it is more properly a subset of explicit memory.

2. Procedural memory (“knowing how”) -the unconscious memory of skills and how to do things, -e. g. the use of objects or movements of the body, such as playing a guitar or riding a bike. -composed of automatic sensory motor behaviors that are so deeply embedded that we are no longer aware of them. - Also called "body memories" - allow us to carry out ordinary motor actions automatically. - Procedural memory is sometimes referred to as implicit memory, because previous experiences aid in the performance of a task without explicit and conscious awareness of these previous experiences.

Depth of Learning Deeper learning towards top of the pyramid i. e. to remember a fact is much easier than using that fact to build or to create Something using that information. e. g. A person can remember the parts of a tomato plant, deeper learning would be taking place if knowledge was used to invent a new way to grow tomatoes. *Ask yourself when you are studying- “Am I just remembering, or do I understand, Can I apply this knowledge etc. ? ” * See Bloom’s Taxonomy information sheet-contains verbs which describe learning depth

Peter Doolittle “How Your Working Memory Makes Sense of the World”- Click link in weebly website. Read: “ 20 Memory Techniques” article Read: “Reasons Forgetting”

Effective Reading SQ 3 R TECHNIQUE

WHAT IS SQ 3 R READING METHOD? *SURVEY *QUESTION *READ *RECITE *REVIEW

*SURVEY* Before you read, Survey (scan) the chapter. LOOK AT: HEADINGS SUBHEADINGS TITLES CAPTIONS UNDER PICTURES CHARTS GRAPHS AND MAPS Bold vocabulary words Activate your prior knowledge Make connections

CONTINUE TO SURVEY REVIEW GUIDES QUESTIONS AND STUDY INTRODUCTORY PARAGRAPHS SUMMARY AND CONCLUDING

Being Your Own Teacher: Create QUESTIONs WHILE YOU ARE SURVEYING Turn the title, headings, and subheadings into questions. Use who, what, when, where, why, and how to make questions. Read the questions at the end of the subheadings. Think about what you already know about the subject Make up questions about the text.

WHEN YOU BEGIN TO READ Look for answers to the questions you first thought about. Answer questions at the beginning or end of chapters or study guides. Reread captions under pictures, graphs, etc.

CONTINUE TO READ Note all the underlined, italicized, BOLD printed words or phrases Study graphic aids Reduce your speed for difficult parts Stop and reread parts which are not clear Read only a section at a time and recite after each section

RECITE AFTER YOU’VE READ A SECTION Orally ask yourself questions about what you have just read or summarize, in your own words, what you read Take notes from the text but write the information in your own words Underline or highlight important points you’ve just read

REVIEW : An Ongoing Process After you have read and recited the chapter, write questions in the margins for those points you have highlighted or underlined. If you took notes while reciting, write questions for the notes you have taken in the left hand margin of your notebook.

Listening skills Listening and reading are two primary modes of taking in and making sense of information. Listening and hearing are not the same Hearing is an activity that takes place with are without the awareness of the hearer. Listening is a skill that requires energy and focus and rewards the listener in turn with retention of what was heard.

Stages of Listening 1) Sensation stage -once the information has traveled from the speaker (radio, television, person) the listener’s ears pick up the sound waves -hindrances can include hearing loss, preoccupation, or other noises or distractions

2) Interpretation After the listener hears the information, they interpret or attach meaning to the message Hindrances could include Misinterpretation of what is actually said A rush to judgment so you don’t hear the entire message

3) Evaluation Stage This is the stage where you apply meaning to the messageyou form an opinion Make things meaningful-you will remember them! Frequently this stage has the most hindrances because people have different frames of reference. Hindrances: Childhood triggers Your emotional state Lack of trust with the speaker Different social or economic history Different ethnic history Different age groups Language barriers

Listening Assessment (T of F)-Do I listen? ? In an argument, I am usually more interested about getting my point across than hearing what the other person has to say. Once the speaker says something I disagree with, I stop listening. I am easily distracted by surrounding noises when someone is talking to me. I only listen to things that interest me. I frequently let the speaker know I am listening to them by nodding my head in response. I keep my eyes focused on the speaker My friends think I am a great listener I spend more time talking than I do listening When I have an idea I am excited about, I will occasionally interrupt someone. REFLECT ON THESE THINGS-What do you need to do to improve your listening skills

Active Listening 1) Set purposes for listening and pay attention to verbal signposts-don’t multitask when trying to listen actively 2) Stay receptive and non-judgmental-If you have an emotional response to what is said, or you have a preconceived notion of what you will hear, it may prevent you from listening. On the other hand, a positive sense of self enhances the ability to listen. 3) Don’t overlap listening and Responding Its natural to start to form a response before the other person has finished speaking-but you then stop listening to the rest of what is being said. 4) Have regular hearing checkups 5) Repeat: repeating ensures the speaker that you are listening, reinforces your memory when you speak out loud, and gives the speaker a chance to correct misunderstanding

Listening Tool SLANT S-Sit up L-Lean forward A-Ask questions N-Nod T-Track