Identifying Principles Memory Principles Practice Identifying Memory Principles

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Identifying Principles

Identifying Principles

Memory Principles Practice Identifying Memory Principles. Read each description of students using memory principle.

Memory Principles Practice Identifying Memory Principles. Read each description of students using memory principle. See if you can identify the primary memory principle being employed. Note: This is similar to what you will be required to do on the unit test. Copyright © Houghton Mifflin Company. All rights reserved. 4|2

Mike quickly discovered that he couldn’t memorize everything in his Psychology 300 textbook when

Mike quickly discovered that he couldn’t memorize everything in his Psychology 300 textbook when it was test time, so he uses chapter sub-headings, end-of chapter questions, and graphs and charts to help choose what is most important. Copyright © Houghton Mifflin Company. All rights reserved. 4|3

Mike quickly discovered that he couldn’t memorize everything in his Psychology 300 textbook when

Mike quickly discovered that he couldn’t memorize everything in his Psychology 300 textbook when it was test time, so he uses chapter sub-headings, end-of chapter questions, and graphs and charts to help choose what is most important. Selectivity Copyright © Houghton Mifflin Company. All rights reserved. 4|4

When Bill tries to learn difficult concepts in his biology class, he finds that

When Bill tries to learn difficult concepts in his biology class, he finds that he can remember them more clearly if he explains the ideas aloud in his own words. Copyright © Houghton Mifflin Company. All rights reserved. 4|5

When Bill tries to learn difficult concepts in his biology class, he finds that

When Bill tries to learn difficult concepts in his biology class, he finds that he can remember them more clearly if he explains the ideas aloud in his own words. Recitation Copyright © Houghton Mifflin Company. All rights reserved. 4|6

Cindy recognizes that she can only concentrate on difficult subjects for short periods of

Cindy recognizes that she can only concentrate on difficult subjects for short periods of time, so she never waits until the night before a test to start studying. She schedules daily study and review sessions for each of her classes. Copyright © Houghton Mifflin Company. All rights reserved. 4|7

Cindy recognizes that she can only concentrate on difficult subjects for short periods of

Cindy recognizes that she can only concentrate on difficult subjects for short periods of time, so she never waits until the night before a test to start studying. She schedules daily study and review sessions for each of her classes. Distributed Practice Copyright © Houghton Mifflin Company. All rights reserved. 4|8

Matt learns best when he “sees” things, so he tries to picture things in

Matt learns best when he “sees” things, so he tries to picture things in his mind that he needs to remember. Sometimes he even makes a mental video that he can replay at test time. Copyright © Houghton Mifflin Company. All rights reserved. 4|9

Matt learns best when he “sees” things, so he tries to picture things in

Matt learns best when he “sees” things, so he tries to picture things in his mind that he needs to remember. Sometimes he even makes a mental video that he can replay at test time. Visualization Copyright © Houghton Mifflin Company. All rights reserved. 4 | 10

Trevor always hated science, but made a real effort to enjoy his biology class.

Trevor always hated science, but made a real effort to enjoy his biology class. He soon discovered that he was learning a lot about protecting the environment, something about which he was passionate. Copyright © Houghton Mifflin Company. All rights reserved. 4 | 11

Trevor always hated science, but made a real effort to enjoy his biology class.

Trevor always hated science, but made a real effort to enjoy his biology class. He soon discovered that he was learning a lot about protecting the environment, something about which he was passionate. Interest Copyright © Houghton Mifflin Company. All rights reserved. 4 | 12

David had an easy time in his Business Law class because he had worked

David had an easy time in his Business Law class because he had worked as a student intern for a corporate lawyer during the summer. Copyright © Houghton Mifflin Company. All rights reserved. 4 | 13

David had an easy time in his Business Law class because he had worked

David had an easy time in his Business Law class because he had worked as a student intern for a corporate lawyer during the summer. Basic Background Copyright © Houghton Mifflin Company. All rights reserved. 4 | 14

Chelsey tries to connect information she is learning to something she already knows. At

Chelsey tries to connect information she is learning to something she already knows. At test time, she’s able to remember the connection and retrieve the facts she needs. Copyright © Houghton Mifflin Company. All rights reserved. 4 | 15

Chelsey tries to connect information she is learning to something she already knows. At

Chelsey tries to connect information she is learning to something she already knows. At test time, she’s able to remember the connection and retrieve the facts she needs. Association Copyright © Houghton Mifflin Company. All rights reserved. 4 | 16

Eric loves Calculus, but he knows that he can’t just listen to a lecture

Eric loves Calculus, but he knows that he can’t just listen to a lecture and expect to fully understand. It takes time for the information to become secure in his long-term memory, so he takes good notes and reviews often. Copyright © Houghton Mifflin Company. All rights reserved. 4 | 17

Eric loves Calculus, but he knows that he can’t just listen to a lecture

Eric loves Calculus, but he knows that he can’t just listen to a lecture and expect to fully understand. It takes time for the information to become secure in his long-term memory, so he takes good notes and reviews often. Consolidation Copyright © Houghton Mifflin Company. All rights reserved. 4 | 18

Jan gets the most out of a class when she goes in with the

Jan gets the most out of a class when she goes in with the attitude that she is going to fully participate that day by taking notes, making comments, and asking questions. Copyright © Houghton Mifflin Company. All rights reserved. 4 | 19

Jan gets the most out of a class when she goes in with the

Jan gets the most out of a class when she goes in with the attitude that she is going to fully participate that day by taking notes, making comments, and asking questions. Intent to Remember Copyright © Houghton Mifflin Company. All rights reserved. 4 | 20

When Sam was trying to learn the overwhelming amount of information in his Anatomy

When Sam was trying to learn the overwhelming amount of information in his Anatomy class, he soon found that the information was easier to remember if he arranged it categorically. Copyright © Houghton Mifflin Company. All rights reserved. 4 | 21

When Sam was trying to learn the overwhelming amount of information in his Anatomy

When Sam was trying to learn the overwhelming amount of information in his Anatomy class, he soon found that the information was easier to remember if he arranged it categorically. Meaningful Organization Copyright © Houghton Mifflin Company. All rights reserved. 4 | 22

Practice Practice Practice Practice Practice Describe how thePractice Practice Practice Practice Practice Describe how the
Longterm Memory Explicit memory Episodic Memory Semantic MemoryLongterm Memory Explicit memory Episodic Memory Semantic Memory
Memory Training Memory sensory memory vs shortterm memoryMemory Training Memory sensory memory vs shortterm memory
MEMORY ORGANIZATION Memory Hierarchy Main Memory Auxiliary MemoryMEMORY ORGANIZATION Memory Hierarchy Main Memory Auxiliary Memory
Identifying Hazardous Assets Concept Identifying Hazardous Assets IdentifyingIdentifying Hazardous Assets Concept Identifying Hazardous Assets Identifying
Principles of Effective Practice Principles of Effective PracticePrinciples of Effective Practice Principles of Effective Practice
Identifying Genre Practice 2 Practice On a separateIdentifying Genre Practice 2 Practice On a separate
Identifying Genre Practice 2 Practice On a separateIdentifying Genre Practice 2 Practice On a separate
Warm Up Practice worksheet 3 1 Practice identifyingWarm Up Practice worksheet 3 1 Practice identifying
PRACTICE PRACTICE AND MORE PRACTICE WRITE IT DOWNPRACTICE PRACTICE AND MORE PRACTICE WRITE IT DOWN
PRACTICE SUPERVISOR PRACTICE ASSESSOR TRANSITION FOR PRACTICE TEACHERSPRACTICE SUPERVISOR PRACTICE ASSESSOR TRANSITION FOR PRACTICE TEACHERS
Practice Question Practice Question 12 34 Practice QuestionPractice Question Practice Question 12 34 Practice Question
Practice Management Practice Management Practice Structure There arePractice Management Practice Management Practice Structure There are
Practice Question Practice Question 12 34 Practice QuestionPractice Question Practice Question 12 34 Practice Question
th 6 Grade Round 1 Practice Practice Practiceth 6 Grade Round 1 Practice Practice Practice
Massage Practice Settings Practice Settings Private Practice homeMassage Practice Settings Practice Settings Private Practice home
Review Systems of Memory Declarative Memory Working memoryReview Systems of Memory Declarative Memory Working memory
MEMORY PROCESS OF MEMORY MEMORY The processing storageMEMORY PROCESS OF MEMORY MEMORY The processing storage
Memory Test Memory organization Memory test complexity FaultsMemory Test Memory organization Memory test complexity Faults
Memory Human Memory The cognitive perspective understands memoryMemory Human Memory The cognitive perspective understands memory
Memory Organization 1 MEMORY ORGANIZATION Memory Hierarchy MainMemory Organization 1 MEMORY ORGANIZATION Memory Hierarchy Main