A N N M O R R I S O N , P H . D .

MEMORY

MEMORY EXPERIMENT

• Look at the image I have just given you• When I say time is up, hand the image back to

me• Copy the image onto the blank page• Put your name on the blank page and hand it in

AKOM MEMORY FRAMEWORK

WORKING MEMORY

• Working memory (WM) is like a funnel; it can only take in and process so many things at one time• Sometimes WM receives too much information

from Short term memory (STM); unless information from STM is compressed and rehearsed it is forgotten• WM is like a clearinghouse. Information is stored

there temporarily and is then sent to the appropriate part of the brain for long term storage.

PURPOSES OF WORKING MEMORY

• Holding together parts of ideas/stories while they develop• Holding together different parts of a task or

activity while doing it• Holding together short- and long-term parts of

plans• Holding together short- and long-term memory

Levine,

WHAT WE PROCESS, WE LEARN

• Process information in the moment• Evaluate, question,

• Practice and repeat information• Write it down, think about it later, tell someone else

• Think elaborately and illustratively• Wrap prior knowledge around new knowledge

• Use imagery• Create images to remember, record ideas in images

• When providing information: Organization and Support• Provide structure to help students make meaning

From Peter Doolittle, TEDGlobal 2013

WORDS FROM PETER DOOLITTLE TALK

• Tree• Highway• Mirror• Saturn• Electrode

LONG TERM MEMORY

Storage (filing)

• Paired information• Procedural information• Categories• Rules and patterns

Retrieval (access)

• Recall• Recognition• Automaticity

SPONGEBOB’S MEMORY

• Watch this excerpt from Spongebob: Squilliam Returns• In groups, identify strategies for teaching

Spongebob how to be a fancy waiter without him having to erase his long term memory and overload his short term memory

COMPRESSION (RECODING)

• Chunking• Creating visual images • Repeating the information out loud• Summarizing• Grouping

LEARNING

Level

Academic and social behavior

Attention, Memory, Language

Neurobiological

Assessment

Academic and social testing

Cognitive and Language Testing

fMRI, PET, MRI

LONG TERM MEMORY (LTM)

Long Term Memory

Semantic

Declarative

Procedural

Episodic

Declarative

Procedural

MEMORY EXPERIMENT PART 2

• On the blank paper I provide, draw the image from the beginning of class

CONSOLIDATE AND REHEARSE

• What is the relationship between attention and memory?

• How do they fit together?• Draw a picture of attention and memory processes

showing how they fit together• At a minimum, include the following ideas:• sensory information, hearing, seeing, smelling, tasting,

touching, mental energy controls, processing controls, production controls, STM, WM, LTM, storage/encoding, retrieval/access, rehearsal

• This will make you use the information you have learned on these two topics and store them into LTM