Memory and Recall

Jensen, Chapter 15

Guys- Let’s see if you can

remember anything I

said on the first day of

class

Senses

SensoryAnd Post-Sensory

TemporalIntegrativeCortex

Frontal Inte-grative Cortex

Premotor a Motor Cortex and Amygdala

• How memory works?– Process rather than location– Multiple memory locations and

systems– Retrieval process is what activates

dormant neurons to trigger memories• Memory is determined by the type of

retrieval process used

– One theory is that memories are frozen patterns waiting for a resonating signal to awaken them

• Situation of memory– Not one place specific– Well distributed in our cortex– Sounds = auditory cortex– Names, nouns and pronouns = temporal lobe– Amygdala = implicit negative memories– Basal ganglia = learned skills– Cerebellum = associative information and movement– Hyppocampus = spatial and other explicit memories

(speaking and reading memories)– Memories involve many senses– After a while parts of memory changes + or -

Remember “separate realities”

– Memory is always on call• We have indexes that contain the instructions (not

the content) for the brain to rekindle the contentconvergent zones

• Convergent zones unite the different contents (color, sound, etc) as they move through the retrieval process

• Long Term Potentiation (LTP)– Is the actual molecular process involved in the

formation of explicit memoriesstrength of synaptic connections

– It is mediated by genes– There is also a protein called CREB = tells the

brain to store the information in the long or short term memory

Adrenaline=neurotransmitter

Acetylcholine=neurotransmitter

Lecithin=Neurotrans-mitter

Norepinephrine=neurotransmitter

Phenylalanine=protein

Chemicals that ImpactMEMORY

Class, what is a neurotransmitter?

Memory Pathways

• Explicit– Semanticcontent– Episodiccontext

• Implicit– Proceduralautomatic behaviors that are

learned and you must think about them before you do them

– Reflexiveautomatic behaviors that take place without thinking about them

• Memory is State (Mood/Situation/Context) Dependent– Each mental, physical and emotional state binds up

information within a particular state– Emotions are learned while information is learned– Practical Applications

• Engage all five senses.• Discussions about learners’ feelings and emotions

regarding new learning.• Incorporate the new learning in some way to their own

personal life.• Use storyboards (like oversized comic strip panels) to

present key ideas• Make a video or audio tape: the more complex the better.• Use peg words to link numbers or pictures to an idea for

ease in recall.• Create or re-do a song with lyrics that represent new

learning.

Assessment

• Choose a concept that is presented in both text. – Explain reason for choosing – Compare them in terms of:

• Definition• Description• Application

– As a summary, develop your own theory on how will you teach the concept to a class like this.

– One page only!