Bio 250 – Human Anatomy

• Lecture – M W – 12:30 pm- 1:45 pm• All exams in the laboratory [except the lecture final]

• Access to the Lab – Campus security list Do not remove any study aids from the lab

• Web site: http://www.csub.edu/~ddodenhoff/anatomy/anatomy.html

• WEBCT: Login from the web page of main csub page [ do not ignore this resource, the webct page will contain all lecture and lab supplemental material]

• http://www.csub.edu/webct/

A few words about anatomy

• Too much information?

• Standardize introductory course• More new information than might be

expected for a typical course [depending on a student’s biology background]

• Laboratory terms less than possible in order to emphasize anatomy concepts

How do we learn [or more importantly

memorize information]?

• Memorize - to study until it is easy to remember – for example: "Below is an addition table that you should memorize”

• Memory- the cognitive processes whereby past experience is remembered; "he can do it from memory"

• Learning - The process by which relatively permanent changes occur in behavioral potential as a result of experience.

Information Processing: Memory

Types of Memory

Short-term memory

Working memory

Long-term memory

Short-Term Memory

• Limited in the amount of information-

Unless information is processed the memory lasts only 15-30 seconds

Remember the following sequence–red, blue, green, eleven, yellow, rot, green, blue, two, white

Write down the sequence

• Was the first in the sequence Blue? No

Were there any unfamiliar terms in the list?

You are more likely to remember information that is familiar than unfamiliar [unless there is only one unfamiliar fact or item]. Therefore if the amount of unfamiliar information is increased your ability to recall the information using short term memory decreases

• How many in the sequence do you have correct?

• Is the memory used while recalling short-term memory in order to associate old memory with new memories

• Requires a previous association relative to the new information inorder to process the information

red, blue, green, eleven, yellow, rot, green, blue, two, white

Working Memory

How much information will end up in Long Term

Memory?

This figure shows the sequence for memories to be encoded into long term memory. Notice that items in short term memory can not be encoded into long term memory without processing the information. This block between short term memory and long term memory is why you do not recall [retrieve memories] every stimulus relayed by the senses during a given event.

Where is memory stored?

How do we store it and retrieve memories?

A stimulus triggers the firing of neurons in a particular sequence

The firing neurons relay the stimulus and trigger a further characteristic neural firing pattern within a network of neurons. To maintain the pattern for memory recall many associations need to be encoded within the neural network

So if the neurons record the information in long-term memory, why can I not remember or remember all the information correctly [exactly as it was encoded?

The storage of information is similar to a pattern of highways interconnecting storage areas : broken connections or misdirected connections may lead to an inability to correctly recall information

1

2 3

Similar memory

How to increase the retrieval of memory

• Increase the depth of processing Memory is a by-product of

processing information

• Increase the amount of semantic encoding

Three types of encoding

• Structurally encoding would be like remembering the number of letters or how the word appears

• Phonemically – how the word sounds when pronounced

• Semantically- associate meaning to the word and the context associated with the word use.

The semantic encoding of information is the type of encoding students want to increase

Methods of Semantic encoding

• Elaboration- linking the information with other information incorporated at the same time or information you already know---demonstrations of a concept [this is the type of encoding that incorporates the smell of a room while studying or music associated with the meaning.

• Self-Referent ---Make the information personally relevant. This requires associating the new information with information you already know well and are able to recall easily

• Visual Imagery-- using visual imagery to represent the term or concept. This would be a diagram or illustration that summarizes the information

Why is self-referent the most effective encoding?

• Example: Instead of rote memorizing

the hypothalamus, hippocampus, and amygdala are three structures in the limbic system of the brain

“…you could think about the limbic system’s involvement in emotions, memory, and motivation by constructing a simple story.

‘ I knew it was lunchtime because my hypothalamus told me I was hungry, thirsty, and cold. My hipppocampus helped me remember a new restaurant that opened on campus, but when I got there I had to wait in line and my amygdala reacted with anger’

What factors will affect your understanding and proficiency of the course material?

• Prior experience with the course material• Time spent processing the course information

– more rehearsal the greater the proficiency in recalling the course information

• Duration of time spent creating associations between the context of the information and self-referent associations.

Methods of RehearsalOutline all lectures

• For example outline the topics of this tutorial: What were the topics of today’s lecture? Requirements for the course How is memory encoded Efficient methods of encoding information

that increase memory retrieval

[the use of multiple types of rehearsal is more effective than spending a long time on one type of rehearsal i.e. 30 min study sessions for four days is more effective than one 2 hour study session]

Under each topic identify the facts associated with each topic.

• These do not have to be detailed accounts How is memory encoded?

Network associations Types of memory?

Categories of representation? Ways of encoding semantic information?

• Identify any terms that do not make sense or you can not remember; this exercise will also help identify information that is new and information that is easily associated with older memories

Write out at least two questions about the facts: topic by topic

• Topic: Ways of encoding semantic memory. What is semantic encoding?

• Topic: remembering that memory is a consequence of processing Was this a type of memory or method of

processing?Do not just read what semantic memory is…..incorporate in the definition a reference that is self-relevant ….If you do not ask questions about the information while reviewing then you most likely only be able to answer questions that ask if you recognize the information …….and you may not be able to answer questions that require you to extrapolate about the meaning of a term or concept.

For Example:

…you could write out the association………

arguing semantics is discussing the context or meaning of a word…….

..therefore semantic encoding incorporates the meaning of a term or information bit. Notice that the meaning for semantic encoding has now been linked to a

meaning previously learned and easily recalled [of course you will have to determine what is self-relevant]

So finally, based upon what you now know about memory recall, What information is mostly likely to be retain if you read the textbook once and listen to lecture?

• Information you are able to easily incorporate or associate with prior knowledge

• Therefore new information will require rehearsal methods to properly encode into long term memory

Take out a ½ sheet of paper and write on it:

1. First and last Name

2. The Date : 9-15-04

3. The term given to foramen A.

4. The term given to bone B.

A

B

Example associations for lab

material

• Memorizing structures without associations reduces your ability to recall a specific structure

• Identifying the parts of humerus is difficult if you try to memorize the greater and lesser tubercles and medial and lateral epicondyles without associating these structures with a familiar location……However the task of memorizing these structures is simplified if you associate the tubercles with the shoulder end of the humerus and the epicondyles with the elbow end of the humerus [notice also that elbow and epi start with e….which is an additional association that will help you recall the 1st association]

Examples of associations for lectures• Outline lecture topics into sections of similar topics; this visual

organization of information will aid in recalling the several associated facts required to answer many types of multiple choice questions. For example, there are four types of cells found in bone and they are given similar sounding terms but serve different functions. There are several different types of questions that can be asked about these cells that would require more than a rote memorization of a single meaning. For example osteoblasts are the cells responsible secreting the matrix within bone tissue and osteoclasts are the cells responsible for breaking down the bone matrix, however this definition would not be sufficient to answer the following question:

To answer this question you would need to associate with the osteoblasts and matrix that the matrix is composed of collagen fibers and hydroxyapatites and also you would have to know that mesenchyme cells have to become osteoblasts before the cells secrete any matrix fibers. This type of a question is designed to test whether a student understands the meaning of terms and will retain some of that understanding after completing the course. Memorized definitions are not usually retained in long term memory without additional encoding of meaning of terms in multiple contexts [associated to other similar topics]

Collagen is secreted by which of the following?

A. Mesenchyme cells B. Osteoblasts

C. Osteoclasts D. Hydroxyapatites

E. A and B are correct