Mariel oulu lecture learning and remembering

Learning &

Remembering

Technology Integration & Evaluation Research Lab

(TIE)

Mariel MillerPhD student

University of Victoria

Department of Educational Psychology & Leadership Studies

Who am I?2

PhD student in Educational Psychology

University of Victoria, Canada

Research member of the Technology

Integration & Evaluation Research Laboratory

(TIE)

Instructor for ED-D101: Learning Strategies for

University Success

How do we Remember? Sensory Memory

Working Memory

Long Term Memory

5 Key Processes for Learning &

Remembering Selecting

Monitoring

Assembling

Rehearsing

Translating

Overview3

Before We Start…4

Come up with one idea about each of the following

• Why could listening to music while studying interfere with memory?

• Next time you feel overwhelmed with information, what can you do?

• Why is recognizing and imposing structure on information important?

• Why are you being asked to think about these questions?

What is Memory5

Memory:

mental processes

involved in

acquiring, retaining

, & retrieving

information

Long Term

Memory

Encoding &

Storage

Memory Model (Atkinson-Shiffrin)6

Three components in

memory

Sensory Memory

Working Memory

Long Term Memory

Working

Memory

Attentio

nSensory

Memory

Retrieval

Enviro

Input

Like a computer

Input (mouse clicks)

Central Processing Unit

Hard Drive Storage

Memory Model7

Learning and Processing in Memory Involves:

Encoding

Storing

Retrieving

Transferring information from

Working Memory to Long term memory

Holding info in Long Term Memory

in an organized fashion

Finding info in Long Term Memory and

Transferring back to Working Memory

Sensory Memory8

Sensory Memory receives all available

sensory info in the environment

Unlimited Capacity

Very Short Duration

Iconic (visual) 0.2 – 0.4 seconds

Echoic (audio) 3 - 4 seconds

Long Term

Memory

Encoding &

Storage

Working

Memory

Retrieval

Sensory Memory9

Only some received information is

attended to, selected and passed on to

working memory

Attentio

nSensory

MemoryEnviro

Input

Info lost if not

attended to

Avoid Loss From Sensory

Memory10

Increase Attention Available Clear head of mental distracters

Decrease Attention Required Prepare the environment

Take away things that demand attention

unnecessarily

Attend to only the most important

information Strategically select and attend

Activating prior knowledge helps with this

What does that mean for

instructional design?11

Use signals

Make purpose clear

Draw on multiple senses

Arouse curiosity

Prompt metacognitive monitoring and control

of attention…questions and answers

Working Memory12

• Receives information attended to in

sensory memory

• Where the work happens• Holding, Rehearsing, Processing

Long Term

Memory

Encoding &

Storage

Working

Memory

Retrieval

Attentio

nSensory

MemoryEnviro

Input

Working Memory13

Limited Capacity

7 + or – 2 items

Short Duration

5-20 seconds

Long Term

Memory

Encoding &

Storage

Working

Memory

Retrieval

Attentio

nSensory

MemoryEnviro

Input

Doing the

Work!

Info is lost if it

isn’t acted upon

Lost if not

processed

Working Memory in Action14

We will read each sentence out loud

Remember the last word of each sentence

Don’t write anything down

The rain and howling wind kept

beating against the rattling

window panes.

11/4/2011

He covered his heart with both

hands to keep anyone from

hearing the noise it made.

11/4/2011

The stories all deal with a

middle aged protagonist who

attempts to withdraw from

society.

11/4/2011

Without tension there could be

no balance either in nature or

in mechanical design.

11/4/2011

In a flash of fatigue and

fantasy, he saw a fat monster

sitting beside a campfire.

11/4/2011

The lieutenant sat beside the

man with the walkie-talkie and

stared at the muddy ground.

11/4/2011

Working Memory in Action21

Quickly write down

the last word

of each sentence

22

Panes

Made

Society

Design

Campfire

Ground

Working Memory in Action

23

Stand Up…

How many words did you remember?

Sit down if you remembered

1-3 words

4-5 Words

All 6 Words?

Working Memory in Action

What did you do?24

Rehearse (Maintenance Rehearsal) Rote repetition

Connect with what you know (Elaborative

Rehearsal) Connect Words

Associate

Make it more meaningful

Working Memory Constraints25

What if I asked you to:

1) Remember the last word of each sentence

AND

2) Tell me whether the sentences were true or

false ?

Working Memory Constraints26

Forgetting:

Too much info, Too quickly, Too complex combined…..cognitive load

Lack of strategies for allocating resources

Avoid Loss: Encode into LTM27

Off-load work to external resources

Pace learning

Develop automaticity (practicing)

Activate Prior Knowledge

Use Strategies for memorizing simple information

Engage SMART Operations for meaningful learning

Memory Strategies28

Chunking Improve memorization of new information by reducing

the amount / complexity

35885533598

Memory Strategies29

Chunking Improve memorization of new information by reducing

the amount / complexity

358 8 553 3598

Memory Strategies30

Mnemonic Strategies

Improve memorization of new information by connecting it with info you already know

Best for simple information (lists & procedures)

Creates room for higher order thinking

Types of Mnemonic Strategies First Letter Mnemonics

Peg Word

Method of Loci

Memory Strategies31

First Letter Mnemonics

Examples

ROY-G-BIV (Red Orange Yellow Green Blue Indigo Violet)

FACE (music)

HOMES (Huron, Ontario, Michigan, Erie, Superior)

Santa Wins Lottery (sensory memory, working memory, long

term memory)

Easy to remember acronym

Sillier = More memorable

Memory Strategies32

Method of Loci

How to use it Choose a familiar place/route

Picture each item in the place/along the route

When to use it Simple information

Easy to remember map

Difficult to use more than once

Memory Strategies33

Method of Loci

Example

shopping list:

Apple

Bread

Milk

Broccoli

Fish

Strategies for Meaningful

Learning34

5 basic cognitive operations (SMART) help you to encode information & remember effectively

S = select

M = monitor

A = assemble & associate

R = rehearse

T = translate

SMART: Search & Select35

Search & Select the Relevant

Information Identify what is important

Distinguish between themes, main ideas, and

supporting ideas

Get rid of the irrelevant details

SMART: Search & Select36

Search & Select the Relevant

Information

Extraneous information-

text, video, audio, image

(sometimes added to

increase interest)

SMART: Monitor37

Monitor How Things Are Going

Are you paying attention? Is it

wandering?

Do you understand?

Do you remember?

SMART: Assemble (Organize & Structure)

38

Organize & Structure Information Link across sources (text, notes, lecture slides)

Link between ideas

Mentally organize

Strategies…


39

Outlining


40

Compare / Contrast Tables

Properties Sensory

Memory

Working

Memory

Long term

memory

Storage

capacity

Duration

Strategies I

can use

Forgetting

happens

because…


41

Knowledge Maps

Most effective maps label

the links (type of

relationship)

Key ideas as well as how

ideas connect or relate

Bigger picture of how

concepts fit together


42

Timelines

SMART: Associate (Elaborate)43

Make Connections

With what you know

Between the big ideas

Generate Ideas

Draw inferences

Read between the lines

Extend & Elaborate on what

is there

Predictive Questioning:

Explain why you think this

happens?

Can you think of some

examples?

What things can you

conclude?

SMART: Rehearse44

Repetition is critical for learning

Review multiple times in multiple ways Revisit

Reread

Rework

Etc

But when?

SMART: Rehearse45

Timing

Massed Practice (solid chunks of time)

Distributed Practice

shorter, more focused sessions over time

(a little each day)

Spacing Effect

Distributed Practice

Better long term recall

Less total study time required

SMART: Rehearse46

BUT…depends on when you need to

remember

SMART: Translate47

Put information into your own words &

own representations

Long Term Memory48

Encoded information is stored in

Long Term Memory • Like a human hard drive

• Unlimited Capacity

• Rel. Permanent storage

Long Term

Memory

Encoding &

Storage

Working

Memory

Retrieval

Attentio

nSensory

MemoryEnviro

Input

Info lost due to

retrieval

failure,

interference,

decay

11/4/2011Dr. A. Hadwin

49

Long Term Memory

Concepts

&

Principles

How is Information held in

LTM?50

Multiple theories to explain this:

Concepts and prototypes

Propositional networks

Schemata

Schema

Framework of knowledge

Functions as a guide for action, structure

for interpreting info, framework for solving

problems, etc.

51

Long Term Memory: Schema

Encoding

How you process and attend to info

depends on what schema is activated

Recall

Provides frameworks for recall

Memory consists of representations (not

exact copies of info)

re-creating / re-constructing information and

events

Memory Activity52

I am going to give you a passage to read.

Choose a partner.

One of you will have different

information than the other.

Memory Activity53

Partner #1: Close your eyes –do not open

until I tell you

Partner #2: I will flash up some

information.

Read the information SILENTLY - NOT

OUT LOUD

Memory Activity54

Partner #1: Close your eyes –do not open

until I tell you

Partner #2: I will flash up some

information

Read the information SILENTLY – NOT

OUT LOUD

Doing Laundry

55

Write everything you remember56

•Simple procedure

•Arrange items in groups (perhaps 1 pile)

•May go somewhere else due to lack of facilities

•Do not overdo things.

•better to do too few things at once than too many

•Otherwise complications can easily arise.

•Mistakes are expensive

•Complicated at first, becomes regular facet of life

•Not likely an end to the necessity for this task

•arranges the materials into different groups again.

•put into their appropriate places.

•Repeat

•Just part of life

Who remembered

more?

A) Partner #1 (eyes

closed)

B) Partner #2 (eyes

open)

C) Remembered Equally

Differences in

what you

remembered?

Why?

If you knew this is about doing

laundry…57

Easier to pay

attention

Easier to read

Easier to pick out

what was important

(select)

Easier to comprehend

Easier to remember

(connect)

This procedure is actually quite simple. First you arrange items into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life. (Bransford & Johnson, 1972, p. 722).

If I tell you this is about doing

laundry…58

You activate the relevant schema

Direct attention to information based on that schema

Select and encode what is relevant

Ultimately remember more

Bransford & Johnson (1972).

Topic After Topic

Before

Max Score

Comprehensi

on

2.12 4.50 7.00

Ideas

Recalled

2.65 5.83 18.00

Learning like Puzzles59

Retrieving Information from LTM60

Important to practice retrieving information

Ways that match how you will need to USE information Recognize vs recall

Facts vs connections

Time constraints / contexts

Long Term

Memory

Encoding &

Storage

Working

Memory

Retrieval

Attentio

nSensory

MemoryEnviro

Input

Thinking about work in this

course61

ICE notes Ideas:

What to focus on?

Selecting and searching

Concepts Connect ideas with concepts

Connect ideas with what you already know (other concepts)

Extending Why is it important (Elaborating, Generating new

Ideas)

How do things fit together? (Associating & Assembling)

Meaningful Learning

For Long Term

Memory

Revisit62

Questions….• Why could listening to music while studying interfere

with memory?

• Next time you feel overwhelmed with information, what can you do?

• Why is recognizing and imposing structure on information important?

• Why are you being asked to think about these questions?

Thinking about Memory63

http://www.youtube.com/watch?v=Vwigmktix2Y






Thank You!