Memory
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The document discusses memory strategies and limiting factors. Effective memory strategies include forming associations between items, rehearsal, using categories and schemas, creating narratives, recasting tasks, and metacognition. Limiting factors are exceeding short-term memory capacity, time limits not allowing full encoding, task anxiety, difficulties with motor skills, primacy and recency effects, and unclear stimuli. The strategies and limitations provide implications for how memory and learning can be optimized.
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Memory
- 1. MEMORY RESULTS Tuesday, August 17, 2010
- 2. Strategies that worked Tuesday, August 17, 2010
- 3. Strategies that worked Forming paired associations between items - color, number, word labels, physical movement Tuesday, August 17, 2010
- 4. Strategies that worked Forming paired associations between items - color, number, word labels, physical movement Rehearsal - repetition, subvocalizing Tuesday, August 17, 2010
- 5. Strategies that worked Forming paired associations between items - color, number, word labels, physical movement Rehearsal - repetition, subvocalizing Tuesday, August 17, 2010
- 6. Strategies that worked Forming paired associations between items - color, number, word labels, physical movement Rehearsal - repetition, subvocalizing “horses” “five horses” Tuesday, August 17, 2010
- 7. Strategies that worked Tuesday, August 17, 2010
- 8. Strategies that worked Categories (Schema) Tuesday, August 17, 2010
- 9. Strategies that worked Categories (Schema) Connecting with prior knowledge Tuesday, August 17, 2010
- 10. Strategies that worked Categories (Schema) Connecting with prior knowledge Tuesday, August 17, 2010
- 11. Strategies that worked Categories (Schema) Connecting with prior knowledge Tuesday, August 17, 2010
- 12. Strategies that worked Categories (Schema) Connecting with prior knowledge “vegetation” “rainforest” “living things” “green” Tuesday, August 17, 2010
- 13. Strategies that worked Creating a narrative “After taking a canoe, we walked on the beach” Tuesday, August 17, 2010
- 14. Strategies that worked Recasting task to draw upon an existing skill (ASL hand shapes -- learning a dance) Using mnemonic devices Tuesday, August 17, 2010
- 15. Strategies that worked Tuesday, August 17, 2010
- 16. Strategies that worked Metacognition Tuesday, August 17, 2010
- 17. Strategies that worked Metacognition knowing that a strategy is needed Tuesday, August 17, 2010
- 18. Strategies that worked Metacognition knowing that a strategy is needed choosing a strategy to try Tuesday, August 17, 2010
- 19. Strategies that worked Metacognition knowing that a strategy is needed choosing a strategy to try monitoring performance as task progresses Tuesday, August 17, 2010
- 20. Strategies that worked Metacognition knowing that a strategy is needed choosing a strategy to try monitoring performance as task progresses adjusting strategy to maximize performance Tuesday, August 17, 2010
- 21. Strategies that worked Metacognition knowing that a strategy is needed choosing a strategy to try monitoring performance as task progresses adjusting strategy to maximize performance reflecting upon one’s performance Tuesday, August 17, 2010
- 22. LIMITING FACTORS Tuesday, August 17, 2010
- 23. LIMITING FACTORS • Number of stimuli - exceeded short term memory capacity (7 + or - 2 items) Tuesday, August 17, 2010
- 24. LIMITING FACTORS • Number of stimuli - exceeded short term memory capacity (7 + or - 2 items) • Time limit - not enough time to encode items reliably into memory, increasing anxiety Tuesday, August 17, 2010
- 25. LIMITING FACTORS • Number of stimuli - exceeded short term memory capacity (7 + or - 2 items) • Time limit - not enough time to encode items reliably into memory, increasing anxiety • Task anxiety - competes for working memory space! Tuesday, August 17, 2010
- 26. LIMITING FACTORS Tuesday, August 17, 2010
- 27. LIMITING FACTORS • Difficulty with motor execution of tasks Tuesday, August 17, 2010
- 28. LIMITING FACTORS • Difficulty with motor execution of tasks Tuesday, August 17, 2010
- 29. LIMITING FACTORS • Difficulty with motor execution of tasks • Primacy effect - preferential memory for the first stimulus seen, as it makes a bigger impression for being first and is rehearsed most Tuesday, August 17, 2010
- 30. LIMITING FACTORS • Difficulty with motor execution of tasks • Primacy effect - preferential memory for the first stimulus seen, as it makes a bigger impression for being first and is rehearsed most • Recency effect - preferential memory for the last items - nothing further to compete for memory space Tuesday, August 17, 2010
- 31. LIMITING FACTORS • Difficulty with motor execution of tasks • Primacy effect - preferential memory for the first stimulus seen, as it makes a bigger impression for being first and is rehearsed most • Recency effect - preferential memory for the last items - nothing further to compete for memory space •Primacy + recency effects = losing items in the middle! Tuesday, August 17, 2010
- 32. LIMITING FACTORS unclear and/or uninteresting stimuli Tuesday, August 17, 2010
- 33. Implications for teaching? Tuesday, August 17, 2010