Monday, 11/30 - Memory Encoding
Explain what memory is
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DO NOW: Define "memory."
Create a flow chart of memory encoding, from Sensory Memory to Working/Short-Term Memory to Long-Term Memory. |
Automatic and effortful encoding
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Some of what we encode is done without any effort at all. Write down what you did this morning. Why would that get encoded automatically?
Some of what we encode is done only with effort. Why is it that studying for school, for example, only encodes with effort? What are some of the techniques you use to encode memories? |
Analyze what is likely to get encoded
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Rehearsal: Write down the 12 days of Christmas. (Analyze which ones we, as a class, most effectively have encoded.)
Spacing Effect: Cramming doesn't work as well as spacing out the studying. Serial Position Effect: List the Presidents. (Analyze which ones we, as a class, most effectively encoded.) Chunking: Mr. Soffer will read 8 sets of numbers to you; then, another 8. (Analyze which ones we, as a class, encoded.) |
Analyze efficacy of effortful processing methods
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Mr. Soffer will read a paragraph to you. You will be given instructions as you listen to the list. We will then evaluate our ability to encode that material.
Next, we'll analyze the differences between semantic, visual, and acoustic levels of encoding. |
Homework
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Module 32
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Tuesday, 12/1 - Memory Storage and Retrieval
Iconic Memory
Echoic Memory
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DO NOW: We often have "Flashbulb Memories" for particularly important or stressful events. What are some things you can just picture? Discuss and share out. Discuss relative "truth" of these memories, and why they are stored.
Sounds and words can still be recalled within 3-4 seconds, even if your attention is elsewhere. It's why you can tell your annoyed teacher what he/she just said - even when you definitely weren't paying attention.
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Duration/Capacity of Short-Term
Duration/Capacity of Long-Term
Long-Term Potentiation
Implicit vs. Explicit Memory
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What is the duration of long-term memory?
Our memories, essentially, get seared into our brains - like pathways, connections. Each time we use it, it gets seared in more. The more we use a memory, the stronger that memory gets ingrained.
When we're stressed, the brain produces more energy and hormones; we sear the arousal-provoking memories in, but block out everything else. Watch clip of Clive Wearing. He lacks explicit memory, but maintains implicit memory.
Organize into a hierarchy. How does this contrast help explain infantile amnesia? |
Recall, Recognition, Relearning
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Recall, Recognition, and Relearning all demonstrate memory, but are different levels of retrieval.
As an example, can you RECALL the 7 Dwarves? What about Recognition? I’ll read some names – tell me if they were or were not dwarves? RECALL: As another – draw a penny RECOGNITION: Which one is the real penny? RELEARNING: Write the 7 dwarves RELEARNING: Can you draw the penny now? All 3 demonstrate memory, but function at different levels of difficulty. |
Expertise and Retrieval Rates
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Expertise impacts retrieval rates. Is anyone in here an expert musician?
Expert vs. non-expert retrieval rate tests. |
Context, Deja Vu, Priming, Mood
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Context can serve as a retrieval cue. So can our moods. We have mood-congruent memory. What we encode in one mood, we are more likely to remember when we’re in that mood again.
Remember this "Sleep" PPT from a few weeks ago? This is, essentially, deja vu. Can anyone explain how and why this worked? We are more likely to remember pleasant stimuli. Make 3 lists.
Number them 1-10 in order of preference. Look back at your original list. Did you remember your favorites more easily? |
Exit Ticket
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How do memory researchers use context effects to explain both déjà vu and mood-congruent memory?
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Homework
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Module 33
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Forgetting (Monday, 12/8)
DO NOW
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List the three reasons we forget things.
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Quiz
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Check-In Quiz on Encoding, Storage, and Retrieval
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Review Quiz
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Go over answers to quiz
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Benefits of Forgetting
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Sins of Forgetting
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The seven "sins" of memory - the ways our memory tricks us.
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Storage Decay
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As time passes, this "decay theory" explains that the memories we formed previously become less available and less strong. If we do not rehearse and use the memory, the memory trace disintegrates and decays. While it affects short-term memory more than our stronger, long-term memory is affected as well.
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Retrieval Failure
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Proactive/Retroactive Interference
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This is usually tricky. We'll go over examples, and you'll create your own examples. Then, you'll have to create a memory technique to help you encode and store the two different terms.
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Homework
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Memory Construction
Loftus
Homework
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Watch and discuss Scott Fraser's Ted Talk on eyewitness testimony
Discuss "Thanks For the Memories" article.
Study!
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