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Overview
• Information processing Required reading
approach • Henry, L. (2012). (Ch.1: The
• Perceptual processes working memory model, pp. 1-
36).
(sensory store)
• Buchsbaum, B. R., &
• Three distinctive features of D’Esposito, M. (2013). Working
working memory memory.
• Why we forget and how to Recommended reading
improve memory • Dirksen, J. (2012). (Ch.4: How
• Implications for teaching do we remember? pp. 83-123).
and learning (practical examples, easy to
• Activity understand)
Note: also refer to Duchesne and
McMaugh’s chapter (2016) in Topic
1 for the Information processing
model
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Sensory store -
Perceptual processes
• Perception – use of previous knowledge to interpret the
stimuli registered by the senses
• Many perceptual processes
• Focus on 3 perceptual processes
1. Sensory memory/register
2. Pattern recognition
3. Selective attention
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1. Sensory memory/register
1. Also known as sensory storage or sensory
register
2. Large capacity, very brief duration, senses held in
multimodal or unprocessed/non-encoded form
e.g. iconic (visual) and echoic (auditory) memory
3. Sensory memory stores information like a screening
device which holds information just long enough to be
sorted from the rest and transferred to the Short Term
Memory store or Working Memory
2. Pattern recognition
Identification of complex arrangement of sensory
stimuli (e.g. letters of the alphabet, face) – the
earliest and simplest form of memory Link to: Cocktail
• Brain is very good at recognising information Party Effect
when it has been attended to and received before = phenomenon of
processed. being able to
focus one's
• Recognition easier than recall
auditory attention
- Recognition = only requires matching the on a particular
sensory information to an existing pattern that is stimulus while
in Long Term Memory filtering out a
range of other
- Recall = to do the above and to find a linked
stimuli
pattern
• Recognition is influenced by context
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3. Selective attention
• Attention = concentration of mental
activity Watch 2 videos
http://www.theinv
• is guided by the recognition process
isiblegorilla.com/
(see previous slide) videos.html
• Selective attention = paying attention to
one task only – difficult for young - The original
children – it is learned with selective
age/development - older children focus attention test
their attention more effectively than - The original
younger children. "door" study
• Attention determines if specific
information will undergo deeper
cognitive processing
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Working Memory -
Three distinctive features
1. Rehearsal and the
phonological/articulatory loop
2. Multisensory representations
3. Limited capacity
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• Educational implication:
- Promote the rehearsal experiences and strategies of
children in early years - quantity and quality 16
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2. Multisensory representations
• Our STM is multisensory e.g. can hold
visual images in our minds
- idea of “visuo-spatial sketch pad”
(a system within WM)
• Representing information in more than
one modality appears to improve
memorability
• Educational implication:
- Teach students to represent
information and their understanding
of information in more than one
modality, esp. in maths and problem
solving 17
3. Limited capacity
• Estimates 7±2 items can be retained in WM
• As new information enters, some existing information is
displaced
• There is a developmental sequence to WM - As we grow
older
a) an increase in the speed and automaticity of the
execution of memory processes,
b) our knowledge base improves (Chi, 1978), and
c) self-awareness and control of our cognitive processes
increases
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Implication:
build semantic networks = organise
information into meaningful relationships or
networks
Consider:
1. the strength of the connections and
2. the extent of the connections
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2. Episodic memory
• Also a form of declarative memory but related to specific
events and experiences, e.g. what happened at your
graduation, or when you started your first job
• The most significant - visual record, but includes all senses
• Fixed and iconic nature of the memories (e.g. retracing to
find a key = re-running our experiences)
Implication:
• remind ourselves of context in which
we originally learnt something =
effective way of recalling information
or placing info in a story (e.g.
storytelling games), dramatising
something, use of a jingle = use
episodic memory to help individuals
learn and remember 23
3. Procedural memory
• An implicit memory, allowing action to be performed unconsciously,
about ‘how to’ knowledge – stored first in the motor cortex, then
sent to the cerebellum
• When needed, they are automatically retrieved and utilised for the
execution of the integrated procedures involved in both cognitive
and motor skills, from tying shoes to flying a plane to reading
• They are accessed and used without the need for conscious
control or attention – created through ‘procedural learning’ or
repeating a complex activity again and again.
Implication:
– implicit procedural learning is essential to
the development of any motor skill or
cognitive activity
- linking new information to actions can be
very helpful
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Why we forget
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Improving memory
• Recall is superior when:
– It is processed at a “deep” level in terms of its meaning or in terms
of its self-reference
– If context at recall matches context at encoding
– When people use imagery
• Chunking (combining small units into larger units – usually
applied to STM)
• Organisation - refers to LTM – people spontaneously organise
information
• Mediation = internal code in which extra material is added to
items to make them more memorable e.g., composing a word
or a sentence based on the first letter of each item, or making
up a story based on the items.
– Other mnemonic techniques e.g., rhymes, initials
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– External memory aids e.g., lists, notes, timers
• View:
– Improving Students’ Long Term
Memory from Donna Walker-
Tileston's Ten Best Teaching
Practices
– http://www.youtube.com/watch?v
=NYMztp-157w
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Activity
Concept map:
Refer to Nesbit, J. & Olusola, O. (2006). Learning with concept and knowledge maps: A meta- 32
analysis. Review of Educational Research, 76(3), 413-448. doi: 10.3102/00346543076003413
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