EXAMPLE

Pick a card, any card

Concentrate. Really. Concentrate!

I have removed your card!

PROCESSING OF INFORMATION
Retrieval
Attention Encoding

Stimulus

Sensory memory
Forgetting

Short-term memory
Forgetting

Long-term memory
Forgetting

DEVELOPING THE SHORT TERM MEMORY

EXPERIMENT 1
You will be now be presented with a sequence of numbers, which will appear in the centre of the screen at one second intervals. Try to memorise the numbers in sequence as they are presented. When you see the word NOW appear, write the numbers down in the same order as they were presented, (serial recall), on the sheet of paper.

5 2 4 3 7 1 8 6 9
NOW

ACT

HOW DID YOU DO? 5 7 4 8 3 1 9 6 2

SEE BELOW

On an average, the capacity of STM is between 5 and 9 items of information.

EXPERIMENT 2
Now, you will be presented with a line of letters across the centre of the screen which will appear for approximately 10 seconds. Your task is to remember as many of the letters as you can, in the order in which they were presented. When you see the word NOW appear on the screen, write down on your paper as many of the letters as you can remember, in the same order as they were presented.

GCEBTECGCSEGNVQAS

ACT

NOW

DIFFICULT, WASNT IT?

Now try it again, using a fresh sheet of paper, obviously! Try this again

GCE BTEC GCSE GNVQ AS

NOW

YOU
WHY

PROBABLY DID BETTER THIS TIME - ANSWERS BELOW.

GCE BTEC GCSE GNVQ AS

STIMULUS MATERIAL TWICE, AN EXAMPLE OF THE PRACTICE EFFECT).

MIGHT THIS BE?

(APART

FROM HAVING SEEN THE

It is found that the capacity of STM could be considerably increased by combining, or organising, separate bits of information, e.g. letters or digits, into larger chunks.

STUDY SKILLS
Memory skills Note Taking Reading Skills Time Management

MEMORY SKILLS
Mnemonics
Visualization Memory

Chunking

Association

NOTE TAKING
Mind Mapping
Note Taking Outline Cornel Method

Thinking Maps

READING TEXTBOOKS

SQ3R
ACT

WHAT IS IT?

SQ3R
SurveyTake

a look at the reading assignment

first! Preview all major headings and subheadings. Read provided introductions and conclusions. Look at graphics, charts, maps, pictures, diagrams and read their explanations. Notice italicized, bolded, or repeated words. Think about how the material is organized.

SQ3R
QuestionTurn

the headings and subheadings

into questions. This sets a purpose for your reading! If there are not headings, turn the first sentence of paragraphs into questions. Use what, where, when, why or how to create your questions.

SQ3R
ReadRead

to find the answer to the questions. You may choose to write out your questions and answers, or write brief notes or key words in the margins so you can review them later. ReciteAfter youve found each answer, say it aloud in your own words. This will help you move the information to your long term memory. ReviewReview your questions and answers.

ACT