Memory

Theories – week 7
 Outcome
• Explain key aspects of memory and its
links to learning

• Plus questions about assignment

 But first...
• Constructivism stuff from last week

• What are the key words?

• How does it compare to cognitive
approaches?
• How does it link to humanism?
• How much of it do you do already?
Watch
 Questions
• Who has a bad memory?
• Is memory important in education? Why?

• Many psychologists claim we all have roughly

the same capacity for memory.
• Do you agree?
• They say it’s all to do with how efficiently we put
it in and get it out again.
• Understanding a bit about memory helps
teachers assist their learners.
• Memory test
 Memory test
• Bridge
• Print
• And
• The
• Ass
• Was
• Hat
• The
• Horse
• Tottenham Hotspur
• Gateau
• Book
• Toothpaste
• The
• Banana
• Plug
• There
• Radio
 Key Components
• Retention-Organisation-how efficiently it
goes in
• Recall-how efficiently you can get it out
again
 A bit of theory
• There are loads of types of memory but 3
we need to worry about: sensory memory,
short-term( or working) memory and long-
term memory
Short term memory
 Short term memory
• Short-term memory
• Short-term memory acts as a scratch-pad for temporary
recall of the information under process. For instance, in
order to understand this sentence you need to hold in
your mind the beginning of the sentence as you read the
rest.
• Short-term memory decays rapidly (1 min) and also has
a limited capacity.
• Chunking of information increases short-term memory
capacity ( hyphenated phone numbers).
• Interference often causes disturbance in short-term
memory retention.
Key factors- helping short term into
long term
• Interest/ Motivation
• Environment/ time
• Lack of distraction
• Awareness of how memory works best
• Recording, organising and reviewing
information learnt.
• Tricks of the trade-Mnemonics, ‘wardrobe
trick’ etc Number-Rhyme system
“Within 24 hours of a 1 hour learning period at least 80% of detailed
information is lost” Buzan, T. (2003) Use Your Head
 Improving memory
• Primacy-‘New beginnings’, fresh at the start
• Recency- Lots of Endings-Yesterday is clearer
than last year
• Outstandingness- mnemonics and tricks,
vulgarity and sexual, funny, absurd,
exaggeration, colour, smell.
• Linking- Narratives, content to meaning (i.e.
understanding!).
• Review-Revisit, repeat and revise
watch
Learning and memory

Long term
Short term
memory
memory

Other senses?

Forgetting Forgetting
 Review again on day
2
Review asap
after learning
‘event’

The theory goes that if you

After one review, you’ll
recall more but you still
need a second and
maybe a third boost
review 2 or 3 times you
shouldn’t need to revise at
the end of the year
Teachers build this idea into
schemes and lesson plans
How would you advise someone to
remember…
• 20 words in a foreign language
• Everyone’s birthday in class
• To do a particular thing at a particular time
• Nuclear codes (you’re the president of
Russia/America-take your pick)
• Key points in a lecture or from a text book.
 The key
• “In order to remember, we must first
understand. Otherwise recall can only be
achieved with very great difficulty and
what is recalled is of little use to the
learner” (Petty 1998, p.226)
 I know it’s from Wikipedia but I
thought it was interesting…
Working memory and learning
There is now extensive evidence that working memory is linked to key
learning outcomes in literacy and numeracy.[50] In a screening study of
over 3,000 primary-school children, 10% of those in mainstream classrooms
were identified with working memory impairments. Inspection of their
learning profiles indicates that two-thirds achieved standard scores below
age-expected levels (<86) in reading and math.[51] Without appropriate
intervention, these children lag behind their peers. Recent research has also
confirmed that working memory capacity, but not IQ, predicts learning
outcomes two years later.[52] This suggests that working memory
impairments are associated with low learning outcomes and constitute a
high risk factor for educational under achievement for children. In children
with learning disabilities such as dyslexia, ADHD, and developmental
coordination disorder, a similar pattern is evident.[53] Common
characteristics of working memory impairments in the classroom include
failing to remember instructions and difficulty completing learning activities,
thereby jeopardising future academic success.[54]
 Additionals
• Stroop test
• http://www.echalk.co.uk/amusements/Gam
es/Simon/simon.swf
Additional Reading &Reference list
• Petty, G.(2003) Teaching Today .3rd Edition. Cheltenham: Nelson
Thornes Chapter 23
• Buzan, T. (2003) Use Your Head. London: BBC Active
• Buzan, T. (2006) Use your Memory. London: BBC Active
• Nordinhho (n.d.) The short term memory checker. [Online].
Available:
• http://www.nordinho.net/vbull/other-cool-games/33489-short-term-
memory-checker.html [8th January 2008]
• The Brain from Top to Bottom (n.d.) [Online]. Available:
• http://thebrain.mcgill.ca/flash/i/i_07/i_07_p/i_07_p_tra/i_07_p_tra_2
a%20copy.jpg [8th Jan 2008]
Assignment