U3 AOS2 Memory

Memory

Memory

Memory

the process of encoding, storing, and retrieving information that has been previosuly encounted

Atkinsons-Shiffrin Model

a model of memory which outlines the three separate stores of memory (sensory, short-term and long-term) each of which interact through the processes of encoding, storage and retrieval

Sensory memory

all incoming information enters sensory memory, which is a store of memory that brifly stores raw information detected by the senses. If this sensory information is attended to, then it is converted into a useable form and transferred to short-term memory

Examples of the type of information that can be retained by sensory memory

• the faces of your classmates directly after looking at them

• the scent of your deodorant when you spray it

• the taste of your food when you are eating lunch

Duration and capacity of sensory memory

0.2 to 0.4 seconds

Short-term memory

is a store of memory that temporarily stores a limited amount of information that is consciously being attended to and actively manipulated.

• rehearsal is a controlled process which involves consciously repeating information in STM

• rehearsal can increase the likelihood of information being transferred into long-term memoy

Duration and capacity of short-term memory

18 to 30 seconds

How to increase short term memory capcity?

1. remebering stuff in chunks, e.g. remebering a speech based on the topics of each paragraph

2. rehearsing stuff and repeating them, e.g. how we memorise notes and keep repeating it

3. linking certain information to others , e.g. you could remember the name of a new friend by relating it to another friend with the same name

Long-term memory

is a store of memory in which a potentially unlimited amount of information is stored for a relatively permanent amount of time

• information from STM is encoded into long-term memory

• encoding is the process of converting information into a useable form which can be manipulated and stored in the brain

Duration and capacity of long-term memory

unlimted amount

Explicit Memories

• needs conscious recollection

• memory WITH conscious awareness

Implicit memories

• does not need conscious or intentional retrieval

• memory WITHOUT conscious awareness

Procedural (skills and actions)

are specific tasks or behaviors that individuals learn through practice and repetition. These skills often become automatic and do not require conscious thought once they have been mastered

Emotional conditioning

the process by which individuals learn to associate certain emotions with specific situations or stimuli

Basal ganglia

is responsible for motor control and motor learning

Does the basal ganglia store memories?

Implicit memories, such as motor learning (like riding a bike), rely on the basal ganglia

Roles of Cerebellum

• involved in encoding and temporary storage of implicit procedural memories

• formation and storage of procedural memory

• involved in motor learning, which is the process of acquiring and refining new motor skills through practice and repetition

Roles of the Cerebral Cortex

• long term explicit semantic and episodic memories are stored in cortex

• involved in the consolidation of memories, which is the process of stabilizing and strengthening newly formed memories over time

Roles of Hippocampus

• turns short term memories into long term memories

• crucial in the consolidation of new semantic and episodic memories so that they are long-lasting

• damage to the hippocampus does not seriously affect storage or retrieval of procedural memories, but retrieval of explicit memories is effected

Roles of amygdala

• formation and storage of memories associated with emotional events

• when the amygdala is damaged, a person will display no physical signs of fear

• stronger emotions = stronger memories

• we are more likely to remember events that produce strong emotional reactions than events that do not

Episodic memory

personally lived experiences

Semantic memory

general knowledge or facts

Retrieval

the process of accessing information that has been stored in long term memory and bringing it into our conscious awareness in short term memory

Constructing Possible Imagined Futures

hypothetical experiences and situations that an individual creates in their mind

Examples of possible imagined futures

• imagining what you’re going to do tomorrow

• imagining how you might present a speech

• imagining what you might wear to a party and imagining people complimenting your outfit

Mnemonics

techniques used to aid the encoding, storage and retrieval of information

Acronym

the first letters of items form a pronounceable word to aid memory

e.g. bodmas

Acrostics

the first letters of items that create a phrase, rhyme, or poem to aid memory, and can be helpful when you have to remember things in a certain order

e.g. never eat soggy weetabix = north, east, south, west)

Method of loci

converts mental images and associates them with specific locations to aid memory

e.g. in order to memorise “apples, wash cloth, noodles and bread” you can visualize your body shaped like an apple with a wash cloth on your head, holding a pack of noodles in one hand and bread in another

Sung narratives

stories that share important cultural, ecological, and survival information through the use of singing, harmony and rhythm

Songlines

multimodal performances conducted as a family or community that travels through country

Classical conditioning

• is a type of learning in which a neutral stimulus becomes associated with a response through repeated pairings with an unconditioned stimulus. This results in the neutral stimulus obtaining the same response as the unconditioned stimulus

Before conditoning

at this stage, there is no conditioned stimulus or response, instead there is only a neutral stimulus that produces no response and an unconditioned stimulus that automatically produces an unconditioned response

During conditioning

during this stage, the neutral stimulus is repeatedly paired with the unconditioned stimulus, which in turn produces the unconditioned response

After conditioning

by this point, the conditioned response has been learnt and the neutral stimulus is now referred to as the conditioned stimulus, and it produces a conditioned response

Neutral Stimulus

produces no significant response prior to conditioning

Unconditioned Stimulus

the stimulus that produces an unconscious response

Unconditioned Response

is a naturally occurring behaviour in response to a stimulus

Conditioned stimulus

the stimulus that was originally the neutral stimulus, which produces a conditioned response after being repeatedly paired with an unconditioned stimulus

Conditioned response

the response that occurs involuntarily after the conditioned stimulus is presented

Operant conditioning

• a three-phase learning process whereby the consequence determines the likelihood of reoccuring behaviours

Phases of operant conditioning

• antecedent

• behaviour

• consequence

Antecedent

the stimulus that causes a particular behaviour

e.g. the owner saying the command word “sit” to a dog

Behaviour

the voluntary action that occurs in the presence of the antecedent

e.g. the dog sits in response to the owners command word “sit”

Consequence

the outcome of the behaviour, which determines the likelihood that it’ll occur again

e.g. the owner gives the dog a treat after it sits on command, increasing the likelihood that the dog will sit on command in the future

Types of consequences

• reinforcement

• positive reinforcement

• negative reinforcement

• punishment

• positive punishment

• negative punishment

Reinforcement

a consequence that increases the likelihood of a behaviour reoccurring

Positive reinforcement

the addition of a desirable stimulus, which in turn increases the likelihood of a behaviour reoccurring

Negative reinforcement

the removal of an undesirable stimulus, which in turn increases the likelihood of a behaviour reoccurring

Punishment

a consequence that decreases the likelihood of a behaviour reoccurring

Positive punishment

the addition of an undesirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring

Negative punishment

the removal of a desirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring

Observational conditioning

a process of learning that involves watching the behaviour and the associated consequence

Stages of oberervational conditioning

• attention

• retention

• reproduction

• motivation

• reinforcement

Attention

when individuals actively focus on the behaviour and the consequences of the behaviour, if the individual does not actively concentrate on the behaviour, then it is unlikely that they will retain this information

e.g. eisha watches her friend zara kick a football. eisha concentrates on how zara holds the ball and swings her leg to kick it

Retention

when individuals create a mental representation to remember the demonstrated behaviour, if the individual has met this stage this means that the information they have paid attention to is stored in their memory. This information can then be accessed later on when the individual goes to perform the behaviour

e.g. eisha creates a mental note of zara kicking the football. She remembers how zara holds the ball, drops it, and swings her leg to kick it

Reproduction

when the individual must have the physical and mental capabilities to replicate the behaviour, athough an individual may have paid attention to the model and retained the information, if they do not have the Physical or Mental ability to successfully replicate the behaviour, then they will be unable to reproduce the behaviour

e.g. eisha has the physical capabilities to replicate the behaviour of kicking the football as she is physically fit and coordinated

Motivation

motivation is a cognitive process in which individuals must desire to perform the behaviour they are observing after they have observed it. This motivation can be either intrinsic or extrinsic

e.g. eisha is motivated to learn how to kick a football as she wants to play a football game with zara

Intrinsic Motivations

occur from within the individual, such as the desire to perform well on an exam

Extrinsic Motivations

occur from factors that are external to the individual, such as the desire to receive praise from your teacher for doing well on an exam

Reinforcement

in which the individual receives a positive consequence for the behaviour which makes them more likely to reproduce the behaviour again in the future

e.g. after eisha successfully kicks the football, zara praises her and eisha feels proud of herself. Eisha wants to continue practising kicking the football

8 multimodal forms

• story sharing

• learning maps

• non verbal

• symbol & images

• community links

• deconstruct / reconstruct

• non liner

• land links

Story sharing

we connect through the stories we share, approaching learning through narrative

Learning maps

we picture our pathways of knowledge, images are used to map out processes for learners to follow

Non verbal

we see, think, act and share without words hands on

Symbol & Images

we share knowledge with art and objects using images and metaphors to understand concepts

Community links

we bring new knowledge home to help our mob and share the information learnt with others so that they too can learn

Deconstruct / Reconstruct

we work from wholes to parts, watching then doing

Non liner

we put different ideas together and create new knowledge

Lank links

we work with lessons from land and nature