Structures and processes
- Memory entails three processes: encoding, storage, retrieval
- There are two kinds of memory: short term and long term. Evidences
- Structural changes in the brain.
- A logical distinction
- Electrical Activity and Chemical stimulation of the Brain
- half an hour is the max time a lecturer should speak without giving students a task that involves retrieving it.
- Common Experience
- A limit t the Number of Items Memorized
- The methods of association
- It's not that simple.
- Sensory memories
- Temporal differences
- sense modalities
- other distinctive abilities
- contrasting LTMs
- baddeley's working memory
- other complexities
- What happens when students listen to a lecture
- auditory analysis of sense data
- word recognition
- contextual factors
- articulatory loop
- the construction of meaning by encoding
- thinking : students are under pressure not to think during lectures!
- expression or recording?
- visual counterparts
- levels of processing
- Factors Causing Forgetting
- Retroactive and Proactive interference
- Retroactive interference: when what the students learn in the second lecture interferes with what they learnt in the first lecture
- Proactive Interference: When what students learnt in the first lecture interferes with what they learn in the second lecture.
- Silence between teachers' remarks is a very important part of a lecture. it provides time for consolidation and thought. We need more silence in the third quarter of a lecture because interference is most at that time. Interference is the main cause of forgetting in lectures.
- Associative interference is also generally agreed to be the most potent cause of forgetting and that is why students are advised to vary their subject of study.
- Interference is particularly potent over short periods, such as a few seconds.
- Items said at the beginning and end of lecture are the ones that will be remembered if no repetition is used. But statements that are different stand out and are well remembered even when they are in the middle.
- "Trace Decay" in the first few seconds
- A student's memory when taking notes of what a lecturer has said will also quickly fade
- The amount of Information
- A common cause of forgetting is trying to learn too much.
- The average number of items of knowledge that a person can hold in short-term memory is seven plus or minus two.
- repressing what you don’t want to remember
- People forget what they don't want to remember.
- Factors Aiding Memory
- Making the Lecture Meaningful to the students
- whole versus part learning
- Organizing the Subject
- Rehearsing the Material: students try to remember what has been said
- Repetition by the lecturer : the lecturer repeats what has been said
- Feedback on Learning: reward and punishment. At first, it is better to give information first and later, motivation.
- Arousal
- Transfer of learning
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