Strategic Learning and Memory

1. Strategic Learning and Memory Day 7 – BUSN 1100

2. What will we focus on today? What is strategic learning • Three step process • Strategies that facilitate effective learning How brain and memory processes affect learning • How the brain moves information into long term memory • What interferes with memory • Strategies that help memory Personal Reflection • What steps in the strategic learning process do I need to improve? • What memory strategies work for me?

3. What is strategic learning? Strategies that are effective in helping students to learn, understand and retain information Referenced to • How our brain and memory processes work • What provides the best results for the time that we have

4. Basic Rule of Strategic Learning Best understood as a three step process 1: EXPOSURE • Become aware of new information 2: REVIEW • Reinforce your original learning and move it into LT memory 3: PRACTICE • Improves your ability to recall the information (e.g. for test) http://proxy.library.niagarac.on.ca:8080/login?url=http://digital.films.com/PortalPlaylists.aspx?aid=8673&xtid=7079&loid=12543

5. Process 1: EXPOSURE Key strategies: • Get focused (e.g. pre-reading of lecture/text materials) • Show up for class • Listen actively • Get engaged • Take good notes (basis for review) You now have the basic information you are trying to move into Long Term Memory

6. Process 2: REVIEW Review and actively engage your original notes • Re-work, summarize and organize information Key strategies are: • Set up review time each week to minimize the effect of the forgettting curve • Make summary notes of lectures or assignments • Create 3 X 5 flash cards, graphic organizers, charts

7. Process 3: PRACTICE Strategies that require you to apply the information you are trying to remember – moving from STM into LTM Key Strategies: • Drill with flash cards / Trivial Pursuit type questions • Recitation • Group study • Spiraling back to review previously learned material Add pizza and it can actually be enjoyable http://proxy.library.niagarac.on.ca:8080/login?url=http://digital.films.com/ PortalPlaylists.aspx?aid=8673&xtid=7079&loid=12544

8. Why do these strategies work? These strategies are based on the way the brain and memory worksbest Working “SMART” instead of scrambling and using ineffective strategies, energy and time

9. Memory – the key to learning How does memory work?

10. Memory processes Memory is central to learning The diagram to the right illustrates schematically the current view of memory, based on the model of Atkinson and Shiffrin (1968)

11. SENSORY BUFFER The sensory buffer is only technically a part of memory Best regarded as part of the perceptual system Information may stay there for about 1/15 of a second while the brain assembles it to “make sense” Very selective about what it attends to – FILTERS

12. SHORT TERM MEMORY - STM Holds material for about 15- 30 seconds, although this can be expanded by practice(impacted by dementia) Has a capacity of seven items (+ or – 2) “Items” are defined by meaning (chunked) rather than size – assuming a label for the “chunk” already exists in long-term memory Research suggests STM deals best with sounds rather than visual stimuli – usually takes longer, thus attended to longer STM loves chunks

13. STM moves information into Working Memory

14. Working Memory Actively holds information to do tasks such as reasoning and comprehension, and further information processing Require the goal-oriented active monitoring or manipulation of information in the face of interfering processes and distractions This THINKING PROCESS involves: • the EXECUTIVE SYSTEM • ATTENTION control of Short Term Memory

15. Executive System of the Brain The EXECUTIVE SYSTEM controls and manages other thinking processes. Functions largely carried out by prefrontal areas in the CEREBRAL CORTEX (grey matter – thinking part of our brain) This brain region is important in planning, decision making and moderating correct social behaviour. The basic activity of this brain region is considered to be orchestration of thoughts and actions in accordance with internal goals.

16. Moving information from STM to Long Term Memory (LTM) McMaster University Student Services Centre Video Full Frontal Learning http://www.youtube.com/watch?v=ZMqAEGPtJaM&feature=youtu.be

17. REHEARSAL and ELABORATION Rehearsal The process of continually recalling material into STM in order to memorize it Elaboration The process of assimilation and accommodation - we codeor chunk information for LTM Another stage where materials may be lost or changed .

18. Longer Term Memory LTM LTM has infinite capacity There are three components of LTM: Semantic memoryConcepts and Ideas Episodic memory Memories of events Procedural memory Skills and “know-how” rather than “know-that” knowledge Each of these types of memories are different • Amnesia affects episodic but other memories remain intact • Procedural is more robust than semantic or episodic memory . .

19. Points to consider about memory The memory process is SELECTIVE At each stage information is FILTERED and even altered Working memory fosters the bridge between short term memory and long term memory (influenced by our focus) Progression to long-term memory (if it is reached) may well take less than a minute. The forgetting curve is like a playground slide; we forget most of what we learnt in the first 24 hours; then it proceeds slowly

20. Engage the material Importance of attending • Lots of information never gets past the sensory buffer • Perception we can multi-task but information never gets past the sensory buffer unless attended to. Actively engaging the material • Importance of reflecting, rehearsal and reviewing information by comparing it to prior chucks • Looking for patterns; evaluating what is relevant Importance of your “chucks” and PARADIGMS • These are your organizers and filters • If they are not well developed, then information is often discarded because of Cognitive Dissonance

21. Note: Your mental and physical state affects your memory Don’t let stress build up • Emotional energy interferes with your ability to memorize Stop rushing around • Faster you work, the more likely to forget something, less likely to organize material effectively and reflect properly on information Eat properly • Too much food/types of food affects your energy level and focus Exercise • Increases blood supply to the brain, positive feelings Rejuvenate – get enough rest

22. Why do we have trouble remembering? • Did not learned the material well in the first place • Disuse – natural decay when retrieval or rehearsal doesn’t occur • Interference – emotional state, other information competes, lack of organization • Different context from the original learning • Lack of attention and effort

23. Strategies for remembering materials What do you find effective?

24. Spread out memory work Review memory work within 24 hours of the first study session is most effective way to master material Short Term Memory Long Term Memory New fact Review No Review Lost

25. Leverage the Spacing Effect Rapid Loss in First hour/day - then slows Spacing Effect Best time to review for optimum LTM retention 1st – 1 hr 2nd – 1 day 3rd – 1 week 4th- I month 5th – 6 months

26. Recite material aloud Research studies show that answering questions aloud Improves recall by 80% Use all your senses See it (Visualize), Say it, Write it , Repeat it, Smell it Each time you write it out: • Write it in fewer words • Keep shortening it until you have a few key words • Key words you can later expand on

27. Use graphic organizers - Visually see the patterns and relationships Timelines Flow charts – sequence steps Clusters Patterns

28. Use Mnemonics A variant of cue-dependence is much used in mnemonics —tricks to facilitate memorizing (Music and rhythms are powerful) Learning the Periodic Table Video http://www.learningandteaching.info/teaching/exercises_m usical_mnemonics.htm

29. Other strategies Study group on Wed at 7 in library • Attention and focus • Expect to remember • Develop interest • Be selective and prioritize important information • Try to understand, not just memorize • Build background to make sense of information • Organize material • Recite and rehearse • Take good notes • Review soon after learning • Spaced practice • Sleep on it See article on Memory Improvement