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W6L1MemoryDevelopment_2021.ppt
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MEMORY DEVELOPMENT

ECHE2180 | Penny Van Bergen

Lecture Outline

  • Memory systems
  • Sensory memory
  • Working memory
  • Long term memory
  • Educational implications

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Three Types of Memory

ENCODING

RETRIEVAL

ATTENTION

WORKING

MEMORY

LONG

TERM

MEMORY

SENSORY

MEMORY

Three Types of Memory

MEMORY FUNCTION ADULT LIMITATIONS
SENSORY MEMORY Registers sensory information Duration of ½ sec (visual) Duration of 3 sec (auditory)
WORKING MEMORY Organises information Rehearses information Discards information - Capacity of 7 ± 2 - Duration of 20-30 sec
LONG TERM MEMORY Stores information - None known

Practice: what kind of memory?

1. Oscar has just seen Lily across the classroom. He looks away quickly but can see her in his head.

2. Oscar impresses Lily with his knowledge of spelling. What a cool guy!

3. Oscar spies Lily’s full name on the class role. He rehearses it in his head.

Lecture Outline

  • Memory systems
  • Sensory memory
  • Working memory
  • Long term memory
  • Classroom implications

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Sensory Memory

  • Sensation: experience incoming information via senses
  • Storage: information is represented in ‘literal’ form
  • Perception: limited interpretation occurs automatically

Sensory input

Visual perception

Example: The Letter “R”

  • Step 1: detect and store stimuli

  • Step 2: pattern recognition
  • Does it match anything in LTM? Yes  R r R

  • Step 3: automatically assign meaning (it’s an ‘r’)

Lecture Outline

  • Memory systems
  • Sensory memory
  • Working memory
  • Long term memory
  • Educational implications

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Working Memory

  • Temporary storage
  • Processing centre: thinking, reasoning
  • Conscious awareness

ENCODING

RETRIEVAL

ATTENTION

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WORKING

MEMORY

LONG

TERM

MEMORY

SENSORY

MEMORY

Now called working rather than short term memory to reflect active processing

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Limited Duration

  • 20-30 seconds

  • Must use information to keep it active
  • Rehearsal
  • Organisation
  • Other cognitive activity

  • To retrieve later, must encode to LTM

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Limited Capacity

  • D F H V S
  • H R D Q C P G
  • N S K Z R D V G L B

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In lecture we would have these appear and disappear… here we have to be creative!

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Memory Span (Miller, 1956)

  • Approx 7 items or chunks
  • Variation by individual
  • Little variation by ‘bits per item’

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Seems to be related to speed of processing: evidence shows Chinese have greater span as language system is such that they can rehearse the same number of items in less time. Have about 2 secs to rehearse. For languages with long, multi-syllable words, span can be lesser

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Span develops with age (Dempster, 1981)

Age in Years

Digit Span

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Chart1

2
3
4
5
6
7
8
9
10
11
12
adult
Number of digits recalled
2.4
3
3.8
4.4
4.7
5
5.3
6
6.3
6.6
6.8
7

Sheet1

Number of digits recalled Series 2
2 2.4 12
3 3 12
4 3.8 12
5 4.4 21
6 4.7 28
7 5
8 5.3
9 6
10 6.3
11 6.6
12 6.8
adult 7

How can we get around WM limits?

  • The importance of ‘automaticity’
  • More practice = more automatic processing
  • Frees working memory space for new learning

  • The importance of presentation
  • Does material overburden WM?
  • Could we present it more simply?

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… and consider pedagogical approach!
(Klahr & Nigam, 2004)

  • Participants:
  • 113 novice science students in year 3-4
  • Randomly allocated to direct instruction or discovery learning

  • Materials:
  • Ramp and ball

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  • Findings:
  • 77% in direct instruction = ‘masters’
  • 23% in discovery learning = ‘masters’
  • Working memory load high for novices!

Lecture Outline

  • Memory systems
  • Sensory memory
  • Working memory
  • Long term memory
  • Educational implications

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What is Long Term Memory?

  • Unconscious store to manage information
  • Accessible days, months, or years later
  • Unlimited capacity

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ENCODING

RETRIEVAL

ATTENTION

WORKING

MEMORY

LONG

TERM

MEMORY

SENSORY

MEMORY

WM determines what goes into LTM; LTM aids the processing of new info in SM and WM

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LTM Knowledge Framework

Long Term Memory

Declarative Knowledge

Procedural Knowledge

Semantic Memory

Episodic Memory

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  • “Knowing how”
  • Skills and abilities
  • Habits, conditioning
  • Implicit recall / influence

Long Term Memory

Declarative Knowledge

Procedural Knowledge

“Knowing that”

Facts and concepts

Experiences

Explicit recall

(Explicit recall may be automatic or deliberate; implicit is automatic)

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  • General knowledge
  • Facts, concepts
  • Independent of context

  • Personal experiences
  • (autobiographical?)
  • Temporally specific
  • Contextually specific

Declarative Knowledge

Semantic Memory

Episodic Memory

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Practice: What LTM?

  • Knowing you had eggs for breakfast
  • Reciting Donald Bradman’s batting average
  • Remembering your first day of school
  • Riding a bike to school
  • Knowing why aeroplanes can fly
  • Knowing how to write

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Development of Long Term Memory

Picture: www.NIHCD.gov

3-6 months:

Evidence of LTM

2-4 years: Autobiographical memory emerges

Across childhood:

Rapid knowledge dvt

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Childhood (Infantile) Amnesia

  • Adults don’t remember life before 3-4 years of age
  • Memory systems in place from infancy
  • Why the delay?

  • Two competing explanations:
  • Language may play a role
  • Understanding of self may play a role

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Language:

Early encoding is perceptual, retrieval cues usually verbal

Reminiscing enhances memory

Understanding of self

‘The cognitive self’ emerges between 18-24 months

Can’t recall personal memory if no ‘self’?

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Across Childhood: Rapidly Increasing Knowledge

  • LTM store increases
  • Automatised facts, concepts, skills
  • New, related items learnt quickly and easily

  • Knowledge better integrated
  • Logical, cause-and-effect relationships
  • Effective use of memory cues

  • Beginning signs of expertise in specific domains

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E.g. Schemas in Kindy and Yr 6

YEAR 6

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TRANSPORT

Public transport

Self-powered

Flying

Taxi

Motorbike

Car

Plane

Helicopter

Unicycle

Bicycle

Skateboard

Tram

Bus

Train

GETTING AROUND

KINDY

Bicycle

Skateboard

Car

Bus

Plane

Train

(but depends on type of recall!)

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Both free and prompted recall require person to bring a representation of the event to mind themselves

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Lecture Outline

  • Memory systems
  • Sensory memory
  • Working memory
  • Long term memory
  • Educational implications

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Educational Implications

  • Guide students’ attention
  • Don’t overload working memory
  • Remember: automatic for you, effortful for them
  • Practise, practise, practise (and give cues if needed)

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