Phase 2 Part 4

Memory: the persistence of learning overtime through storage and retrieval of information
Example: we remember people’s names because they are constantly repeated to us every day.
Memory Loss: losing the ability to store and retain information
Example: We don’t remember peoples phone numbers because we only need the information for a short while.
Memory Feats: having a larger memory capacity than most people or than expected
Example: Genius like Einstein who are really smart.
Memory like a computer?: our minds encode, store, and retrieve like a computer. Our minds store information they receive in a part of the brain like a disc so it can be used later if necessary
Example: We remember names like computers store documents.
How neuroscience fits into memory: neuroscience is the science of how the brain works and memory is a function in the brain
Example: Neuroscience describes everything biologically in the brain and memory is a function that the brain does.
Sensory memory (please include all types): the immediate, initial recording of sensory information into the memory system
Example: Touching a hot flame is immediately stored into our brain to not touch it again
Long-term memory (Please include storage): the relatively permanent and limitless storehouse of the memory system
Example: Things that we remember throughout out life like our family’s names and our birthday.
Short term memory: activated memory that holds a few items briefly before the information is stored or forgotten
Example: copying a code into the computer is only needed for those short seconds
The role of emotion in memory: emotion plays a role in memory because sometimes people tend to remember details from an event that had an impact on them or was emotional for them than an event that was just there.
Example: People remember their first kiss because is made them feel Strong emotions.
The Steps of Encoding: encoding is either effortful or automatic
Example: when you have to put effort in to encoding it takes awhile to learn like the dates and people in history. when you automatically store info you do it without effort, such as the lyrics to your favorite song.
Ebbinghaus’ retention curve: the more time we spend learning information the more we retain
Example: Through grades k-12 the same concepts are brought up, however each time they get more in depth and more complex. This constant occurrence ensure that we retain the information.
Spacing effect: the tendency for distributed study or practice to yield better long term retention than is achieved through massed study or practice
Example: When you studying for a week for a big test you are more likely to remember the information than if you study the night before.
What we encode: there are three ways of encoding, we either encode the meaning, visualize it as a picture, or mentally organize it like a list
Example: For the term “axon” we either encode it by understand what it does and why, we see the visual process that in undergoes, or we can create an outline of the major concepts.
Kinds of encoding: the three kinds of encoding are visual, acoustic, and semantic
Example: the memory of how a song sounds would be encoding
Levels of processing: the different levels of processing are regular processing or shallow processing
Example: parallel distributed processing
Imagery and memory: mental pictures, a powerful aid to effortful processing, especially when combined with semantic encoding
Example: Since atoms are practically invisible it is better to see a drawing or picture to get a better understand of what they really are.
Mnemonics: memory aids, especially those techniques that use vivid imagery and organizational devices
Example: Pictures are a mnemonics because they aid in our memory process.
Ways to organize information for encoding: the two ways to organize information for encoding is through chunking or hierarchies
Example: a linear hierarchy
Memory trace: a memory represented by a change in neural tissue
Example: memory trace on a computer program
Iconic memory: a momentary sensory memory of visual stimuli; a photographic or picture like image memory lasting no more than a few tenths of a second
Example: When you wake up in the morning you might get a quick picture of what you dreamed about last night.
Echoic memory: a momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within three to four seconds
Example: Recalling what your parents yelled at you and how they said because if hurt you a lot.
Long-term potentiation(LTP): an increase in synapse’s firing potential after a brief, rapid stimulation. Believed to be a neural basic for learning and memory
Example: When your adrenaline goes up you tent to remember everything in detail that you wouldn't have usually remember. Such as people in a car accident can see the 30 sec crash in a slower version and can recall minor details.
Amnesia: loss of memory
Example: When people forget their locker combination or a phone number.
Implicit memory vs. explicit memory: implicit memory is retention independent of conscious recollection. Explicit memory is memory of facts and experiences that one can consciously know and declare
Example: reading something backwards vs. remembering last year
Hippocampus: a neural center located in the limbic system that helps process explicit memories for storage
Example: cerebral cortex
Recall: a measure of memory in which the person must retrieve information learned earlier, as on a fill in the blank test
Example: remembering something that happened a long time ago for a report
Serial positioning effect: our tendency to recall best the last and first items in a list
Example: only remembering the first and last items on a concussion test
Recognition: a measure of memory in which the person need only identify items previously learned
Example: multiple choice test
Relearning: a memory measure that assesses the amount of time saved when learning material for a second time
Example: reviewing chemistry for human biology class
Priming: the activation, often unconsciously, of particular associations in memory
Example: is someone studied a list of words and then was asked to say a word with a certain prefix they would most likely say a word from the list they studied a while ago
Mere-exposure (not in 9): the phenomenon that repeated exposure to novel stimuli increases liking to them
Example: if you are constantly exposed to animals you will begin to have a love for them
Déjà vu: the eerie sense that “I’ve experienced this before”
Example: feeling like the same thing that you just experienced happened before perhaps being in school at the same moment
Mood congruent memory: the tendency to recall experiences that are consistent with ones good or bad mood
Example: if you’re really happy and you begin to talk about all the good things that happened in your week
Proactive vs. retroactive interference: the disruptive effect of prior learning on the recall of new information vs. the disruptive effect of new learning on the recall of old information
Example: having trouble understanding the depth of a chapter in class because it goes against or gets mixed up with what you learned in a class the year before
Repression: the basic defense mechanism that banishes anxiety arousing thoughts, feelings, and memories from consciousness
Example: someone who has memories of a bad childhood because of abuse or neglect could have trouble forming relationships with people
Misinformation effect: incorporating misleading information into ones memory of an event
Example: someone seeing an incident and knowing exactly what happened but then being given false information by someone else and hearing it so many times they begin to believe that is actually what happened because that’s all they remember
Source amnesia: attributing to the wrong source an event that we have experienced, heard about, read about, or imagined
Example: your mom tells you about a trip she took when she was little and months later you tell someone else about the place she went but you don’t know how you know about the place
Binocular cues (not in 9): depth cues, such as retinal disparity and convergence, that depend on the use of two eyes
Example: imagining that something that is not right in your direct line of vision is below everything else you are seeing
Monocular cues (not in9): distance cues, such as linear perspective and overlap, available to either eye alone
Example: lines



1. Consider everything you know about the way memory works in the human brain. How can you tap into that in order to construct your learning strategy? Provide at least 5 different ways to use memory to create an effective learning strategy?

1.) Survey 3.) Game 5.) Steps (outlines)
2.) Test 4.) Chart (diagrams)

2. How is the human mind faulty in remembering information? Explain how that could
impact the construction of your learning strategy (provide 3 examples)

The mind can alter the specifics of a memory. 1.) mind can create false answers which will cause you to remember it wrong. 2.) You might you saw one thing on diagram or chart that wasn’t there. This causes the persons answers to be wrong. 3.) Some people only remember things for a short period of time. Therefore we will repeat it constantly and make it fun so they will remember it.

3. What kinds of strategies can you use to study in order to help you remember information better for the AP exam?

Flashcards, practice tests, outlines, read/review, videos, diagrams, pictures, charts.

4. Consider Maslow’s Hierarchy of needs (not in 9), how can this concept about the needs of human beings impact memory and learning? Provide 3 different examples to prove your point.

If needs aren't meet memory process may not meet expectations. Our basic needs are food, water, and sleep. If these needs are not met, theses needs become more essential than anything else. The mind will only focus on these things. That is why it is important to eat breakfast and lunch during school. And it is important to get enough sleep at night. Also, it is important to keep drinking throughout the day to keep yourself hydrated.

5. Research Bloom’s Taxonomy of Educational Objectives and Gardner’s Theory of Multiple Intelligences. How do they tie into what you learned about human memory and also, how can they help you create an effective learning strategy? Provide 3 pieces of factual support for your reasoning.

Both tie into memory because they are about effective ways to learn and different types of learners. Bloom’s Taxonomy is about the different things you should do to ensure you know the topic. He says to create, evaluate, analyze, apply, understand, and remember. Gardner’s Theory tells about the different type of learners such as visual, linguistic, logical, bodily, musical, and interpersonal. Both are key to creating our project because we want to meet every student’s different way of learning. Also, we want to make sure everyone knows the subject from every angle.