Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Rodriguez, Rizal
GRADUATE SCHOOL

Topic

Memory

Prepared by:

Ms. Jennifer L. Oriola

Passed to:

Mr. Rody Buenviaje

What is memory?

The ability of an organism to record information about things or events with the facility of
recalling them later at will.

The Process of Memory

1. Encoding
 the process of receiving, processing, and combining information.
2. Storage
 the creation of a permanent record of the encoded information
3. Retrieval
 the calling back of stored information in response to some cue for use in a process or
activity

Stages of Memory
 Sensory memory
 Short-term memory
 Long-term memory

1. Sensory Memory
 sensory register
 a very short-term
 large capacity memory source
 holds information from the senses

Types of Sensory Memory

1. Iconic memory- visual sensory memory

2. Echoic memory- auditory sensory memory
3. Haptic memory- memory of touch

2. Short-term Memory
 memory is very brief
  memory is limited

3. Long-term Memory
 working memory
 memories can last for a matter of days to as long as many decades

Types of Memory
A. Explicit memory
B. Implicit memory

A. Explicit Memory
declarative memory
conscious long-term memory that is easily and intentionally recalled and recited

EXAMPLES OF EXPLICIT MEMORY

1. Episodic memory- life events and autobiographical knowledge

2. Semantic memory- non-biographical

How are explicit memories stored?

 formed via a process of encoding and retrieval (hippocampus)

 memories can be coded deliberately through flashcards, verbal repetition, revisiting
photographs
 episodic memories can be coded unconsciously if they prompt strong emotions
(amygdala)

How are explicit memories retrieved?

 Involved a strong emotion.

 Involved multiple senses, such as hearing or smell. (More senses mean more chances to
be reminded of the event or fact.)
 Were rehearsed or revisited frequently.

B. Implicit memory
Non-declarative
is a type of memory that is not consciously recalled

TYPES OF IMPLICIT MEMORY

1. Procedural memory- to store memories of how to follow specific procedures

2. Priming-which occurs when a person is exposed to one stimulus, then later reacts to a
similar stimulus without consciously recalling why

How procedural memories are stored?

  a person must master the cognitive tasks associated with the memory
 the person develops associations between the individual steps of the procedure
 the brain associates the procedure with a particular context

Working Memory and its Role in Teaching and Learning

 It is where thinking takes place, where incoming new information is connected with prior
knowledge, and where both are manipulated
 It has a limited capacity
 Overload leads to information loss
 Processing in working memory is essential for long-term storage

Working Memory and its Role in Teaching and Learning

 Making meaning
 How much of the working memory capacity does it take?
 Teaching with working memory in mind
 Focusing working memory resources on learning
 Fully guided instruction is recommended for novice students
 Choose the best mode of presentation

Workouts for Working Memory

 Repeat after me.

 Make a game of it.
 Emphasize relevance.
 Hone short-term recall through practice
 Visualize it.
 Teach it to learn it.

Takeaways for Teachers

1. Attention is vital for learning. Make sure to vary activities and provide frequent
opportunities for checking in to make sure students are engaged.
2. Be mindful of the limitations of working memory and take care to minimize extraneous
stimuli for students when learning new tasks.
3. Provide opportunities for students to work with concepts and information using deeper
processing methods.
4. Make use of frequent low-stakes retrieval practice through quizzes, games, or other
activities to prevent cramming and combat forgetting.

Takeaways for Students

1. Attention is vital for learning. Minimize distractions in the classroom and while studying.
For example, put away digital devices or request different seating in the class.
2. Remember that your working memory is limited. Multitasking while learning is not
effective. Dealing with emotional and social stress can also interfere with working
memory capacity if not managed.
 3. Make use of effective learning strategies. Just about any type of thinking you can do with
the information is better than reading, rereading, repeat.
4. Spread out your work as much as possible and avoid cramming. It might get you the
grade that you want, but you will never do as well as you could do with repeated
exposure to the material.

References
 Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02523/full
 Retrieved from https://www.simplypsychology.org/memory.html
 Retrieved from
https://courses.lumenlearning.com/boundless-psychology/chapter/types-of-memory/