Tutorial 4 : Discuss Self-cognitive Analysis (Memory) and its implications on teaching and learning.

Using a suitable graphic organiser, identify why forgetting occurs and suggest strategies for enhancing pupils memory.

Siti Nor Hanisah . Ummi Najihah

STORING INFORMATION
Sensory input

Long-term memory Short-term memory

Sensory memory

DIFFERENT TYPES OF SENSORY MEMORY

Sensory Memory

Echoic Memory Auditory Stimuli e.g. sounds

Iconic Memory Visual Stimuli e.g. images

Long-term Memory
Explicit Memory
Semantic Memory
Facts e.g. who is the current CEO of Apple?

Implicit Memory Procedural Memory

Episodic Memory
Experienced events e.g. what did I eat this morning?

Priming

Skills e.g. how to ride a bike.

TEST YOUR MEMORY!

Perplex
Bewildered, puzzled,confused

Name the animals that you see in the slide before?

Name the animals that you see in the slide before?

IMPLICATIONS OF TEACHING AND LEARNING IN SELF COGNITIVE THEORY (MEMORY)

Students should be given the opportunity to discover the relationship Teachers should act as facilitators in the process of teaching and learning
Teachers need to be aware of the mode of learning of the students who differs in various aspects such as enactive, iconic or symbolic representation.

Why Forgetting Occurs?

Retrieval Failure
Interference Decay

Retrieval Failure Theory

According

to retrieval failure theory, forgetting occurs when you cannot call on the correct cues. The information may be there, but for the moment it cannot be retrieved. availability: the information is represented in memory accessibility: the information that is available can be retrieved at a specific time/place

Tulving and Pearlstone (1966) suggested that people categorize words or events to help them remember things. To test this theory, they gave participants lists of words grouped in categories and asked half of them to memorize only the words not the category names and the other half were given the category names as cues.

Carry out this exercise using the instructions then compare your answers from both tests. A recommended time for looking at each list is 15 seconds.
Piano Gravy Crisp Wardrobe Bread Harp Tambourine Drawers Keyboard Bed Trumpet Carrots Stool Pasta Settee
Musical Instruments Piano Trumpet Harp Tambourine Keyboard Food Pasta Bread Gravy Crisp Carrots Furniture settee bed drawers wardrobe stool

Interference Theory
Interference theory states that forgetting occurs because memories interfere with and disrupt one another. There are two ways in which interference can cause forgetting:

1. Proactive interference (pro=forward) occurs when you cannot learn a new task because of an old task that had been learnt. 2. Retroactive interference (retro=backward) occurs when you forget a previously learnt task due to the learning of a new task.

Proactive and retroactive Interference is thought to be more likely to occur where the memories are similar, for example: confusing old and new telephone numbers.

Experimental Designs for Studying Interference Underwood and Postman (1960)

Method:

E.g 1: cat - tree, jelly - moss, book - tractor. E.g 2: cat glass, jelly- time, book revolver.
Results : The recall of the second group was more accurate than that of the experimental group. Conclusion : This suggests that learning items in the second list interfered with participants ability to recall the list. This is an example of retroactive interference

Trace Decay Theory

According

to the decay theory, information is forgotten because of the passage of time. This explanation of forgetting in short term memory assumes that memories leave a trace in the brain. Trace decay theory states that forgetting occurs as a result of the automatic decay or fading of the memory trace. Trace decay theory focuses on time and the limited duration of short term memory.

Jenkins & Dallenbach (1924)

Two

subjects studied non-sense syllables Some then went to sleep whilst other continued their normal activities. After intervals of 1,2,4, or 8 hours all participants were tested for recall. The results showed that the participants who had slept for the period in-between training and recall had better retention of the learned material.

Strategies For Enhancing Pupils Memory

Give Directions in Multiple Formats
Pupils benefit from being given directions in both visual and verbal formats.

Teach Pupils to Be Active Readers

Write Down Steps in Math Problems

To enhance short-term memory registration and/or working memory when reading, pupils should underline, highlight, or jot key words down in the margin when reading chapters. Pupils who have a weakness in working memory should not rely on mental computations when solving math problems.