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Ithaca College Seminar
Common Hour Workshop
Presented by
the
Academic Advising Center
Test Preparation, Test Taking
Strategies and More….
Academic Advising Center
www.ithaca.edu/advising
Exams at
College
Exams
atIthaca
Ithaca
College
 Some courses only involve projects or papers
 Some courses will have a mid-term or final (more knowledge –
more to study – each exam counts for a lot of your grade).
 Some courses will have 3 or 4 exams. . Your professor will usually
provide information about the test format in class.
 Some professors give quizzes. May be annoying, but they do help
you retain the information by forcing you to study frequently.
 All courses must have class during the final exam time slot – you
may end up doing presentations rather than taking an exam.
 Some finals are just like a regular test. Some are cumulative or
involve a take home exam.
 Look at the syllabus for the whole semester to identify weeks
when you have multiple tests. Work backwards in terms of
preparing for the exam
Test Preparation Involves:
Test Preparation Involves:
 Knowing the kind of exam you will be taking and
studying accordingly.
 Reviewing information frequently before the test
 Recognizing your own learning style – VARK – visual,
auditory, read/write, kinesthetic
 Effective time management
 Asking faculty questions in class
 Forming study groups with classmates
 Using faculty office hours
Tips for Using
Faculty Office Hours
 Don’t wait until you have a problem to use office
hours.
 Make an appointment to guarantee that you will have
time with the professor.
 If you have an appointment, be on time.
 Have a clear idea of why you are going to office
hours. Avoid starting the conversation with, “I don’t
understand anything.”
Using Faculty Office Hours
 Bring what you need to the meeting – notes, copy of
an exam, copy of a paper
 Ask for clarification before you leave – or afterwards.
 Get referrals to other campus resources.
 Schedule a follow up meeting if needed.
Draw the objects that you just
saw in the same pattern as they
appeared on the screen.
.
Draw the objects that you just
saw in the same pattern as they
appeared on the screen.
Why was it easier to draw
the second set of figures?
Chunking
You can better remember
information if it is organized into
patterns.
Techniques for organizing
information
Group concepts that are alike
Use color to highlight key
information
Use white space between
groupings when making lists
Terms you need to remember for psychology
http://allpsych.com/dictionary/d.html
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Assimilation
 Incorporating objects, experiences, or information into existing schemas.
Associations
 The phenomenon in learning that states we are better able to remember information if it is paired with something
we are familiar with or otherwise stands out.
Declarative Memory
 The part of long-term memory where factual information is stored, such as mathematical formulas, vocabulary, and life events.
Episodic Memory
 Subcategory of Declarative memory where information regarding life events are stored.
Intrinsic Motivation
 The motivation or desire to do something based on the enjoyment of the behavior itself rather than relying on or
requiring external reinforcement.
Extrinsic Motivation
 The desire or push to perform a certain behavior based on the potential external rewards that may be received as a
result.
Semantic Memory
 The part of declarative memory that stores general information such as names and facts.
Short Term Memory
 The stage of memory where information is stored for up to 30 seconds prior to either being forgotten or transferred
to long term memory.
Long Term Memory
 Relatively permanent memory.
Rehearsal
 Repeating information in order to improve our recall of this information.
Retrieval
 The process of bringing material out of long term memory and into consciousness.
Storage
 The process of saving information in long term memory
Short Term Memory
7 items plus or
minus 2
Choose a small number of terms to study –
rather than studying all the terms at once
Short term memory
Long term memory
Rehearse
Storage
Retrieval
Association
Intrinsic Motivation
Extrinsic Motivation
Look at the definitions for those terms
http://allpsych.com/dictionary/d.html
 Associations
 The phenomenon in learning that states we are better able to remember information if
it is paired with something we are familiar with or otherwise stands out.
 Intrinsic Motivation
 The motivation or desire to do something based on the enjoyment of the behavior
itself rather than relying on or requiring external reinforcement.
 Extrinsic Motivation
 The desire or push to perform a certain behavior based on the potential external
rewards that may be received as a result.
 Short Term Memory
 The stage of memory where information is stored for up to 30 seconds prior to either
being forgotten or transferred to long term memory.
 Long Term Memory
 Relatively permanent memory.
 Rehearsal
 Repeating information in order to improve our recall of this information.
 Retrieval
 The process of bringing material out of long term memory and into consciousness.
 Storage
 The process of saving information in long term memory
Change the definitions into language you understand
Intrinsic Motivation: Desire to do something because of internal reward
Extrinsic Motivation: Doing something because you will be rewarded by
someone else
Short Term Memory: The stage where information is stored for up to 30 seconds
before it is either forgotten or moved to long term memory.
Rehearsal: Repeating information in order to improve our recall of this information.
Associations: Making a connection between new knowledge and a
familiar object or concept
Storage: The process of saving information in long term memory
Long Term Memory: Relatively permanent memory.
Retrieval: The process of bringing material out of long term memory
so that it can be used.
Put the information you need to know into a context.
Apply it!
Items stay in your short term memory for a short time – 10 to 30 seconds
depending on distractions. Phone number for Rogan’s.
Ultimate goal is to get information into long term memory. Remember the
number without having to look it up.
You need to rehearse the information to move it into storage (long term
memory) so that you can retrieve the information when you need it (like on a
test). Practice so you can store it and remember it when you need it. I am
hungry! I want pizza now!
Making associations between classroom knowledge and objects that are
already part of your world is one way to rehearse. What numbers are similar
to the phone number? Birthdates? Ages? Addresses?
It also helps if you are intrinsically motivated to do well (you WANT to learn
the material) rather than extrinsically motivated (someone else is
rewarding you with a grade).
REMEMBER…….
Rehearsal helps you to
move information into long
term memory
How do you rehearse?
 Flash cards
 Write down the information (note taking in class,
rewriting your notes)
 Saying the information out loud
 Quizzing yourself (one sided notes) or having
someone quiz you
 Reviewing the information frequently – a few
minutes every day (ideally the same day as
lecture)
Expanded Flash
– The
Matrix
Expanded
flashCards
cards
-- matrix
Short term memory
I enjoy learning new things.
Connecting new
knowledge to familiar
concepts or pictures so you
can better remember it.
Correctly answering
questions on a test because
I have the knowledge
stored and can remember it
when I need it.
Expanded flash cards – The matrix
Short term memory
The stage where information
is stored for up to 30 secs.
Before being forgotten or
transferred to long term
memory.
Looking up the number for
Rogan’s and typing it into my
cell phone.
Intrinsic motivation
The motivation or desire to
do something based on the
enjoyment of the behavior
itself.
I enjoy learning new things.
Association
Connecting new
knowledge to familiar
concepts or pictures so you
can better remember it.
The phone number for
Rogan’s is only one digit off
my mother’s phone
number.
Retrieval
The process of bringing
material out of long term
memory and into
consciousness.
Correctly answering
questions on a test because
I have the knowledge
stored.
Timeline of Memory Research
1885
1956
1960s
1974
Ebbinghaus
Baddeley & Hitch
“On Memory”
Studied how long it
took him to
memorize lists
George Miller
Short term
memory
Magical Number
Seven plus or
minus two
Concept of working
memory.
Shiffrin
“Modal model”
Information goes
from short term
to long term
memory
Three components:
Central executive
Phonological loop
Visuo-spatial
sketchpad
Test Anxiety!
 Excessive worrying days before the test
 Negative self thoughts before and during the test
 Physical symptoms – nausea, appetite changes,
severe headaches
 Not trusting your knowledge or the answers you
chose
 Blanking during the test – lack of recall
 But remembering the information after the test
Where to go at IC for help
with test anxiety
Student Disability Services (SDS)
 Location
110 Towers Concourse
Office Hours
Monday thru Friday 8:30am to 5pm
 Contact Info
Phone: (607) 274-1005
http://www.ithaca.edu/sds
Counseling and Psychological
Services (CAPS)
 Located on the Lower Level of the Hammond Health
Center. Private stairway entrance on the west side of
the building, off of the Campus Center parking lot.
 Students needing an elevator can access CAPS offices
through the Health Center.
Business Hours:
8:30 a.m. to 5:00 p.m. Monday through Friday.
 Phone: 607-274-3136
 http://www.ithaca.edu/sacl/counseling/
How to deal with Test Anxiety – applicable to
most testing situations
 Be prepared and rested. Cramming does not help
your success on the test – or help with test anxiety
 Get to the test room early to get yourself settled.
Ignore the “chatter” of others who are cramming.
YOU are prepared.
 Have a positive attitude going in. Focus on what you
DO know instead of what you don’t.
More tips for Test Taking and
Test Anxiety
 Read the test directions carefully.
 Do a brain dump. If permitted, jot down memory aids,
formulas, or information you want to remember on
the back of the test when you get it from your
instructor.
 Look at the whole exam to get a sense of the
questions and how much each section is worth.
Plan accordingly.
More tips…..
 If permitted, mark up the exam. Put a “?” next to
questions that are confusing and come back to them later.
 Stay relaxed. Every time you get anxious or worried, stop
and take a deep breath. Shrug or roll your shoulders.
 Take your time completing the exam. Don’t rush because
others finish earlier.
 Review the test if you have time to check for mistakes.
Multiple Choice Exams
 Are not easier than short answer or essay exams
 There are often many questions that test broad
knowledge of material
 In some courses the questions will be factual – asking
you to understand names and dates
 In other courses the questions will be designed to get
you to apply the knowledge
 Answers are often similar and could all appear to be
correct! Take your time in reading. This is where
application and preparation make a difference.
Preparing for Multiple Choice Exams
 Begin studying early. As you learned today, it is hard
to retain details (facts and dates)
 Pay attention to terms in the textbook and concepts
and events that are emphasized in class
 Make lists and tables in order to study -- matrix
 Make associations – use mnemonics
 Create a timeline – find a white board in a classroom
Taking Multiple Choice Exams
 Attempt to answer the questions without looking at the options – cover up
the answers with your hand.
 Answer the questions you know first.
 When guessing, do not change answers.
 Absolute words like “always” and “never” are less likely to be correct than
conditional words such as “usually” or “probably.”
 If the first option is a correct one, look at the last option to make sure it is
not an “all of the above” option.
 If options appear similar, chances are one of them is the correct response.
 Answer all questions.
Matching Exam Questions
 Determine the pattern of what is expected to be matched. Are
you matching people with quotes? Are you matching words with
definitions?
 Answer the questions you know first – there are often clues that
can help you answer more difficult questions.
 Choose the longest column to read first – working backwards
from the lengthier material saves time.
 With each answer, cross out the items used from both columns.
Short Answer or Essay Exam Questions
 Before the exam: Focus on main ideas, key terms,
steps in an argument, stages in a process, etc. rather
than names/dates.
 Before the exam: Anticipate exam questions and
practice writing your answers. Rewrite notes.
Compare and contrast.
 During the exam: Take time to structure your answer,
even if you are in a hurry. Bullet points. Outline.
 During the exam: Take time at the end to reread the
exam.
Time to practice what you learned!
Table Leaders – open the Test Taking
Task folder and distribute a copy of the
quiz to each person at your table.
You have 5 minutes to complete this
test. They will be collected at the end.
Ithaca Seminar Exam for Test Taking
Preparation Workshop
Write your last name and the name of your Ithaca Seminar instructor
(not your workshop instructor) in the top right corner of this quiz.
You must answer ONLY enough questions to total 80 points.
There will be no extra credit points for answering more questions.
In fact, if you answer all of the questions you will have those points
taken off your score.
You must answer Question 11!
11. List the 8 psychology terms related to memory that you
learned in today’s workshop. (20 points)
Short term memory
Long term memory
Rehearse
Storage
Retrieval
Association
Intrinsic Motivation
Extrinsic Motivation
13. Short answer (20 points).
Compare and contrast your
classroom/academic experience at Ithaca
College to that of high school.
12. Draw the pattern of squares, circles and
triangles that you were shown at the start of
the workshop. This is the second slide with
the organized display! (20 points)
Multiple Choice Questions (5 points each). Circle the
correct answer.
1. Which of the following people played Batman in a
movie?
a. Christian Bale
b. George Clooney
c. Michael Keaton
d. All of the above
Multiple Choice Questions (5 points each). Circle the
correct answer.
2. Which strategy is effective when answering multiple
choice questions
a. When guessing it is good to keep changing your
answer until you feel it is correct.
b. Try to first answer the question without looking at the
answers provided.
c. When guessing, always pick the first answer.
d. Only answer the questions that you know.
3. Which of the following is not a real life actor on a Disney show?
a. Miley Cyrus
b. Hannah Montana
c. Selena Gomez
d. Annette Funicello
4. What is one way that you can rehearse knowledge and
material before an exam? (10 points)
Flash cards
Rewriting notes
Reading the notes out loud
Reviewing notes after class
Self quizzing
Reading notes and highlighting
questions
Creating a matrix or timeline
True or False?
5. Every student has an assigned faculty
advisor, but can also see an academic advisor as
well.
True!
6. Asking your instructor to clarify a question
during the exam is not allowed
False!
Matching questions (5 points each)


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______ 5. A technique for studying terms,
definitions and applications in a grid format that
allows you to move forward and backward in your
learning.
_____ 6. Attaching an image or a familiar object to a
new piece of information in order to remember it is
an example of what?
_____ 7. Identities; Inquiry; Imagination and
Innovation; Power and Justice; World of Systems;
Quest for a Sustainable Future; Mind, Body, Spirit
_____ 8. An office located in the Hammond Health
Center where you can talk to someone about stress,
personal issues, and test anxiety
_____ 9. Wanting to learn something because you
are interested in the topic is an example of what?
_____ 10. What is the name of Kanye West’s and
Kim Kardashian’s baby?
A.
B.
C.
D.
CAPS
Matrix
West North
Extrinsic Motivation
E. Association
F. The ICC Perspectives
G. Intrinsic Motivation
H. The ICC Themes
Getting help with understanding the
course material
Tutoring – Academic Enrichment Services
www.ithaca.edu/aes
Drop-in tutoring – Math Dept. and
Anatomy & Physiology laboratory and
Business Honor Society
Writing Center – Smiddy Hall.
https://ithaca.mywconline.com/
Be sure to access information from
all of the workshops on the
Academic Advising Center’s
Website
http://www.ithaca.edu/advising/