Teaching The Student In Front Of You
A wholly inadequate crash course in differentiation, psychosocial development, and neuroscience
When you see…
2
Plasticity!
In table groups:List characteristics of a child that you know you will naturally like.
List characteristics of a child that you know you will struggle to like.
Ross Greene: Challenging Behavior:• Must be understood as a form of developmental delay in
flexibility/adaptability, frustration tolerance, and problem-solving • Is no less a form of developmental delay than delays in
reading, writing, and arithmetic • Deserving of the same compassion and strategic approach
as other areas of learning. • Not to be misunderstood and counterproductively
labeled as bratty, spoiled, manipulative, attention-seeking, coercive, limit-testing, controlling, or unmotivated.
You teach who you are.
-Parker Palmer
Schooling
=Learning
Our Job: Increase Cognitive
Effectiveness
Differentiation
• The Changing Human ▫ Developmental Level • The Individual Human ▫ Unique Learning Profile ▫ The Universal Human ▫ What All Brains Like
8
What does this student’s unique brain need to
learn best?
“The only time my education was interrupted was when I was in school.”
— George Bernard Shaw
“It’s a miracle that curiosity survives formal education."
— Albert Einstein
Hopes and Disclaimers•Do something. If it works, do more of it. If it doesn’t, do something else.
Cerebrodiversity
Exceptional
Weak
Golf
Cooking
Intelligence
Average
Are you passionate about your subject?
Is the person sitting next to you?
Exceptional
Weak
Golf
Cooking
VerbalSpatialLiteracyMath PerformanceSocial/CollaborationExecutive FunctionPersistence
Top of your school
Bottom of your school
Student 1
Verbal
Spatial
Social/Collaboration
Persistence
Student 2
Social/Collaboration
Persistence
EF
Student 3
10% - 15%Rate of Dyslexia
U.S.
30%Rate of Dyslexia
CEO’s
I.Q. changes
Intelligence is malleable.
Intelligence: A better view
20
• Successful interaction with the environment. • Learning success and struggle are intimately tied to
the ecology of the classroom • Equal onus on the environment to allow for different
interactions with it • You, plus your “surround” • Multivariate (ie. Gardner’s Multiple Intelligences)
A Triad of Intelligence: Perkins
21
Neural •Genetics •Maturation •Unique mix of features •Variance of skills
Experiential •Time spent in certain pursuits •“Street smarts”
Reflective •Metacognition
•Persistence •Task analysis
•“How am I doing?”
This Person is......
10085 115 13070
Independent Schools: Pathologizing the Normal?
Developmental And Learning FrameworksA Historical View
24
Maslow: Human Needs (1954) Erikson: Psychosocial (1950)
Piaget: Learning Theory (1952) Bloom: Taxonomy of Learning 1956
Bloom: Taxonomy of Learning 2001The problem is…• Research does not agree about their validity • People unfold in ways that defy the order • Assert you must successfully negotiate one level before
moving to the next • Might imply a student “should” be something other than
they are
31
Physiological
Safety
Love/Belonging
Esteem
Self- actualization
Maslow
32
Remember
Understand
Apply
Analyze
Evaluate
Create
Bloom
33
Sensorimotor 0 - 2 yrs
Preoperational 2 - 6 yrs
Concrete Operations 7 - 12 yrs
Formal Operations
12 yrs - adult
Piaget
34
Trust/Mistrust 0 - 18ms
Autonomy/Shame
18 mos - 3 yrs
Initiative/Guilt 3 - 5 yrs
Industry/Inferiority
6 - 11
Identity/Role Confusion
12 - 18
Intimacy/Isolation
19-40
Erikson
Generativity/Stagnation
41 - 65
Ego Integrity/Despair
65 and older
35
Grade 1 6 yrs
Grade 2 7 yrs
Grade 3 8 yrs
Grade 4 9 yrs
Grade 5 10 yrs
Grade 6 11 yrs
Our Schools
Grade 7 12 ys
Grade 8 13 yrs
The Developing BrainCritical periods of development from birth to teen
36
Critical Periods!
• First Great Period of Brain Reorganization • 26 weeks: 50,000 neurons per second • At birth, same number of synapses as adults • By age 2 or 3, twice or three times the synapses as
adults • After that, pruning based on what is used • By 8, back to adult levels • First years of schooling are critical!!!
• Last Great Push of Brain Development! • Several brain areas double or triple • Frontal lobe thickens11- 13, thins until 20 • Pruning of unneeded childhood memories • Decides what is important based on what is used • Growth in frontal lobes (DLPFC, OFC) • Hormonal changes make the body a new machine to
learn how to work
40
• Facial expressions read with the amygdala,not fusiform face area • Brain grows in spurts (like the rest of the body) • Extremes of novelty seeking • Lack of planning (hard to see consequences) • Crowd morality (immature PFC) • Sensitivity to reward (actual, not adult defined) • Social context is HUUUUGGGEEE
41
The Social-Emotional BrainWhat stress is good and bad for the brain?
42
What is bad stress?
• Ramped up physiology • Response to aversive stimulus • Feeling out of control
43
Effects of Bad Stress?
• Adrenaline burst (RUN!!!) • Followup of cortisol balances adrenaline • We are designed for this in short bursts • Chronic: ▫ Deregulates blood pressure ▫ Increases stroke or heart attack ▫ Depresses immune system ▫ Hippocampus has lots of cortisol receptors: blocks
neurogenesis
44
Stress and Fear
Good Stress?
• Out of our comfort zone • Probably surmountable • Not chronic • Hippocampus thrives on this level
46
An Experiment!
47
Walla Walla, Washington
• Lincoln High School in Walla Walla, WA, tries new approach to school discipline — suspensions drop 85%
48
Jim Sporleder
49
2009-2010 (Before new approach) 798 suspensions (days students were out of school)
50 expulsions 600 written referrals
2010-2011 (After new approach) 135 suspensions (days students were out of school)
30 expulsions 320 written referrals
Good Stress?
• Reduced calories
• Learning new, challenging things
• Exercising vigorously
Mirror Neurons
• Fire whether you move or just see movement
• Purposeful vs. random actions and movements
• The contagious yawn
• Possibly the origins of language through shared gestures and facial expressions
Mirror Neurons
Ostracism
Play and Fun!!
Hippocampus
Amygdala
!Limbic
System
Cognitive
Capability
Asleep
Ideal Learning Zone
Developmental And Learning FrameworksRecent Ideas
59
Daniel Pink: Motivation and Self Determination Theory
61
Relatedness Autonomy
Competence
Sweet Spot! Motivation Research on Rewards
• Harms effectiveness • Reduces creativity and intrinsic motivation • Reduces collaboration • Increases unethical behavior • Rewards can boost completion of mechanical tasks,
but hinders cognitive tasks • Strongest motivator? Feeling effective
Drive, Daniel Pink
Research Study About Grades
• Grades only: Made no learning gains post grades • Comments only: Made most learning gains • Comments and grades: No learning gains ▫ Probably due to focus on grades instead of comments
Focus on Formative Feedback, Valerie Shute, Educational Testing Services, 2007
Carol Dweck: Mindsets
http://www.mindsetworks.com/webnav/whatismindset.aspx
Mindset Research
• Predicts motivation and achievement • Narrows the gender gap in math • Narrows the racial achievement gap • Correlates with higher grades and test scores
http://www.mindsetworks.com/webnav/whatismindset.aspx
New Bloom: Marzano and Kendall
67
The Three Story Intellect
With Thanks to: Arthur L. Costa, Search Models Unlimited
Complete Count Define Describe Identify List Match Name Observe Recite Select
Compare Contrast Classify Sort Distinguish Explain (Why) Infer Sequence Analyze Synthesize Make Analogies Reason
Evaluate Generalize Imagine Judge Predict Speculate If/Then Apply a Principle Hypothesize Forecast Idealize
Howard Gardner: Multiple Intelligences
Costa-Kalick: Habits of Mind
A Tour of the Brain
70
What does the brain do?
6 SCIENTIFIC AMERICAN REPORTS I l lus ions
RIC
HA
RD
GR
EG
OR
Y (
ca
fé a
nd
ca
fé w
all
ill
usi
on
); C
OU
RT
ES
Y O
F A
KIY
OS
HI
KIT
AO
KA
(b
ulg
e)
AMBIGUOUS FIGURESThis bunch of violets contains the faces of Napoleon Bonaparte, Marie Louise of Austria and their son. Can you find them among the flowers? Napoleon’s admiring troops gave him the name of “Petit Caporal,” or “Little Corporal”: their leader’s short stature had not prevented him from defeating four armies larger than his own during his very first campaign. Years later, when Bona-parte was banished to the isle of Elba, he told his friends he would return with the violets, thus earning the nickname of “Corporal Violet, the little flower that returns with spring.” When he broke his imposed exile to return to France, women support-ers assembled to sell violets. They would ask passersby, “Do you like violets?” Answering “oui” indicated that the person was not a confederate; “eh bien” signaled that the respondent adhered to Napoleon’s cause. Napoleon’s supporters distributed reproduc-tions of this 1815 engraving.
In ambiguous illusions such as this one, the brain interprets the same picture in two different ways, with the two interpreta-tions being mutually exclusive. You can see one of two possible images, but not both at the same time.
These so-called ambiguous figures are especially powerful tools to dissociate the subjective perception from the physical world. The physical object never changes, yet our perception alternates between two (or more) possible interpretations. For this reason, ambiguous illusions are used by many laboratories in the search for the neural correlates of consciousness.
SHAPE DISTORTIONThe visual oddity above, known as the café wall illusion, was discovered on the exterior of a small restaurant near Richard Gregory’s psychology laboratory in Bristol, England. (The photograph, taken a few months ago, shows Gregory outside the café.) Steve Simpson, a member of Gregory’s lab at the time, noticed that the parallel grout lines between the green and white tiles on the wall appeared to be tilted, even though the tiles were actually straight.
Scientists use a simplified black-and-white version of the café wall illusion (above,
center) to demonstrate how objects or patterns can appear to take on shapes that are different from their true physical form. The illusion works only when the contrasting black and white “tiles” are offset and when every tile is surrounded by a border of gray “grout.” Because different types of neurons in the brain react to the dark and light shades of the tiles, the grout appears to be dimmer in some places and brighter in others—and the brain interprets this con-trast as a sloping line.
As with brightness and color illusions, shape distortion effects are produced by the
interaction between the actual shape of the object and the shapes of nearby figures. For the brain, perception is very often dependent on context.
In another illusion, created by Kitaoka, a circular section of black-and-white tiled “floor” appears to bulge out toward the viewer, even though the image contains nothing but perfect squares—and all the floor “tiles” are of equal size (above, right). As with the café wall, this geometric illusion is an example of shape distortion. The small-er, contrasting squares provide context that deceives the brain.
© 2010 Scientific American
www.Sc ient i f icAmerican.com/Mind SCIENTIFIC AMERICAN REPORTS 11
ANAMORPHIC ARTThanks to the brain’s rules of perspective, artists can fool
the brain into perceiving two-dimensional drawings as three-dimensional. Artist Kurt
Wenner’s 3-D pavement paintings—such as Muses in
Lucerne, Switzerland—are anamorphic illusions that
create an impression of three dimensions when seen from
one particular viewpoint (above). From the “wrong”
side, however, you can see the distortions that Wenner uses
to create the 3-D effect (right). The word “anamorphic”
comes from the Greek mean-ing “formed again.”
KU
RT
WE
NN
ER
© 2010 Scientific American © 2010 Scientific American
www.Sc ient i f icAmerican.com/Mind SCIENTIFIC AMERICAN REPORTS 11
ANAMORPHIC ARTThanks to the brain’s rules of perspective, artists can fool
the brain into perceiving two-dimensional drawings as three-dimensional. Artist Kurt
Wenner’s 3-D pavement paintings—such as Muses in
Lucerne, Switzerland—are anamorphic illusions that
create an impression of three dimensions when seen from
one particular viewpoint (above). From the “wrong”
side, however, you can see the distortions that Wenner uses
to create the 3-D effect (right). The word “anamorphic”
comes from the Greek mean-ing “formed again.”
KU
RT
WE
NN
ER
© 2010 Scientific American © 2010 Scientific American
34 SCIENTIFIC AMERICAN REPORTS I l lus ions
CR
EA
TE
D B
Y P
AW
AN
SIN
HA
AN
D T
OM
AS
O P
OG
GIO
M.I
.T.
(Cli
nto
n/G
ore
); W
AR
NE
R B
RO
S./
DC
CO
MIC
S/
TH
E K
OB
AL
CO
LL
EC
TIO
N (
Cla
rk K
en
t/S
up
erm
an
); C
OU
RT
ES
Y O
F JA
SO
N B
AR
TON
Un
ive
rsit
y o
f B
riti
sh C
olu
mb
ia;
FR
OM
“FA
CTO
RS
CO
NT
RIB
UT
ING
TO
TH
E A
DA
PTA
TIO
N A
FT
ER
EF
FE
CT
S O
F F
AC
IAL
EX
PR
ES
SIO
N,”
B
Y A
. B
UT
LE
R E
T A
L.,
IN
BR
AIN
RE
SE
AR
CH
, V
OL
. 1
1;
20
08
, W
ITH
PE
RM
ISS
ION
FR
OM
EL
SE
VIE
R (
an
gry
/sc
are
d f
ac
es)
; D
AN
IEL
T. L
EV
IN V
an
de
rbil
t U
niv
ers
ity
(bla
ck/w
hit
e f
ac
es)
THE MANE DIFFERENCEVisual illusions showcasing politicians are all the rage. At first sight it looks like Al Gore standing behind Bill Clinton, but notice that Gore is really a doppelgänger Clinton, only with Gore’s gor-geous head of hair (left). A set of face features (Clinton’s) mixed with a different set of features (Gore’s hair) isn’t easily recognized as being misplaced.
Superman relies on the same illusion to protect his identity: thanks to a pair of glasses, a change of clothes and a different hairstyle, nobody in Metropolis realizes that he and Clark Kent are the same person (below).
RACE FACE ILLUSIONWhile viewing composites of racially black (left) and white (right) faces that reflect exactly the same amount of light, psychologist Mahzarin R. Banaji of Harvard University noticed an interesting illusion: the white face appears lighter. Banaji and Daniel T. Levin of Vanderbilt University have proposed that the distortion occurs because abstract social expecta-tions about skin tone influence our perception of faces.
EMOTION ADAPTATIONGaze at the angry face (left) for about 30 seconds while looking around the face from the eyes to the mouth, to the nose, back to the eyes, and so on. Then look at the center face. It looks scared, right? Now look at the scared face (right) for 30 seconds and then look at the center face again. This time it is angry! In reality, the center face is a 50–50 blend of an angry and a scared face.
Created by Andrea Butler and her colleagues at the University of British Columbia, this illusion shows that our visual-processing system adapts to an unchanging facial expression by temporarily becoming less responsive to it. As a result, the other facial expression dominates when you view the blend. This adaptation occurs in higher-level brain circuits, rather than in the retina, because the illusion works even if you view the left or right image with one eye only and then look at the center image with your other (unadapted) eye.
© 2010 Scientific American © 2010 Scientific American34 SCIENTIFIC AMERICAN REPORTS I l lus ions
CR
EA
TE
D B
Y P
AW
AN
SIN
HA
AN
D T
OM
AS
O P
OG
GIO
M.I
.T.
(Cli
nto
n/G
ore
); W
AR
NE
R B
RO
S./
DC
CO
MIC
S/
TH
E K
OB
AL
CO
LL
EC
TIO
N (
Cla
rk K
en
t/S
up
erm
an
); C
OU
RT
ES
Y O
F JA
SO
N B
AR
TON
Un
ive
rsit
y o
f B
riti
sh C
olu
mb
ia;
FR
OM
“FA
CTO
RS
CO
NT
RIB
UT
ING
TO
TH
E A
DA
PTA
TIO
N A
FT
ER
EF
FE
CT
S O
F F
AC
IAL
EX
PR
ES
SIO
N,”
B
Y A
. B
UT
LE
R E
T A
L.,
IN
BR
AIN
RE
SE
AR
CH
, V
OL
. 1
1;
20
08
, W
ITH
PE
RM
ISS
ION
FR
OM
EL
SE
VIE
R (
an
gry
/sc
are
d f
ace
s);
DA
NIE
L T.
LE
VIN
Va
nd
erb
ilt
Un
ive
rsit
y (b
lack
/wh
ite
fa
ces)
THE MANE DIFFERENCEVisual illusions showcasing politicians are all the rage. At first sight it looks like Al Gore standing behind Bill Clinton, but notice that Gore is really a doppelgänger Clinton, only with Gore’s gor-geous head of hair (left). A set of face features (Clinton’s) mixed with a different set of features (Gore’s hair) isn’t easily recognized as being misplaced.
Superman relies on the same illusion to protect his identity: thanks to a pair of glasses, a change of clothes and a different hairstyle, nobody in Metropolis realizes that he and Clark Kent are the same person (below).
RACE FACE ILLUSIONWhile viewing composites of racially black (left) and white (right) faces that reflect exactly the same amount of light, psychologist Mahzarin R. Banaji of Harvard University noticed an interesting illusion: the white face appears lighter. Banaji and Daniel T. Levin of Vanderbilt University have proposed that the distortion occurs because abstract social expecta-tions about skin tone influence our perception of faces.
EMOTION ADAPTATIONGaze at the angry face (left) for about 30 seconds while looking around the face from the eyes to the mouth, to the nose, back to the eyes, and so on. Then look at the center face. It looks scared, right? Now look at the scared face (right) for 30 seconds and then look at the center face again. This time it is angry! In reality, the center face is a 50–50 blend of an angry and a scared face.
Created by Andrea Butler and her colleagues at the University of British Columbia, this illusion shows that our visual-processing system adapts to an unchanging facial expression by temporarily becoming less responsive to it. As a result, the other facial expression dominates when you view the blend. This adaptation occurs in higher-level brain circuits, rather than in the retina, because the illusion works even if you view the left or right image with one eye only and then look at the center image with your other (unadapted) eye.
© 2010 Scientific American © 2010 Scientific American
34 SCIENTIFIC AMERICAN REPORTS I l lus ions
CR
EA
TE
D B
Y P
AW
AN
SIN
HA
AN
D T
OM
AS
O P
OG
GIO
M.I
.T.
(Cli
nto
n/G
ore
); W
AR
NE
R B
RO
S./
DC
CO
MIC
S/
TH
E K
OB
AL
CO
LL
EC
TIO
N (
Cla
rk K
en
t/S
up
erm
an
); C
OU
RT
ES
Y O
F JA
SO
N B
AR
TON
Un
ive
rsit
y o
f B
riti
sh C
olu
mb
ia;
FR
OM
“FA
CTO
RS
CO
NT
RIB
UT
ING
TO
TH
E A
DA
PTA
TIO
N A
FT
ER
EF
FE
CT
S O
F F
AC
IAL
EX
PR
ES
SIO
N,”
B
Y A
. B
UT
LE
R E
T A
L.,
IN
BR
AIN
RE
SE
AR
CH
, V
OL
. 1
1;
20
08
, W
ITH
PE
RM
ISS
ION
FR
OM
EL
SE
VIE
R (
an
gry
/sc
are
d f
ace
s);
DA
NIE
L T.
LE
VIN
Va
nd
erb
ilt
Un
ive
rsit
y (b
lack
/wh
ite
fa
ces)
THE MANE DIFFERENCEVisual illusions showcasing politicians are all the rage. At first sight it looks like Al Gore standing behind Bill Clinton, but notice that Gore is really a doppelgänger Clinton, only with Gore’s gor-geous head of hair (left). A set of face features (Clinton’s) mixed with a different set of features (Gore’s hair) isn’t easily recognized as being misplaced.
Superman relies on the same illusion to protect his identity: thanks to a pair of glasses, a change of clothes and a different hairstyle, nobody in Metropolis realizes that he and Clark Kent are the same person (below).
RACE FACE ILLUSIONWhile viewing composites of racially black (left) and white (right) faces that reflect exactly the same amount of light, psychologist Mahzarin R. Banaji of Harvard University noticed an interesting illusion: the white face appears lighter. Banaji and Daniel T. Levin of Vanderbilt University have proposed that the distortion occurs because abstract social expecta-tions about skin tone influence our perception of faces.
EMOTION ADAPTATIONGaze at the angry face (left) for about 30 seconds while looking around the face from the eyes to the mouth, to the nose, back to the eyes, and so on. Then look at the center face. It looks scared, right? Now look at the scared face (right) for 30 seconds and then look at the center face again. This time it is angry! In reality, the center face is a 50–50 blend of an angry and a scared face.
Created by Andrea Butler and her colleagues at the University of British Columbia, this illusion shows that our visual-processing system adapts to an unchanging facial expression by temporarily becoming less responsive to it. As a result, the other facial expression dominates when you view the blend. This adaptation occurs in higher-level brain circuits, rather than in the retina, because the illusion works even if you view the left or right image with one eye only and then look at the center image with your other (unadapted) eye.
© 2010 Scientific American © 2010 Scientific American
78
You see with your brain, not with your eyes.
You hear with your brain, not with your ears.
You feel with your brain, not with your fingers.
You smell with your brain, not with your nose.
A newspaper is better than magazine. A seashore is a better place than a street. At 5irst it is better to run than to walk. You may have to try several times. It takes some skill, but it is easy to learn. Even young children can learn it. Once successful, complications are minimal. Birds seldom get too close. Rain, however, soaks in very fast. Too many people doing the same thing can also cause problems. One needs lots of room. If there are no complications, it can be very peaceful. A rock will serve as an anchor. If things break loose from it, however, you will not get a second chance.
Kite Architecture of the Brain
88
Motor Sensory
Visual Auditory
Executive
Homunculus
Hippocampus
Amygdala
Plasticity
• The brain rewires itself all the time. • Intelligence is not fixed. • Study: Knowledge of the expanding nature of
intelligence did more to boost math grades than how to study for math. • Teen brains have a natural variation of IQ test scores
Plasticity
94
The Executive BrainAttention, Executive Function, ADHD and Multitasking
Pay Attention!
Clean Your Room!
Get Organized!
What were you
thinking?!!
This student is…• Lazy
• Apathetic
• Inattentive
• Unmotivated
• Manipulative
• Attention-seeking
• Controlling
• Helpless
• Negative
• Clueless
• Underachieving
• Hotheaded
“The faculty of voluntarily bringing back a wandering attention, over and over again, is the very root of judgment, character, and will… An education which should improve this faculty would be the education par excellence.”
William James
Internal Command v.
External Demand
The task: Draw this
(McCloskey, 2014)
First Attempt
(McCloskey, 2014)
Attempt From Memory
(McCloskey, 2014) (McCloskey, 2014)
With guiding questions…
(McCloskey, 2014)
90 minutes later…
(McCloskey, 2014)
What are Executive Functions?Depends whom you ask!
Purposeful, organized, strategic, self-‐regulated, goal-‐directed behavior. They direct and cue mental processes that we use to think, feel, perceive, and act (McCloskey, 2011)
Choice of goals and the ability to select, enact, and sustain acEons across Eme (Barkley, 2012)
Complex cogniEve processes that control flexible, goal-‐directed behavior and the coordinaEon of numerous
subprocesses and skills (Meltzer, 2013)
Executive Functions are NOT:
• The same as IQ
• A single thing. They are multiple systems working interdependently.
(ie: the coaching staff, not the head coach)
• Even in their development; there is great developmental variability at the same age
• The same in all contexts; the same EF skill can be strong in one context and weak in another
• The cause of LEARNING difficulties; they cause PRODUCTION difficulties
Contexts
Modes of Processing
(Adapted from McCloskey, 2013)
Reading people and
relationshipsSelf-
knowledge
Physical space and
environmentSymbol systems (reading, math)
CognitionWhat thoughts am I having?
Emotion What feelings
are coming up?
PerceptionWhat are my
senses perceiving?
ActionWhat am I doing in
response?
(Adapted from McCloskey, 2013)
Reading People/Relationships Self-knowledge Symbol
Systems
Physical space/environment/organization
Perceiving Accurately Y N Y N Y N Y N
Thinking Clearly Y N Y N Y N Y N
Even Emotions Y N Y N Y N 1 2 3
Effective Action Y N Y N Y N Y N
Modes of Processing
(Adapted from McCloskey, 2013)
Put example of Goal Directed behavior sheet
Reading People/
RelationshipsSelf-
knowledgeSymbol Systems
Physical space/
environment/organization
Planning Y N Y N Y N Y N
Organizing Y N Y N Y N Y N
Initiating Y N Y N Y N Y N
Attention Y N Y N Y N Y N
Emotional Regulatio
nY N Y N Y N Y N
Inhibition Y N Y N Y N Y N
Self-monitorin
gY N Y N Y N Y N
Shifting Y N Y N Y N Y N
Adaptability Y N Y N Y N Y N
Executive Processes
The Remembering BrainMemory and how to help it work better
117
• 106 students were interviewed the day after Challenger and journaled: ▫ How did you feel, what were you doing? • 2 1/2 years later, they were asked about it. • Fewer than 10% got the details right. • Most were certain they were right. • Many went with their memories instead of the
documentation.
A Study... What is memory?
• Stored: ▫ Information ▫ Procedures and processes ▫ Affective states ▫ Impressions
SemanticMeanings,
understandings, knowledge
EpisodicExperience, emotions
Things you know
(and can say)Things you know how to
do
Declarative
(Explicit)Non-declarative
(Procedural, Implicit)
Automatic actions without conscious
awareness
What gets stored?
• NOT a separate encoding for each memory • Sights, colors, sounds, content are stored across the
brain in different places � Yr dg chsd th ct
• Reuses old memories if they approximately match • Reactivates the network of neurons when we recall • Functionally recreates the experience
124
How do we best remember?
• Attentiveness and concentration • Interest, relevance, motivation • Emotional content • Environmental context • Multi-sensory input
125
Motor Sensory
Visual Auditory
Executive
Everything Important About A Subject
Personally relevant
Hands-on,
multisensory
Engaging problem-
solving
Memory Strategies
• “Repeat to remember” • “Remember to repeat” (space rehearsal) • Manipulate new information elaborately! • Invoke emotion and experience • Involve all senses • Attach it to a context • Talk about it right after! • Sleep!!!!
129 130
131 132
133 134
135