Episodic Memory

In 1974 the researchers Baddeley and Hitch argued that the picture of short-term memory (STM) provided by the Multi-Store Model was far too simple. Following the Multi-Store Model, it is believed that STM holds limited amounts of information for short periods of time with relatively little processing, it is believed to be a unitary store. This means that due to its single store it has no subsystems, unlike the Working Memory Model which has many subsystems. This proves that the Working Memory is not a unitary store.

In order to keep the students attentive to what is being taught, brain breaks are essential to the Daily 5 framework, according to the author. With short rounds built into the Daily 5 it gives the students a chance to refocus their brain on something else and then later return to their work. According to the author, just like anything else, transitions must be taught. Transitions can be taught using the 10 steps to independence, which the author says, will be discussed in the next

In the section “Tips from the Science of Memory-for Studying and for Life”, found in our textbook, “Experience Psychology”, the Arthur Laura A. King discusses the importance of study habits. She addresses the skills needed to turn short-term memory into long-term memory through organizing, encoding, rehearsing and retrieving the information we study and memorize. “No matter what the model of memory you use, you can sharpen your memory by thinking deeply about the “material” of life and connecting the information to other things you know.” (King. 2013).

Memories are crucial to everything we do every day. Without memories we would not know who is important to us or what we enjoy doing. We use our memories continuously, even when we do not realize that we are. In her memoir Brain on Fire, Susannah Cahalan loses much of her episodic memory from the time period in which she battled Anti-NDMA-receptor encephalitis. Because of this, she loses a portion of her identity, and struggles for a period of time while attempting to find herself again.

Holladay, April. "How Does Human Memory Work?" How Does Human Memory Work? USATODAY.com, 15 Apr. 2007. Web. 04 October 2015.

Brain breaks are a great way to enhance student engagement and to keep students on their toes throughout the day. It breaks things up, and it creates some blood flow for the brain! These created brain break cards that you can cut out and glue to some popsicle sticks. When you and your kiddos are in need of a break, pull out a card and complete the task! These breaks help get students moving’ and grooving’. As teachers we are aware of our lessons, and we notice that our students may need to get up and change pace. Using brain breaks are a great way to get that change of pace.

Educators today are presented with an array of student needs and abilities. It is essential for all educators to work to ensure they are meeting the needs of all students. In order to effectively do so, educators must be aware of how the brain works and its intricacy. There are many factors that should be taken into consideration when determining which strategies work best for students. These factors include interests, learning styles, and preferences. Brain research and studies have been performed to determine how students learn. These studies can help educators ensure they are providing their students with enhanced instruction that meets their individual needs.

Memorization has no real thinking. For students, school is just trying to remember what the teacher has told them. When actually in school, students are supposed to learn how everything works and think through problems. Ben Orlin, a high school teacher and tutor in Oakland, California, asked his students what the sine of pi/2 is and they all said, “One.” Therefore, he skipped the lesson before he later realized that they all just memorized the fact and they did not know what it meant. According to Orlin, “A knowing without learning, of answering without understanding.” A student will memorize what they need ten minutes before a class and then forget everything after class (Orlin). This means students are not learning in school. In sixth grade, Ben Orlin tried to memorize prepositions by reciting them to the tune of “Yankee Doodle.” He says, “Memorizing a list of prepositions isn’t half as knowing what role a preposition plays in the language” (Orlin). I fully agree with him. He should have known what a

The two concepts that I resonated with are Memory and the Psychodynamic theory. Starting with the Psychodynamic theory is an approach to psychology that studies the psychological forces underlying human behavior, feelings, and emotions, and how they may relate to early childhood experience. This theory is most closely associated with the work of Sigmund Freud, and with psychoanalysis, a type of psychotherapy that attempts to explore the patient’s unconscious thoughts and emotions so that the person is better able to understand him or herself. The second one is Memory; understanding how memory works will help you improves your memory. Which is an essential key to attaining knowledge. Memory is one of the important cognitive processes. Memory involves remembering and forgetting. I chose the two concepts because throughout the class they stood out to the most. Understanding the conscious, subconscious mind and also memory. I’m interested in understanding the human behavior.

The most effective teachers in the studies of classroom instruction understood the importance of practice, and they began their lessons with a five- to eight-minute review of previously covered. These teachers provided additional practice on facts and skills that were needed for recall to become automatic. It is important for a teacher to help students recall the concepts and vocabulary that will be relevant for the day’s lesson because our working memory is very limited. If we do not review previous learning, then we will have to make a special effort to recall old material while learning new material, and this makes it difficult for us to learn the new material.

Our ability to retain information from our every day experiences is due to our episodic memory (Berk, 238). This research paper examines the effects of genetics as well as the participants’ personal lifestyles in the hopes of assessing the reasons behind the stability and decline in episodic memory (Josefsson et al., 2012). The investigation is important in understanding the development of our episodic memory by knowing what effects our ability to retain every day experiences. It may also help our understanding of how information processing can be improved or stabilized.

Klein et al. (2002) suggested that the function of episodic memory is providing information storages of counter-examples of semantic summaries, to achieve adaptive decision rules that guide organism’s behaviors.

Some scientists believe that parts of long term memory are permanent while others will eventually weaken over time. (3) Long term memory can be divided into three sections: procedural memory, declarative memory, and remote memory. Procedural memory includes motor skills such as learning how to ride a bike or how to drive a car. "Such memories are slow to acquire but more resistant to change or loss." (4) Declarative memory is used to remember facts, such as names, dates and places. It is easy to learn but also easy to lose. Finally there is episodic memory, which is the record of events that a person stores throughout his or her experience. Recent studies show that these events, as soon as they occur, are sent to a temporary part of the brain called the hippocampus, and that over time they are moved to the neocortex for permanent storage. (5).

The authors are looking at an issue that is interdisciplinary in nature, so they determined that they must seek research evidence from each of the important fields of study implicated in the research. The three areas of study were educational psychology which gave insight into how people learn, foreign language teaching and cognitive psychology which has to do with memory (Erbes, et al, 2010). The researchers determine that in the field of educational psychology, studies had long been engaged in determining how teachers could use information gained in studies of brain function to enhance curricula and teaching (Erbes, et al, 2010). In one of the studies examined, Sutton (2008) had tried to see how teaching

Match the following characteristics to their types of memory. The answers can be used more than once.