SS11_4-1_MemStrategies

SS11_4-1_MemStrategies - Theme4:learningisstrategic...

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 5/17/11 Memory Strategies Attentional Control Developmental Changes in Strategy Use Metacognition Theme 4: learning is strategic
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 5/17/11 Students become more effective learners when  they develop strategies to remember and pay  attention better.  We need strategies because we  operate with limited cognitive capacity.  There’s only  so much we can remember or attend to at a time.   When we use strategies, we can process more  information.  Strategies help us use fewer cognitive  resources by automatizing certain tasks or off- loading some of the demands to our environments.   Memory strategies
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 5/17/11 Listen to the list of numbers as I read them.  When  I finish, you will be asked to write down the list as  you remember it. Answers List A: 2397 List B: 61782 List C:  9847265 List D: 87546738 How did you remember the numbers? (What  Memory test 1
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 5/17/11 Rehearsal is the first memory strategy to emerge  (age 7 or 8) Strategy use improves with age E.g.: 2397: “2-2-2-2,” “3-3-3-3” etc. “2-2-2-2,” “2-3-2-3-2-3,” etc. Memory strategy 1: rehearsal
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 5/17/11 Listen to the list of words as I read them.   When I finish, you will be asked to write all the  words you can remember, in any particular  order Answers Cat, chair, sofa, boot, dog, hat, shirt, pig, bed,  mouse, dress, table How did you remember the words? (What  strategies  did you use?) Memory test 2
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 5/17/11 Organization emerges as a memory strategy in  children around age 10 Why?   You need categories to organize what you are  remembering How might the mental categories into which a child puts  ideas vary across different (types of) students? You also have to manipulate the information mentally – 
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This note was uploaded on 05/17/2011 for the course TE 150 taught by Professor Palmer during the Spring '08 term at Michigan State University.

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SS11_4-1_MemStrategies - Theme4:learningisstrategic...

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