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Short Term memory refers to the seconds-long memory we use while we are further developing information. The short term memory can hold so little (about 7 numbers) that material must be consolidated or abbreviated in order to be registered. For example, we can only remember 7 numbers, but if we combine them we can actually recall more items; 007 is three numbers, but we would probably remember it as one item, because it is the James Bond number.
Short term memory problems are often associated with attentional problems.
Registration is the process of entering new material into short term memory. In order to work, registration must be deep enough to "take". The degree of intensity in registration is called depth of processing.
If a student has a problem with short term memory, you may observe
inconsistency when following directions
studying of wrong information for test
trouble remembering facts, spelling words, etc.--she may study something repeatedly, but be unable to answer quiz questions right after studying
difficulty mastering new information, although he will remember it well after he does master it
failure to use strategies when studying (e.g., subvocalizing, visualizing)
need for repetition of information and assignments
trouble paraphrasing information recently presented (this presents a problem with consolidating material to put into short term memory, since it can hold so little)
 | use studying for tests as practice for improving short term memory; test self or have someone test you | ||||
| rehearsal strategies (subvocalizing, visualizing, making up rhymes, acronymns, forming associations) | ||||
| have student sit close to teacher | ||||
| make frequent eye contact with student | ||||
| repeat instructions and explanations | ||||
| practice with paraphrasing (have student be paraphraser for the day) | ||||
| practice with summarizing (can be writen, oral, visual--a chart, graph, picture)
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| teach note taking skills | ||||
| make note taking a graded assignment | ||||
| offer written instructions if needed (or put them on board) | ||||
| have student use a classmate's notes for backup |
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Active working memory is an intermediate stage of memory--it has more room than short term memory, but less than long term memory. It is a place to store items as you are using them or manipulating them. For example, short term memory will hold the steps in a math problem while you do the computations.
If a student has problems with active working memory, you may observe:
trouble keeping track of parts of a task while completing the task, such as losing his place in the middle of a math problem
difficulty sustaining logical development of ideas while writing or speaking
"leaky reading"--can't remember material just read, even though it was understood
trouble holding onto long range plan while figuring out short range plan
difficulty remembering the beginning of the page read when she gets to the end of the page
difficulty keeping a new series of information together so it makes sense
difficulty recalling information from long term memory while holding onto information in short term memory
| use active reading--underlining, glossing, writing key words on post it notes, use system for degree of importance (three checks for very important, 1 for not as important)--then re-read marked material |
| advance organizers during reading to keep clear the whole topic |
| write down steps in a problem so they don't forget |
| before writing a report, jot down key ideas and topic of report on scratch paper or at the top of the draft (to keep a focus) |
| repeat questions to yourself several times before searching long term memory for answer |
| do one thing at a time |
| good note-taking skills |
| comparing and contrasting new learning (two countries, characters, processes, chemical reactions) |
| use a graphic organizer to plan writing or speaking |
| have a checklist of steps to cross off as they are completed |
| give more time on tests, to allow for better recall |
| allow use of calculators and word processors |
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Long term memory is the permanent memory; it is where you store ideas, facts, skills that will be needed later. For example, the multiplication tables, social security numbers, and addresses are found in long term memory.
Consolidation is the organizing of material in order to remember it better. The better you consolidate material, the easier it is to recall. Consolidation is enhanced by
| novelty and curiosity |
| sensory input (sight, sound, smell, taste, touch) |
| patterns |
| learning based in context |
| active learning |
| emotional engagement |
Methods of consolidating material into long term memory
| paired associations: storing two pieces of information together (book and author, historical event and date, name and face, song and title). Usually a person does not have trouble with all kinds of paired associations |
| categories: putting knowledge in groups that go together (kind of plant or animal, geography of an occurrence, stuff you read in a magazine). Putting information into multiple categories results in the best consolidation--there are several avenues then for retrieving the information |
| rules and recurring patterns: using "If...then" types of patterns (if this is an improper fraction, then it will reduce; if dark clouds cover the sky, it will probably rain; if this is a memoir, it is told from the writer's point of view). |
| chains: putting information or steps in a very specific order (steps in long division; steps to a play for basketball; steps in an outline or lab procedure; order of months in the year or historical occurrences) |
Finding information stored in long term memory is necessary in order to use the information at a later date. Access/retrieval of information occurs with the same methods as information is consolidated; in fact, the better material is consolidated, the easier it is to access.
| Using paired associations |
| Using pattern recognition |
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| make games to help with paired associations |
| use charts, diagrams for serial procedures--with arrows |
| use multi-sensory pathways to consolidate material (if material is visual, also discuss verbally; if material is verbal (or reading), make diagrams on cards for visual |
| location enhancement--material is retrieved more easily if you are in the same location (ever have to go back to the living room to remember what you wanted to get from the cellar?); give tests in the same room as the teaching |
| consolidate information just before sleeping--it will consolidate while you sleep |
| give a private warning before calling on a student |
| give practice tests--so they can practice retrieving material |
| allow more time for tests or answering questions |
| ask open-ended questions--with more than one possible answer |
| use authentic assessments--projects, skits |
| be selective on memorizing requirements--with technology, much of the material can be accessed |
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Sheila Brock, Lake George High School, May 2001
