M4N Chpt 4

Question 1

How does Oakley describe long-term memory?

Answer 1

• LTM = Long term memory, which is responsible for the storage of info for later use.
• Concepts and techniques for solving math and science related problems are stored in LTM
• Transferring info from Wm to LTM requires Spaced Rehearsal, which is similar to distributed practice, meaning that rehearsals take place over a period of days, the time allows synaptic connections to form better than short rehearsal sessions.

Question 2

What is a chunk?

Answer 2

• Bits of information bound together by meaning.

- Bits or chunks unite together through meaning to create understanding.

Question 3

What are the basic steps for forming a chunk? How many steps are there?

Answer 3

1. Three steps…
2. Focus attention on what you are attempting to chunk. Allow the brain to make new connection with preexisting information. Distraction interrupts this process by taking cognitive power away from focus.
3. Understand the basic idea – synthesize the gist of what is important. Understanding binds trace memories together to create chunks. Self-testing speeds up the process by using repetition and the recall process.
4. Context – seeing not just how to use a new concept but when to use the concept. Being able to see a bigger picture allows a student to compare and contrast concepts, learn when and when not to apply a concept.
   a. Bottom-up chunking = ?
   b. Top-down “Big picture” chunking = ?
   i. Both are needed to master a new piece of material.

Question 4

How does Oakley describe working memory?

Answer 4

• WM = Working memory handles the information you are currently working to process.
• WM holds about 4 chunks, prior research suggested 7, chunking information can artificially expand WM to appear larger.
• Info is lost from Wm through the Natural Dissipating Process (NDP)
• The NDP will kick in unless energy is added to keep info in WM.
• Rehearsal is a common way to add energy to WM info.

Question 5

How does practice affect performance?

Answer 5

• Revisiting, called here “Strengthening” is reviewing using recall & retrieval within a day to help strengthen new patterns in the brain.
• Without strengthening, new patterns will fade.
• Practice with recall and retrieval enhances deep learning and forms chunks.
• Context x Retrieval Process x Practice = Solid neural patterns with deep, contextual richness.

Question 6

What happens when you focus your attention?

Answer 6

• The brain like an octopus accesses the areas of the brain responsible for storing information with relationship to what is being focused on. E.g. think of a shape and the brain connects to the area responsible for shapes.
• Focused attention + practice fires neurons, wiring them together creating mental loops and trace memories.
• Trace memories build chunks, chunks build larger more creative concepts bit by bit.

Question 7

What are some tips to affect recall?

Answer 7

• Practice recall outside of your usual study area. Changing physical environments helps see problems from different perspectives.
• Interleaving = Practice by mixing various kinds of problems, helps master material by helping a student choose techniques to solve problems and understand differences in concepts.

Question 8

What is NDP? What does it do?

Answer 8

Natural Dissipating Process (NDP) - the loss of information from WM

Question 9

What is the “Illusion of Competence” and “Importance of Recall?”

Answer 9

• Illusion of Competence is the false sense of competence gained from reading or hearing lecture material. Aka an “Aha! Moment” without actual deep learning of the information.
• Recall and retrieval practice is more effective than passive rereading.
  o Close the book and try to recall what you’ve read or answer questions.
• Karpicke research coined the term illusion of competence.
• Using recall and mental retrieval of key ideas will make study time more focused. Knowing where your holes in understanding is, is the first step to filling the holes.
• Recall & retrieval process helps chunk information, builds your mental library and helps a student classify/categorize information. Classes can be distinguished from each other and help see new patterns.