Module 11: Blog Post 1

- From the reading, I have a question/confusion about memory and forgetting. It gives 3 scenarios as to why we forget things. For retrieval failure, it explains that stored information in long-term memory cannot be "pulled up" for use when needed. So my question is, if you have information in long-term memory and fail to retrieve it when needed, is it technically gone from your long-term memory? Or if 2 weeks later you try to "pull up" that same information again, would you be able to if you couldn't 2 weeks prior?

- Learning occurs everyday through our encounters between stimuli and responses. We encode certain information that can be later retrieved if stored in long-term memory. The information processing theory discusses how stimuli first trigger your sensory memory. Since there are many stimuli going on within an environment at one time, certain stimuli catch attention to you over others. Large things, bright colors and loud sounds are examples of ways stimuli catch your attention. During sensory memory, you are focused on stimuli that is registered but not yet processed. If you continue to pay attention to this stimulus, it is transferred to the working memory stage, where the information is put to use. Attention is focused on what is important, integrating information from both sensory and long-term memory and selecting strategies of how to process and organize the information. Information in the working memory is lost within 5-20 seconds if not actively used or transferred to long-term memory. Encoding processes, rehearsals, and mnemonic devices are used to help remember information and move it into long-term memory. Long-term memory is the last stage of the information processing theory, where huge amounts of information can be stored and retained for days, weeks, or even years. To teach students, you must remember that new information is not easily encoded. Using mnemonic devices along with rehearsals is a great way to help students learn, encode and store information that can be later retrieved from their long-term memory.

- If I were teaching a child at an out-patient counseling session about their newly-diagnosed diabetes, I would use food models and picture representations. I would first show them foods that help regulate their blood glucose levels, in the quantities desired. For example, I would show them portion sizes of how much grains, fruits, fats, etc. they should consume at each meal. Seeing colorful picture representations would help trigger their sensory memory. (I also would have colorful food handouts that they could take home with them for a reference if needed). Once I have gotten their attention, I would focus more on the carb counting and how it relates to the food that they eat. The information would then be transferred to the working memory. To help the child remember the importance of eating the right foods, in the appropriate portion sizes, at the right time, I would help design a menu that allots them specific carbs at each meal. This would help relate the amount of carbs in food to the amount allotted at each meal. The continual repetition of this information and practicing the behaviors on a daily basis will help store the information in long-term memory. Over time, after the child becomes familiar with their menu plan and amount of carbs in different foods, they will not even have to think about it. Correlating the foods with portion sizes, to the amount of carbs in each, will help the child remember what is okay to be eaten at each meal, which will in turn help the child control their diabetes.