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This Concept Map, created with IHMC CmapTools, has information related to: Robinson_E_final, Why don't I remember? Could be Interference, Elaboration requires Going deeper to form multiple connections to the concept. A constructivist approach., Information Processing Requires Sensory input, Rehearsal misused by students Cramming immediately before the test. Information will likely not be encoded into longterm memory. May be okay if you are trying to remember a formula but don't do this with large packets of information., Executive function Improve functioning? Meta Cognition, Decay Try Going deeper to form multiple connections to the concept. A constructivist approach., How to optimize student learning. Requires Information Processing, Executive function Information moves between Working Memory, Movement of information form working memory to longterm storage. by Organization, Working Memory Influence Movement of information form working memory to longterm storage., Why don't I remember? Could be Decay, Rehearsal Keeps Information in working memory so that it can be encoded into longterm memory., Long term memory check for Recall, Stress management techniques. Playdoh or other quiet manipulables, visualization, deep breathing (box technique). With older students discuss importance of healthy habits (ie. sleep and nutrition). students Use techniques while studying and also in testing environments., Frequently May reduce Retrieval failure, Interference Try Rehearsal, Executive function Information moves between Long term memory, Sensory input Attention directs inputs Working Memory, Organization Instructors Try Chunking: pg 130-131, 137 Scaffolding: pg 113, Meta Cognition possess Meta comprehension