Chapter 10: Memory and Thought "Remember This"

Introduction
Students have read about the complex processes of memory and thought. In this exercise, students learn about memory research and practice memory strategies at an online exhibit from the San Francisco Exploratorium.

Lesson Description
Students will use information from the Exploratorium: The Memory Exhibition Web site to learn about many aspects of memory. Students will witness the dissection of a sheep's brain. They will also have the opportunity to practice memory tricks on interactive pages and to play memory games. Students will then answer four questions and apply this information by designing an informational pamphlet that teaches students how to improve their recall during exams.

Instructional Objectives
1. Students will be able to describe the areas of the brain responsible for memory.
2. Students will be able to use this knowledge to design a pamphlet that teaches students how to improve their recall during exams.

Student Web Activity Answers
1. The Cortex is the outer layer of the brain. It is only a few millimeters thick, yet it contains 70 percent of a person's one hundred billion brain cells. These cells are responsible for the highest level of cognition, such as thought and memory. With respect to body size, humans have larger cortex than any other animal.
2. Axons of brain cells reach through the brain to make connections with other brain cells. These connections make it possible to relay information to other brain cells, which, in turn, makes thought possible.
3. Working memory is processed at the front of the brain, in the prefrontal cortex. Long-term memory is accessed deep in the brain, in a spiraled area called the hippocampus. The cerebellum initially processes skill memories.
4. Creating stories or mental pictures of the things you are trying to remember are some strategies for improving memory. Connecting individual items to create a story or picture helps you remember more of the items. Remembering can also be enhanced by connecting locations to the things you wish to remember (i.e. the examples of Simonides and the "Wander Around Your House" trick).
5. Students' pamphlets will vary. Students should draw on knowledge obtained from the Web site and their textbooks to describe methods of improving recall.

Student Web Activity