Resources: theories of long-term memory

Here are two lessons on theories of long term memory, covering the distinctions between episodic, semantic and procedural memories, associated research studies and critical issues. The first has a slideshow on the key concepts, accompanied by a classification task and a comparison table to complete. The second has a slideshow on critical issues and a reading on clinical case studies of episodic, semantic and procedural memories. An irrelevant case has been added to the reading so that the students get practice at deciding whether evidence is relevant to an issue or not. There is also a Socrative quiz on theories of LTM.

4 thoughts on “Resources: theories of long-term memory”

  1. Hello. I am doing a research project on What makes some more vulnerable to impostor syndrome than others and how can it be addressed? I am finding answering the how part of the question quite difficult, do you have any suggested reading? It would be most appreciated, thank you. Leya.

  2. Hi,

    I have found your site, and I have to say it’s amazing, and has really helped with my teaching of certain topics. I was wondering what you do in regard to issues and debates – do you teach as you go, or all at the end? I really struggle with this part of the course. Do you have any suggestions please?

    Many thanks

    1. Hi, Lisa. Glad you find the site useful. For Edexcel, I’ve found it necessary to teach Issues and Debates all the way through the course, as the students need to integrate it really well with their knowledge of course content. Then I spent time at the end of the course drawing everything together. The challenge, I think, is making time for a little bit of I&D every few lessons. It’s really easy to drop it from a lesson when you’re pressed for time and you have to keep reminding yourself that it’ll pay off in the end. Something that might help is reserving space for a wall display at the start of the year, then building up the content on the display by giving the students little activities every so often, the result of which end up on the wall. That, at least, keeps the idea of I&D visible for you and the students. Another resource that might help is a large debates organiser (e.g. a table or other graphic) that students can keep adding to. Same principle as the wall display idea. If nothing else, it increases students’ familiarity with the debates/issues and their relationship with other content. Hope that helps, –Aidan

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