1.) Summarize? Chapter 7 discusses mental imagery and cognitive maps. Matlin introduces us to the debate between analog code (picture imagery) and propositional code (language descriptions). The chapter includes imagery rotation, distance, shape and interference. The information on interference suggests: visual imagery can interfere w/visual perception, auditory imagery can interfere w/auditory perception and motor movement can interfere w/mental image movement.The last part of the chapter covers cognitive maps and how we create mental representations from visual and spatial imagery to navigate our environment.
2.) Relation? Chapter 7 kind of echos chapter 4. Relating cognitive maps to the phonological loop and visuospatial sketch pad discussed previously. Ch. 7 states that we create mental images about our environment and spatial cognition. Ch. 4's description of the phonological loop was similar in that it utilizes the visuospatial sketchpad to help us identify objects and landmarks.
3.) Unclear? I understand the rationale for a finite amount of memory space, but I don't necessarily understand why it has to be one or the other regarding analog or propositional code. Perhaps, in the moment of retrieval, when we access information, we make an unconscious switch from the propositional storage to analog retrieval?
4.) Application? I apply cognitive maps all the time when traveling. When I was teaching in STL and driving from school to school, I would constantly use cognitive mapping. How long does it take to get from KOG to SLCS? Or from the office to the Y? A long time if you are on Kingshighway!
5.) Proof? I am big on the analog code because I use this so much. I understand the argument for propositional though too - the computer memory analogy and images take up more space. But I think this might be a little limited in the description of how our brains work. Perhaps both are at work.
6.) Why is this important? I think it is important to understand the use of mental imagery because it can be a powerful tool in education. Understanding how people use imagery can help teachers plan lessons more effectively by including visual and spatial images.
7.) When to use? All the time. I would definitely use this information on analog code an cognitive maps with students who rely heavily on visual learning. Helping them to create imagery that will be useful during encoding and retrieval.
8.) Faster, cheaper, better? Not sure if there is a better way. I think using both analog and propositional code during instruction would be beneficial to students. Tie the two together to encourage a deeper processing of information. An example in health class: discussing macro and micro nutrients and placing a visual image in relation to those definitions and creating a better understanding of what nutrients we need more of and which ones we need less of.
Tuesday, February 24, 2009
Monday, February 16, 2009
chapter 6 & 13
1.) Chapter 6 discusses memory strategies and metacognition. It offered a quick review over ideas covered in previous chapters, along with defining memory strategies as mental activities that help with encoding and retrieval. It gave many examples of different memory strategies: total time hypothesis (relates the amount of info learned to the time spent learning), distributed practice (spread info to be learned out over time), testing effect (test yourself to further long term memory), mnemonics -several different ways of organization, keyword method and method of loci. Finally, the comprehensive approach which suggests that people should use a variety of techniques to improve memory and not just a singular approach.
Chapter 6 defines metacognition as our knowledge about our cognitive processes and our control over these processes. As well as metacomprehension, which refers to our thoughts about comprehension.
Chapter 13 is about lifespan development of memory. It presents information on working memory of children, long term memory of children and memory strategies for children. It states that children don't understand the need for memory strategies because they have unsophisticated ideas about how the brain works. The text maintains that children do not understand they need to make an effort to use memory strategies and that it is difficult to test children because their vocabularies have not developed enough to describe their mental state. The chapter also includes information on elderly people and their working and long term memories.
2.) The reading fits with what I have already learned in that it supports the previous chapter discussions on encoding and retrieval. It offers strategies in encoding and storing information in our long term memory. The beginning of chapter 6 discussed a quick review on divided attention, levels of processing, self reference effect and encoding specificity. I found this very helpful when moving into the strategies.
3.) I am still unsure about the benefit, or lack there of, in instructing young children on memory strategies. The book suggests it is not developmentally appropriate for most young children as they cannot understand how their minds work. Yet, it says those with more sophisticated metacognitive abilities could use strategies effectively. Then it continues that it is difficult to test kids because their vocabulary skills are not sophisticated enough to describe their mental states. So I am not clear on how they can even measure effectiveness in this regard.
4.) How would I apply this? I use many kinds of strategies in my own learning experiences. Comprehensive approach closely represents how I study and commit things to memory. An example would be reading my text and reviewing questions and then spending time working out or with friends and then coming back to the material later for review. It helps me process information at a deeper level.
5.) The text provides great examples of memory strategies. I have used just about everyone at one time or another over the years and find them to be very useful. When I was reading about the tip of the tongue phenomenon I had to laugh...we were just at a trivia night a few weeks ago and experienced this with a question about an Oscar winning father and daughter directors. I kept thinking not Scorsese, but the other guy...Coppola - Frances Ford and his daughter Sophia! Finally!
6.) Why is it important? It is important to be able to identify different strategies that could help students efficiently and effectively commit information to memory. We all learn in different ways and what works for one student may not be as helpful for another. Having an understanding of different approaches will enable teachers to find the best way to help students learn and retain new material.
7.) When would I use this? I use a variety of strategies all the time in my own learning. It just depends on the task. In regard to helping students, I think once they identify what strategies work best for them, you can present information in such a way that emphasizes that strategy. An example would be if you had a student that has had success with chunking information, you can try to present new material in a way that utilizes this strategy for them. Classifying is another example that works well in science. Mnemonics may be another way to remember formulas or theories for some students.
8.) Faster, cheaper? I think as students begin to identify strategies that help them in class, they will become more efficient in studying. I know for myself this has proven to be true. Over years of trial and error, I have found ways to improve my efficiency and time management as well as retention.
Chapter 6 defines metacognition as our knowledge about our cognitive processes and our control over these processes. As well as metacomprehension, which refers to our thoughts about comprehension.
Chapter 13 is about lifespan development of memory. It presents information on working memory of children, long term memory of children and memory strategies for children. It states that children don't understand the need for memory strategies because they have unsophisticated ideas about how the brain works. The text maintains that children do not understand they need to make an effort to use memory strategies and that it is difficult to test children because their vocabularies have not developed enough to describe their mental state. The chapter also includes information on elderly people and their working and long term memories.
2.) The reading fits with what I have already learned in that it supports the previous chapter discussions on encoding and retrieval. It offers strategies in encoding and storing information in our long term memory. The beginning of chapter 6 discussed a quick review on divided attention, levels of processing, self reference effect and encoding specificity. I found this very helpful when moving into the strategies.
3.) I am still unsure about the benefit, or lack there of, in instructing young children on memory strategies. The book suggests it is not developmentally appropriate for most young children as they cannot understand how their minds work. Yet, it says those with more sophisticated metacognitive abilities could use strategies effectively. Then it continues that it is difficult to test kids because their vocabulary skills are not sophisticated enough to describe their mental states. So I am not clear on how they can even measure effectiveness in this regard.
4.) How would I apply this? I use many kinds of strategies in my own learning experiences. Comprehensive approach closely represents how I study and commit things to memory. An example would be reading my text and reviewing questions and then spending time working out or with friends and then coming back to the material later for review. It helps me process information at a deeper level.
5.) The text provides great examples of memory strategies. I have used just about everyone at one time or another over the years and find them to be very useful. When I was reading about the tip of the tongue phenomenon I had to laugh...we were just at a trivia night a few weeks ago and experienced this with a question about an Oscar winning father and daughter directors. I kept thinking not Scorsese, but the other guy...Coppola - Frances Ford and his daughter Sophia! Finally!
6.) Why is it important? It is important to be able to identify different strategies that could help students efficiently and effectively commit information to memory. We all learn in different ways and what works for one student may not be as helpful for another. Having an understanding of different approaches will enable teachers to find the best way to help students learn and retain new material.
7.) When would I use this? I use a variety of strategies all the time in my own learning. It just depends on the task. In regard to helping students, I think once they identify what strategies work best for them, you can present information in such a way that emphasizes that strategy. An example would be if you had a student that has had success with chunking information, you can try to present new material in a way that utilizes this strategy for them. Classifying is another example that works well in science. Mnemonics may be another way to remember formulas or theories for some students.
8.) Faster, cheaper? I think as students begin to identify strategies that help them in class, they will become more efficient in studying. I know for myself this has proven to be true. Over years of trial and error, I have found ways to improve my efficiency and time management as well as retention.
Tuesday, February 10, 2009
chapter 5
1. Chapter 5 discusses long term memory. It includes episodic memory (past events), semantic memory (organizing knowledge about the world), and procedural memory (knowledge about how we do something). It refers to encoding which is the initial acquisition of information and retrieval which allows storage and access to that stored information. Autobiographical memory includes schemas, source monitoring, flashbulb memories and eyewitness testimonies.
One of the points I found most interesting in the chapter was the information relating to levels of processing approach. The text states that a person's recall will be more accurate when they have a deeper level of processing. It discusses elaboration and a richer processing of meaning and interconnected concepts. I found this to be in opposition to what is occurring with NCLB and teaching to the test. We have a great deal of rote memorization in schools and little in the way of rich connections. How will the information they learn today hold up in their long term memories?
2. Chapter 5 picks up nicely where chapter 4 left off with working memory. In chapter 4 we learned about working memory and how people learn new information. Chapter 5 expands on this and provides insight on encoding and retrieval. It supports Theme 4 of the book which states cognitive processes are interrelated and do not operate in isolation.
3. I don't think there is anything I am unclear on regarding long term memory. I found the information on flashbulb memory and eye witness testimony very interesting. It is hard to believe we still rely so much on eye witness testimonies in court cases, when there is evidence that suggests it can be less that reliable.
4. I can apply the levels of processing information in my own learning experiences as well as in teaching practices. Specifically elaboration. This will allow my students and myself to make a stronger connection to the material and concepts discussed. It's the difference between learning something and knowing something.
5. There are many different examples given in the text that leads me to believe in the accuracy of the theories presented. The flashbulb memory is dead on. I remember where I was and what I was doing on September 11. I can picture the house we were living in, the kitchen tv when I turned it on and saw the first building on fire, my son sitting in his highchair having breakfast.....I will never forget that morning. (And I often wonder if I turned off the coffee pot, or did I just think about turning it off?)
6. Understanding long term memory is important because as teachers we need to have an understanding about how students retain information. This will enable us to present lessons and materials in ways that will enhance their abilities and they will be able to access stored information easier. It is important for us as learners to understand because it will only make our experiences with retrieval that much smoother.
7. I use the self reference effect with students in health class. Personalizing lessons so students create a deeper connection to the course content. The encoding specificity principle is applicable in the classroom too. This could be illustrated in the example I mentioned last week with the students diagramming sentences in the 4 square outlined on the floor.
8. A better way? I think learners encode and retrieve information in ways that work best for them. Some students are visual learners, some are kinesthetic learners, some read it once and remember it forever while others need to reread a couple of times or sing a song. What ever works! Teachers strive to find out what is the best way for each student, to help them learn as efficiently and effectively as possible.
One of the points I found most interesting in the chapter was the information relating to levels of processing approach. The text states that a person's recall will be more accurate when they have a deeper level of processing. It discusses elaboration and a richer processing of meaning and interconnected concepts. I found this to be in opposition to what is occurring with NCLB and teaching to the test. We have a great deal of rote memorization in schools and little in the way of rich connections. How will the information they learn today hold up in their long term memories?
2. Chapter 5 picks up nicely where chapter 4 left off with working memory. In chapter 4 we learned about working memory and how people learn new information. Chapter 5 expands on this and provides insight on encoding and retrieval. It supports Theme 4 of the book which states cognitive processes are interrelated and do not operate in isolation.
3. I don't think there is anything I am unclear on regarding long term memory. I found the information on flashbulb memory and eye witness testimony very interesting. It is hard to believe we still rely so much on eye witness testimonies in court cases, when there is evidence that suggests it can be less that reliable.
4. I can apply the levels of processing information in my own learning experiences as well as in teaching practices. Specifically elaboration. This will allow my students and myself to make a stronger connection to the material and concepts discussed. It's the difference between learning something and knowing something.
5. There are many different examples given in the text that leads me to believe in the accuracy of the theories presented. The flashbulb memory is dead on. I remember where I was and what I was doing on September 11. I can picture the house we were living in, the kitchen tv when I turned it on and saw the first building on fire, my son sitting in his highchair having breakfast.....I will never forget that morning. (And I often wonder if I turned off the coffee pot, or did I just think about turning it off?)
6. Understanding long term memory is important because as teachers we need to have an understanding about how students retain information. This will enable us to present lessons and materials in ways that will enhance their abilities and they will be able to access stored information easier. It is important for us as learners to understand because it will only make our experiences with retrieval that much smoother.
7. I use the self reference effect with students in health class. Personalizing lessons so students create a deeper connection to the course content. The encoding specificity principle is applicable in the classroom too. This could be illustrated in the example I mentioned last week with the students diagramming sentences in the 4 square outlined on the floor.
8. A better way? I think learners encode and retrieve information in ways that work best for them. Some students are visual learners, some are kinesthetic learners, some read it once and remember it forever while others need to reread a couple of times or sing a song. What ever works! Teachers strive to find out what is the best way for each student, to help them learn as efficiently and effectively as possible.
Tuesday, February 3, 2009
chapter 4
1. Chapter 4 discusses working memory (short term memory). It includes information on different theories and research. Examples would be Miller's Magical Seven, which states we can only remember about seven things at one time. Brown/Peterson and Peterson Technique suggests that we can only hold information for about one minute before it is forgotten. Atkinsons and Shiffins Model, which identifies control strategies like rehearsal to strengthen and improve memory. Alen Baddeley identified four components for working memory: Phonological loop (auditory) , Visuospatial Sketchpad (visual), Central Executive (managerial) and the Episodic Buffer (past experiences).
2. Proactive Interference refers to difficulty learning new material because previously learned material keeps getting in the way. I think this falls in line with previous discussion on preexisting knowledge. When reading about the visuospatial sketchpad, I thought it sounded very similar to the feature integration theory which states we sometimes see the big picture and other times we see pieces. With the visuospatial sketchpad, we take the pieces and use them as landmarks according to the text.
3. I am still working on an understanding of the central executive. I understand it to serve as a manager of information in the regard that it's role is to sort and match incoming stimuli with previous stimuli. It then decides what is important and where it goes. If I am incorrect, please let me know.
4. I think the Baddeley theory would be very useful in a teaching environment. Recognizing and utilizing the four components to help students make connections with new materials. Example: Using the visuospatial sketchpad when teaching anatomy.
5. Sometimes I think the seven things theory thing holds true. When there is too much information for me to process I feel like something has to give. I could also relate to the Atkinson and Shiffrin theory. I have often experienced forgetting someones name after just being introduced. I have met someone and stood there engaged in conversation and then when they walk away I am like, "What was his/her name?" Total blank on that part of the exchange! I use the visuospatial sketchpad all the time when trying to find my way around STL.
6. It is important to understand working memory because it can help identify areas in which learners can utilize strategies to help solidify memories and transfer them to long term memory. I wish the author would have included some research on kinesthetic learning in this chapter. I have read research on this and many students utilize this strategy to learn and store new information.
7. This is information that is applicable to everyday learning. I can use this in my own experiences as a student ad strengthen my own working memory. As I mentioned above, for those in a classroom environment, it is helpful information to have when creating lesson plans an presenting new material to students.
8. I think this is a very interesting area of research. In a classroom situation, I think once you begin to identify ways to present material in ways that emphasizes memory strategies, you will eventually be able to employ this material and use it efficiently. An example could be teaching the food pyramid and having students create a big pyramid in the classroom and fill it with pictures of foods. I once saw a classroom activity that helped students diagram sentences by placing a big, taped, outline of what looked like a 4 square box on the floor in the classroom. Students identified parts of a sentences by standing in the correct square. An inexpensive way to help with a visuospatial understanding of the material.
2. Proactive Interference refers to difficulty learning new material because previously learned material keeps getting in the way. I think this falls in line with previous discussion on preexisting knowledge. When reading about the visuospatial sketchpad, I thought it sounded very similar to the feature integration theory which states we sometimes see the big picture and other times we see pieces. With the visuospatial sketchpad, we take the pieces and use them as landmarks according to the text.
3. I am still working on an understanding of the central executive. I understand it to serve as a manager of information in the regard that it's role is to sort and match incoming stimuli with previous stimuli. It then decides what is important and where it goes. If I am incorrect, please let me know.
4. I think the Baddeley theory would be very useful in a teaching environment. Recognizing and utilizing the four components to help students make connections with new materials. Example: Using the visuospatial sketchpad when teaching anatomy.
5. Sometimes I think the seven things theory thing holds true. When there is too much information for me to process I feel like something has to give. I could also relate to the Atkinson and Shiffrin theory. I have often experienced forgetting someones name after just being introduced. I have met someone and stood there engaged in conversation and then when they walk away I am like, "What was his/her name?" Total blank on that part of the exchange! I use the visuospatial sketchpad all the time when trying to find my way around STL.
6. It is important to understand working memory because it can help identify areas in which learners can utilize strategies to help solidify memories and transfer them to long term memory. I wish the author would have included some research on kinesthetic learning in this chapter. I have read research on this and many students utilize this strategy to learn and store new information.
7. This is information that is applicable to everyday learning. I can use this in my own experiences as a student ad strengthen my own working memory. As I mentioned above, for those in a classroom environment, it is helpful information to have when creating lesson plans an presenting new material to students.
8. I think this is a very interesting area of research. In a classroom situation, I think once you begin to identify ways to present material in ways that emphasizes memory strategies, you will eventually be able to employ this material and use it efficiently. An example could be teaching the food pyramid and having students create a big pyramid in the classroom and fill it with pictures of foods. I once saw a classroom activity that helped students diagram sentences by placing a big, taped, outline of what looked like a 4 square box on the floor in the classroom. Students identified parts of a sentences by standing in the correct square. An inexpensive way to help with a visuospatial understanding of the material.
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