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.