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.