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.