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.
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I must have difficulty with my cognitive mapping when it comes to traveling between places. I have been taking classes at SIUE for the past 2 years. I have driven to campus many times, but I still find it difficult to remember how to get to campus. I do take 2 different paths depending on my mood, so I guess that adds to my confusion. Not enough repetition of the same map, so the route to SIUE is not embedded in my cognitive map like my route I travel to work EVERY day.
ReplyDeleteYour comment on #3 really made me think. I can see your point about why it has to be either analog or propositional. Perhaps your thoughts are correct. Perhaps we do have both codes in place, but the mode of retrieval forces our minds to decide which one would produce the best image. I have found myself trying to explain something to my children. They are focusing and with me, but then I feel that I just need to draw it out to show them. My dad does the same thing when giving me directions. The more I think about your response, the more I can see what you mean.
ReplyDeleteIn regards to #6, you reminded me of the time you discussed your hula hoop activity with teaching kids about nutrition and food groups. When your kids look back, they will remember that lesson because you took the time to plan and effective, instructional lesson that truly helped them with their mental images because not only did you use their analog code (the plastic food or pictures) but you also used propositonal code when you had them think about the hula hoop it had to go in because they had to think about the characteristics of the food item in language terms.
ReplyDeleteP.S. Hope all is going well! You are driving to STL? No longer in Bell-vegas subbing?