chapter 8

1.) Summarize? Chapter 8 focuses on semantic memory and schemas. It identifies four categories of semantic memory: feature comparison (list of necessary features or characteristic), prototype approach (identify most typical representation of a category and reference that to others), exemplar approach (identifies specific examples and classifies new stimulus accordingly) and network models (focuses on interconnections among related items).

The chapter distinguishes between schemas and scripts in that schemas are our knowledge about the world and a script describes an expected sequence of events. Matlin discusses memory selection and the two opposing theories: we remember better when stimuli is consistent with existing schemas OR we remember better when stimulus is inconsistent with existing schemas. She continues with memory abstraction -suggesting we store the meaning of the message and not exact wording, memory interpretation - remembering our own interpretation rather than original messages, and finally memory integration.

2.) How does this fit with what I already know? It follows what was presented in earlier chapters, specifically 4-7. It offers more detailed theories to explain how memories are stored and how previous knowledge can influence the processing of new information.

3.) Unclear? I don't think I am unclear on anything. The chapter went into GREAT detail.

4.) How would I apply this in my own teaching? I posted on the discussion board an example of using the prototype approach in nutrition education. This is a very useful approach because students can learn a specific example of each food group and then compare it to new foods to determine which group they belong to.

5.) Proof? The author offers MANY studies in this chapter. I think the evidence comes in the description of the semantic memory categories - for me anyway. The descriptions seem easily understandable and rational. That's not to suggest that I don't believe the schema and scripts information. I completely believe we remember what is most applicable to us and the meaning of the message as opposed to exact words.

6.) Why is it important? What does it explain? I think it offers insight into how students may process new information and relate it to preexisting knowledge. It helps to explain why students may struggle with new material if it does not fit into their established schemas, therefore helping the teacher to try and alter that schema to allow new understanding.

7.) When would I use this? I think I would use this information with students who are struggling to incorporate new information into preexisting knowledge. I gave an example earlier in the semester about students who were having trouble with the idea that even a little second hand or environmental smoke is unhealthy. They seemed to resist this information because it did not fit with their existing understanding or schema. The effort then became to change that schema to allow for the new understanding that no amount of second hand or environmental smoke was acceptable and any exposure carried health risks.

8.) Faster, cheaper, better? I think as we understand these theories, we will be able to employ learning strategies to either utilize them as possible avenues in learning or work within them, such as schemas, to enable students to process new information more readily.