Chapter 7

1.Summary: This chapter began with a debate over how visual information is stored. There seems to be more support for the analog code(picture representation) over the propositional code (descriptive representation) This chapter also included information about interference that movement and auditory and visual images can have on perception. The second part of this chapter was on neuroscience research that related to mental images and perception and where this occurs in the brain. The last section was on cognitive maps which was defined as a mental representation of the environment that surrounds us-like a mental map.

2. In earlier chapters 2 -4 we studied auditory and visual perception. This week we read about mental visual imagery and how it related to real objects.

3. Unclear on: Propositional code -I read that it was abstract and does not resemble natural language. What does that mean? Then on p. 214 Reed described it that people store pictures as descriptions in propositional codes. That made a bit more sense to me. Also I was unsure of masking effect as described on p.216.

4.Application: Asking students to describe steps in a process might be a way to use information from this chapter. Designing tasks would relate to cognitive mapping. If a student has difficulty making mental pictures that would signal a problem. I would need to think of how to develop this process by reading text and modeling what I am thinking and the image in my mind. Having students do more summarizing would help them with the propositional code.

5. Proof: I am not convinced about analog/propositional code controversy. It could be because I am not quite clear on the propositional code. In my own small brain it seems like mental images pull from both the pictorial and descriptions. I am not real clear what the difference really makes anyway as long as we are able form these images and use the information.

6. Is it important? Explains or predicts what? It seems important that a person be able to have a mental images or descriptions to resemble perception. If the analog code and propositional code is not present a person would have difficulty interpreting everyday situations as well as well as understanding academic areas such as reading/math etc.

7. I would use this information to help my students that have difficulties with perception. Modeling how I imagine , say for example, what is going on in a story or how I am making a connections with a story, or modeling summarizing would hopefully help students with these types of difficulties.

8.Other ways to accomplish…Not cheaper or faster but I think giving students more exposure to other life situations is a way to help students with mental images, that they can make connections with. Hands on experiences are always the best but we have the internet, experts could come to the school, reading a variety of books to students would all help.

Chapter 6

1. Summary: Chapter 6-Memory strategies help encode and retrieve information. People that want to improve their memory employ memory strategies such as: different types of practice techniques, imagery mnemonics, organization mnemonics, or use of multiple modes. There are strategies that help us remember what to do in the future(prospective memory) and to recall information (retrospective memory). Metacognition helps control our cognitive processes by directing the way we choose and use our memory strategies. Meta memory is not always accurate in predicting performance. Metacognition also includes metacomprehension which focuses primarily on reading comprehension. Chapter 13-Memory can occur in infants as young as 3 days old. Memory develops over time and as a person ages they begin to understand the importance of putting forth effort to learn new information and therefore increase their use of memory strategies. Adults understand how memory works and what memory strategies are effective. However older adults tend to be overconfident on some memory tasks. Some older adults tend to believe that poor memory comes with age and therefore do not always utilize memory strategies; however for those that recognize the importance they are likely to complete memory task in a satisfactory manner.
2. How does it fit: In early chapters we read about working memory, our immediate memory and the central executive that integrates information from working memory and long term memory. Then in chap. 5 we began our study on long term memory-depth of processing, memory retrieval. As we continue our readings in chapter 6 and 13 we learned about memory strategies that help us encode and retrieve information and the control center (metamemory).
3. Still wondering: I was a bit puzzled by information found on p. 450 source monitoring-the children that made the most source monitoring errors were those that imagined how it would feel…and then in the next paragraph further research showed that children recall performing a task but they had actually observed the task being completed by another person. That was interesting/puzzling.
4. Application to teaching: In third grade we present many strategies to help with comprehension: rehearsal techniques, imagery techniques and organizational techniques. Some students have strategies in place, others really soak up strategy ideas, and yet others appear to need many more exposures.
5. Proof: I believe the many techniques that help us learn have been tried and proven to be successful for myself, for my own children, and my students at school. I have read about many of the same strategies(sometimes given a slightly different title) in lit. reviews and other information learned at conferences or read about in books for other classes.
6. Importance: I believe it is important for the obvious reason that if one learns about how to help oneself retain and call up information-‘keep our memory abilities active- we function better overall.
7. I would specifically use techniques to help students comprehend in reading. If they can connect to the text they will be able to understand and retain the information. Study skill help: My third grade students will soon be responsible for learning information from a variety of content areas so understanding the importance of practice, understanding spaced learning, imagery strategies etc. will hopefully give the students a repertoire of strategies to put in place when working independently on activities.
8. I have had a few parents ask me about the Sylvan Learning Center. I am not exactly what they do but I think they offer tutoring service, teach study techniques etc. Students could be introduced and taught some of these strategies through the school system instead.

Chapter 5

1. Summary: Long term memory is our memory for experiences or information from our lifetime. It can be divided into three categories-episodic(memories and events that happen to you), semantic(knowledge about world, words and facts) and procedural(knowledge about how to do something). Encoding(how you acquire information)-there are different levels of processing but people have a deeper level of processing because of the use of distinctiveness and elaboration. Mood and emotion control our memory. Retrieval (locating and accessing information) Explicit memory tasks involve recognition and recall. Implicit tasks is where previous learned information and experiences help a person perform a task. Autobiographical memory is memory about events and issues related to self. We use schema and source monitoring to help with recall.
2. How does it fit with previous info.? Previous chapters discussed attention and short term memory. Attending to information helps us retain the information both long term and in our working memory. The central executive integrates information from our working memory and our long term memory. It all works hand in hand.
3. Unclear on: After reading about memory and all the bias’s I would afraid to be called as a witness for a court case…on the other hand I would hate to be relying on an eyewitness to testify on behalf of my innocence. I guess the studies are proof that these bias’/effects/controversies etc. can alter our memory.(?)
4. Application to teaching: On p. 123 the discussion was on the levels of processing. I think that if I want my students to really understand information I must find a way for the information to have distinctiveness and to get students to elaborate.

In third grade we begin to work on elaboration-making connections to self. Making the information distinctive –I try all kinds of crazy…and not so crazy ways to get it to stand out.

5. Proof: Of course there are the studies and experiments but I guess the way I think the information is true is because I am able to connect with much of the information.
6. Importance: For one, I think understanding the levels of processing could help me teach strategies to help students retain information in their long term memory. Cues, rehearsal techniques, relating to self and other tricks can be taught to improve memory tasks. Also, recognizing the difference between recall and recognition tasks (explicit) and memory tasks that are more application (implicit) would help students.
7. I would use this information for all my students. I think all students could use strategies to help with recall. This answer ties in with earlier replies of #4 and #6. I think students that have trouble keeping vocabulary straight may benefit from self-reference strategies. Also, the Pollyanna Principle –how positive or pleasant items are recalled more accurately. So controlling the presentation of information in a positive manner may effect my student’s ability to retain the information accurately.
8. Or world is so technology minded…Using computer programs to help with memory strategies may be a positive way to approach this issue. I am sure there are many programs out there that would be challenging, fun and interesting to the students.

Week 4 blog

1. Summary: Working memory was previously called short-term memory. It is our brief memory which helps us process current information to carry on cognitive daily tasks. Baddeley’s working memory model emphasized several components that work together- phonological looping(storage for sounds), visuospatial sketchpad(processes visual and spatial information), and episodic buffer(temporary storage where information from the phonological loop/visuospatial sketchpad can combine ) and the central-executive (an integration of all the above plus long term memory.
2. How does is fit with prior information learned? We have been learning about speech perception/visual perception/attention and more in previous chapters.

This chapter gives a different aspect of sounds and memory with phonological looping and visual perception and visuospatial sketchpad and combination usage of both- episodic buffer. The two senses-vision and hearing seem to spiral around in each chapter.

3. I am not sure if my examples given on blackboard actually match or are good examples of the working memory model. I was not sure if working memory and long term memory work together. It seems logical and the diagram on p. 105 seems to support that.
4. Students seem to remember information better if they use several senses-hear it, visualize it, draw it, experience it, connect with it…these aspects seem to tie in with the central executive that integrates storage for sounds, visual/spatial information or a combination of both.
5. I believe this is true based on my own memory or (lack there of)…and my observations of what others do, especially my students. When I call on a student to recall a detail just read, I sometimes observe them looking at the picture or quickly scan the text to remind them of information. Sometime I use 1, 2 or all three of Baddeley’s model as I perform my minute-to-minute tasks. His proof? He looked at work of other researchers and shaped it to include more components. However it is just a theory and I would imagine it will continue to be adapted as time moves along.
6. Importance: Perhaps if we understand the components of working memory we can use this information to help those that have a poor working memory. Perhaps accommodation could be made, strategies could be introduced to help with short term memory. I know that I give my students little hints here and there to help them remember certain pieces of information.
7. I think I could use this information to help my students learn strategies to help them overcome some working memory difficulties…like sketching a picture to illustrate what just happened in a story. Or, think of synonym that is more familiar to them to keep vocabulary straight. Students could teach themselves how to break down a big task into smaller chunks to help them understand information.
8. Are there other ways...multisensory involvement may improve student learning. Or, perhaps tapping in on dominant sense. For ex. Some people are visual learners, others are auditory. Knowing that preference would help a teacher adapt lessons.