- 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.
- 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.
- 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.(?)
- 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.
- 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.
- 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.
- 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.
- 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.
Denise,
ReplyDeleteI too teach third grade. About those connections. Have you found and wonderful activities that helps your students? I have tried somethings that I learned in my reading endorsement classes in regards to vocabulary. I am sure you have tried things like having the kids act out the words, playing pictionary, and illustrating the words. I am just now, after over 100 days of third grade, getting my students to always be on the lookout for ways to make connections to what we are learning.
I found a little information on the Pollyanna Principle. Nothing much more that what the text mentions. We know we need to make our learning environment positive. Now this is just one more reason why we need to keep the learning as positive as possible.
"Cues, rehearsal techniques, relating to self and other tricks can be taught to improve memory tasks."
ReplyDeleteI am doing my workshop on memory and learning disabilities, so I've been looking up similar information. Rehearsal is definitely helpful to many students. They need reminded of the information because so often they have trouble paying attention. I know I was one of those students in school. It helped to have a teacher remind us of something being due. (Then I found the magic of a planner)
It sounds like you have a good idea about the Pollyanna Principles and keeping things positive in the classroom to promote remembering. This can be helpful in many other ways too, like keeping the class relaxed. I hope this is working for you.
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.(?)
ReplyDeleteMe too I would definitely be afraid to be on the other side if I have to rely on eye witness to proof my innocence. And memories of an eye witness can be altered by a lot of factors. I wonder why the legal system rely on eye witness when all these evidence that work against it.
I agree with you and Lydia about the witness for a court case. I also don't understand how we can have a jury made up of people (anyone) who can decide whether a person is guilty or innocent. According to the book, in the post-event misingormation effect, people first view an event, and then afterward they are given misleading information about the event. It would be difficult to keep everything straight.
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