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.