Chapter 8

1. Summary: This chapter explained the structure of semantic memory-organized information about the world. It explained four models. Feature comparison-memory Prototype-information is organized by the most typical member of that category. Exemplar approach-examples for a category are held in the memory. Network model-interconnection among related items. Our background knowledge also includes information from events, people and situations that is called our schema. A script is a type of schema-sequence of events of a familiar activity. Schemas can sway our interpretation and integration in our memory.

2. It connects with previous chapters on memory - how previous knowledge influences our memory. In previous chapters we have also discussed how information is organized.

3. Unclear: I understand what the word integration means in general but I felt that explanation on schemas/integration in memory in the book was lacking. I starting getting confused about priming and lots of information about different levels of categories. I tried to just keep the main idea in mind.

4. Application: Learning about the different semantic memory models may help me as a teacher to understand how students are organizing information. I noticed that our speech teacher discussed categorizing for developing language at an IEP meeting. So if students work on different categorizing activities it could develop different parts of the brain. (250) Developing different parts of the brain would perhaps add to the network of the connections.

5. Proof: I guess one example of proof is that our speech teacher uses categorizing to develop language in students. Examples in the text remind me of categorizing activities we do in reading to get students to make connections. Our routine activities (schemas and scripts) influence our attitudes toward particular situation and activities.

6. & 7. Importance and use: It could help explain difficulties of students that have trouble making connections. It could explain reactions of students to certain situations/activities. For example if they have had a bad experience they may avoid an activity. It could explain lags in student learning… Knowing this teachers can alter activities to aid in student learning. On p. 267 they discussed schema therapy. I thought that was very interesting. I guess teachers could use that same theory to help students gain trust in new schemas.

8. Other ways: I think we can look at this as another strategy. Ex. If it appears that a student only relies on one semantic memory model then perhaps instruction could include other models-different approaches.