How People Learn 9 & 10
1. How does this topic fit into what I have learned already in this course?
Technology and how it is used in the classroom has an impact on how our students process, retain, and retrieve information. By providing a technology rich environment, we are offering another way to improve student learning and transfer. By scaffolding through technology, students are given the opportunity to apply what they learn and in many cases, they are using reasoning skills to solve problems.
2. What am I still not clear on in this week's reading(s)?
Once again, I am wondering how we can bypass the huge amount of material we are expected to “cover” in a year and still find a way to implement some of the technology that was discussed in chapter 9. It sounds like there are so many wonderful programs out there but many of them stated students worked on solving some of the problems and doing some of the projects for 3-4 weeks. Like last week’s discussion, changes need to be made to our educational system so that we are focusing more on developing a true understanding of the material versus just touching on things just to give exposure to our students.
3. Under what conditions would I apply this material to my own teaching/work?
I always have had love for technology. Up until reading this chapter, I thought I did a fairly good job on bringing it into my classroom. Now I realize there are many things I am missing out on. I have my students do a great deal of projects that require them to use Microsoft programs and the internet. I found myself wondering how I can better utilize technology with my students. I loved the project called Monsters, Mondrian, and Me. I do something at Christmas time where my students design a new costume for Santa. They write a description of the outfit and another student tries to recreate the costume by reading the description. Now I am wondering how I can turn this project into an online activity and participate with another third grade class somewhere.
Sunday, April 19, 2009
Monday, April 13, 2009
How People Learn 6 & 7
1. How does this topic fit into what I have learned already in this course?
Designing the learning environment has a great deal to do with how our students learn. What we are asking our students to do in class and how they perform those actions and activities all tie in with what we have been learning. Writing, speaking, thinking, problem solving, reasoning skills are all cognitive processes that students are doing and the environment in which we allow these things to take place have a huge impact on how our students learn. By finding a true balance of all of these approaches, we are fostering a cognitive playground!
2. What am I still not clear on in this week's reading(s)?
There really isn’t anything that I am not clear on after reading these two chapters. I enjoyed the examples that were presented in chapter 7. I would like to have had more of the classroom examples geared toward the elementary level, especially in science. After reading this information, I am wondering why the learning community continues to gravitate toward testing as the sole measure of how our students are progressing. Legislators should be reading material like this on a regular basis.
3. Under what conditions would I apply this material to my own teaching/work?
I would like to apply a little more of each of the learning environments presented in these chapters. I would love to present more questions to my students that would offer them the opportunity to create more of their own learning adventures. I am once again inspired to venture down the road where my students are driving the curriculum versus the curriculum driving the students.
1. How does this topic fit into what I have learned already in this course?
Designing the learning environment has a great deal to do with how our students learn. What we are asking our students to do in class and how they perform those actions and activities all tie in with what we have been learning. Writing, speaking, thinking, problem solving, reasoning skills are all cognitive processes that students are doing and the environment in which we allow these things to take place have a huge impact on how our students learn. By finding a true balance of all of these approaches, we are fostering a cognitive playground!
2. What am I still not clear on in this week's reading(s)?
There really isn’t anything that I am not clear on after reading these two chapters. I enjoyed the examples that were presented in chapter 7. I would like to have had more of the classroom examples geared toward the elementary level, especially in science. After reading this information, I am wondering why the learning community continues to gravitate toward testing as the sole measure of how our students are progressing. Legislators should be reading material like this on a regular basis.
3. Under what conditions would I apply this material to my own teaching/work?
I would like to apply a little more of each of the learning environments presented in these chapters. I would love to present more questions to my students that would offer them the opportunity to create more of their own learning adventures. I am once again inspired to venture down the road where my students are driving the curriculum versus the curriculum driving the students.
Thursday, April 9, 2009
Chapter 10 & 13
Language Production
1. How does this topic fit into what I have learned already in this course?
Language involves all or our cognitive processes. Once again everything seems to come together to allow the formation and flow of language. Speakers need to read signals from listeners to check for understanding. They also need to be cautious of ambiguous language. When writing, our working memory is hard at work along with long term memory. Over active top-down processing can affect our language and writing abilities. All themes of the text are supported in this chapter.
2. What am I still not clear on in this week's reading(s)?
I found the information in chapter 10 to be pretty basic and easy to understand. What I found interesting was reading about the studies performed with infants. It seems amazing that babies can so easily distinguish between sound patterns and types of words. It seems logical though given the fact that when we talk to babies we change our tone based on the words we want to emphasize. This information seems to reinforce what many teachers already know. Home life, including language exposure, makes a huge difference in how a child learns to read.
3. Under what conditions would I apply this material to my own teaching/work?
For the most part, I feel as if the information is material that most teachers already apply and use in their classroom. I was hoping for some light to be shed on writing. It is one of the hardest subjects to teach in my opinion. I am always trying to find material to help me help my students. It seems like students have such a difficult time expressing their thoughts with words. I agree with the text in regards to overconfidence being an issue and that you can proofread someone else’s writing easier than your own. The most important information that I plan on taking into my classroom is the benefit of using writing to help deal with life experiences. I have several students in my classroom with “baggage.” In fact, I am more than likely going to be making a call this week to DCFS. I have a student that came back to school this week acting strangely. He was instructed not to talk about it so now I am going to ask my administrator about how to incorporate a writing assignment in my class.
Language Production
1. How does this topic fit into what I have learned already in this course?
Language involves all or our cognitive processes. Once again everything seems to come together to allow the formation and flow of language. Speakers need to read signals from listeners to check for understanding. They also need to be cautious of ambiguous language. When writing, our working memory is hard at work along with long term memory. Over active top-down processing can affect our language and writing abilities. All themes of the text are supported in this chapter.
2. What am I still not clear on in this week's reading(s)?
I found the information in chapter 10 to be pretty basic and easy to understand. What I found interesting was reading about the studies performed with infants. It seems amazing that babies can so easily distinguish between sound patterns and types of words. It seems logical though given the fact that when we talk to babies we change our tone based on the words we want to emphasize. This information seems to reinforce what many teachers already know. Home life, including language exposure, makes a huge difference in how a child learns to read.
3. Under what conditions would I apply this material to my own teaching/work?
For the most part, I feel as if the information is material that most teachers already apply and use in their classroom. I was hoping for some light to be shed on writing. It is one of the hardest subjects to teach in my opinion. I am always trying to find material to help me help my students. It seems like students have such a difficult time expressing their thoughts with words. I agree with the text in regards to overconfidence being an issue and that you can proofread someone else’s writing easier than your own. The most important information that I plan on taking into my classroom is the benefit of using writing to help deal with life experiences. I have several students in my classroom with “baggage.” In fact, I am more than likely going to be making a call this week to DCFS. I have a student that came back to school this week acting strangely. He was instructed not to talk about it so now I am going to ask my administrator about how to incorporate a writing assignment in my class.
Tuesday, March 31, 2009
Chapter 9 Introduction to Language
1. How does this topic fit into what I have learned already in this course?
Was it just me or did this chapter seem to fit perfectly into everything we have already learned? It seemed as if every time I started reading the next section, the author told us how the information tied into previous material. Our working memory is a large component of our reading capabilities. Our prior knowledge plays a large part in making inferences. We have also previously learned how we are better able handle positive information rather than negative. It seems as if all five themes of this book are reinforced in this chapter.
2. What am I still not clear on in this week's reading(s)?
I am not really confused about the information in this chapter. There was one section about the artificial intelligence, more specifically the FRUMP project that I failed to see the value in. It seems that our cognitive abilities are more equipped to handle reasoning tasks when compared to computers. I am not sure why so much time, effort, and money are being spent to prove this. Haven’t they already been done? Maybe there is more to the purpose behind these projects?
3. Under what conditions would I apply this material to my own teaching/work?
In teaching third grade, I will and do use this information every day. Making inferences is a reading skill that is taught in all grade levels. I find this one of the hardest skills to focus on. After reading this chapter, I am wondering if working-memory is why young children have such a problem with this skill. Over the course of the last few months, I have found myself wondering about how to increase young children’s working memory. It seems as if this is an occurring topic and so much depends on it. It is worth digging deeper into.
1. How does this topic fit into what I have learned already in this course?
Was it just me or did this chapter seem to fit perfectly into everything we have already learned? It seemed as if every time I started reading the next section, the author told us how the information tied into previous material. Our working memory is a large component of our reading capabilities. Our prior knowledge plays a large part in making inferences. We have also previously learned how we are better able handle positive information rather than negative. It seems as if all five themes of this book are reinforced in this chapter.
2. What am I still not clear on in this week's reading(s)?
I am not really confused about the information in this chapter. There was one section about the artificial intelligence, more specifically the FRUMP project that I failed to see the value in. It seems that our cognitive abilities are more equipped to handle reasoning tasks when compared to computers. I am not sure why so much time, effort, and money are being spent to prove this. Haven’t they already been done? Maybe there is more to the purpose behind these projects?
3. Under what conditions would I apply this material to my own teaching/work?
In teaching third grade, I will and do use this information every day. Making inferences is a reading skill that is taught in all grade levels. I find this one of the hardest skills to focus on. After reading this chapter, I am wondering if working-memory is why young children have such a problem with this skill. Over the course of the last few months, I have found myself wondering about how to increase young children’s working memory. It seems as if this is an occurring topic and so much depends on it. It is worth digging deeper into.
Monday, March 23, 2009
1. How does this topic fit into what I have learned already in this course?
Our ability to make decisions is highly dependent on our general knowledge, working memory, accessing long term memory, and top-down processing. All of our cognitive skills are at work when exercising deductive reasoning. To better understand where we fall short in both of these areas, it is important to look at the “whole” picture. Reading about decision making and deductive reasoning would have proven to be very abstract without the knowledge or our cognitive abilities and the role they play in cognition.
2. What am I still not clear on in this week's reading(s)?
I am a bit unclear about the anchoring effect. It seems as if it is known that people rely too heavily on the anchor when using this approach. People too often rely on their current beliefs and that gets in the way of making a true or accurate decision. Is this saying that we are developing a mechanism that hinders our thinking and decision making abilities?
3. Under what conditions would I apply this material to my own teaching/work?
I can apply the information from this chapter to my own classroom by keeping the different decision making processes in mind. Some students exert overconfidence in their learning and I think this too is important to remember when teaching gifted student. The framing effect is something teachers need to know. The questions we ask our students really do matter. Not only the questions themselves but how we present them will have an effect on our students.
Our ability to make decisions is highly dependent on our general knowledge, working memory, accessing long term memory, and top-down processing. All of our cognitive skills are at work when exercising deductive reasoning. To better understand where we fall short in both of these areas, it is important to look at the “whole” picture. Reading about decision making and deductive reasoning would have proven to be very abstract without the knowledge or our cognitive abilities and the role they play in cognition.
2. What am I still not clear on in this week's reading(s)?
I am a bit unclear about the anchoring effect. It seems as if it is known that people rely too heavily on the anchor when using this approach. People too often rely on their current beliefs and that gets in the way of making a true or accurate decision. Is this saying that we are developing a mechanism that hinders our thinking and decision making abilities?
3. Under what conditions would I apply this material to my own teaching/work?
I can apply the information from this chapter to my own classroom by keeping the different decision making processes in mind. Some students exert overconfidence in their learning and I think this too is important to remember when teaching gifted student. The framing effect is something teachers need to know. The questions we ask our students really do matter. Not only the questions themselves but how we present them will have an effect on our students.
Monday, March 16, 2009
Chapter 11 Problem Solving
1. How can I summarize this reading in a few sentences?
We solve problems everyday but seldom do we stop and think about why we are so capable of doing so. This chapter explains our problem solving abilities. Problem solving occurs when we have a desired goal in mind and we must overcome obstacles and/or find the important information we need to reach the goal. Every problem contains three parts: the initial state, goal state, and the obstacles.
In solving a problem, the first step is understanding the task at hand. In order to due this, you need to form an accurate mental representation and pull from your previous experiences. To truly understand the problem, you must be able to determine what information is most relevant to arriving at the solution. This is an obstacle for many young minds! Once an understanding of the problem is reached, the problem solver moves on to finding a good way to represent the problem. There are several different ways to represent a problem, such as, symbols, matrices, diagrams, and visual images. An important topic that was covered in this reading is the situated-cognition approach. This approach suggests that students transfer what they are learning in the classroom to everyday problem solving. Due to this, students should have experience solving mathematical problems that are similar to what they might face in the real world. This approach also states that people often learn a skill in a certain situation and later have difficulty transfer the knowledge when it is taken out of context.
There are several different problem solving strategies discussed in this reading. The well known algorithm usually works as long as it is applied correctly. The analogy approach is a common choice for problem solving. This is where you apply a previously solved problem that is similar to the current attempted one. The means-ends heuristic involves dividing the problem into sub-problems and the hill-climbing heuristic is one of the simplest methods. Like the name suggests, the solver continues to select alternatives that seems to lead directly to the goal.
Things that effect problem solving include your level of expertise, experiencing a mental set, and functional fixedness.
Creativity is a rather broad topic that was also discussed in this chapter. It seems to go hand in hand with problem solving. Defining creativity seems to be controversial. According to the text, “creativity requires finding a solution that is novel, high quality, and useful” (Matlin, 2009, p.389). J.P. Guilford proposed creativity should be measured in terms of divergent production. Robert Sternberg suggests creative people produce a creative idea when no one else in interested in the idea. Once it has become popular, they move on to another new idea. Sternberg and Lubart state a person must poses six characteristics to be a wise creative person. They are intelligence, knowledge, motivation, an encouraging environment, an appropriate thinking style, and an appropriate personality.
2. How does it fit into what I have learned already in this course?
To become an effective problem solver, one must be aware of their cognitive abilities. The information being taken into long term memory and stored for future use must be encoded richly and valuably. To problem solve, one must self-regulate their cognitive abilities. Since prior knowledge is so important, our memory must be accessed and our general knowledge also plays a part in problem solving. Without the previously learned material, problem solving information would be much more abstract.
3. What am I still not clear on?
I understand the difference between intrinsic and extrinsic motivation and times weh both would be appropriate. What I am still a little confused about is how teachers are supposed to keep from stifling creativity, covering necessary curriculum, and not employ extrinsic motivation techniques. I think someone is doing a workshop on this subject. I will keep my eye on blackboard.
4. How would apply this to my own teaching/work?
I am applying this now in my classroom. This year, I made it a personal goal to not have any of my students cry during the ISAT session 3 math test. And they didn’t! I have been focusing on mathematical problem solving at least one day a week in my math class. It has really helped my students overcome the fear of attacking the dreaded word problems. I found the information about obstacles of problem solving helpful in understanding what my students are facing. Many of my students struggle with mental set.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
I am wondering why the author chose to devote a section to creativity. It seems as if it was there to simply tell us is applies to problem solving but the whole area is controversial. There are only two researchers and their studies presented. If it fits in so well with problem solving, I need more information.
6. Why is this important? What does it help improve or explain or predict?
Any time we have the opportunity to learn how to help our students it is important. I believe the information about situated-cognition approach to help explain why some students have some many problems applying what they have learned from their personal life to the classroom and vice versa.
7. When would I actually use this – under what kind of circumstances and for what kind of students?
All of my students can benefit from learning new approaches towards problem solving. I have never heard of the actual term hill-climbing heuristic. I believe many of us use this strategy but my third graders will love hearing this term.
8. Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?I am going back to the intrinsic and extrinsic motivation to answer this question. Just how many studies have been done in this area? It seems as if this is an area that keeps coming up with the same results no matter how it is tested or researched. The motivation behind the task does influence the final task. What I see is an easier way. Try to vary your tasks so that the students are doing things they enjoy, at least at times.
1. How can I summarize this reading in a few sentences?
We solve problems everyday but seldom do we stop and think about why we are so capable of doing so. This chapter explains our problem solving abilities. Problem solving occurs when we have a desired goal in mind and we must overcome obstacles and/or find the important information we need to reach the goal. Every problem contains three parts: the initial state, goal state, and the obstacles.
In solving a problem, the first step is understanding the task at hand. In order to due this, you need to form an accurate mental representation and pull from your previous experiences. To truly understand the problem, you must be able to determine what information is most relevant to arriving at the solution. This is an obstacle for many young minds! Once an understanding of the problem is reached, the problem solver moves on to finding a good way to represent the problem. There are several different ways to represent a problem, such as, symbols, matrices, diagrams, and visual images. An important topic that was covered in this reading is the situated-cognition approach. This approach suggests that students transfer what they are learning in the classroom to everyday problem solving. Due to this, students should have experience solving mathematical problems that are similar to what they might face in the real world. This approach also states that people often learn a skill in a certain situation and later have difficulty transfer the knowledge when it is taken out of context.
There are several different problem solving strategies discussed in this reading. The well known algorithm usually works as long as it is applied correctly. The analogy approach is a common choice for problem solving. This is where you apply a previously solved problem that is similar to the current attempted one. The means-ends heuristic involves dividing the problem into sub-problems and the hill-climbing heuristic is one of the simplest methods. Like the name suggests, the solver continues to select alternatives that seems to lead directly to the goal.
Things that effect problem solving include your level of expertise, experiencing a mental set, and functional fixedness.
Creativity is a rather broad topic that was also discussed in this chapter. It seems to go hand in hand with problem solving. Defining creativity seems to be controversial. According to the text, “creativity requires finding a solution that is novel, high quality, and useful” (Matlin, 2009, p.389). J.P. Guilford proposed creativity should be measured in terms of divergent production. Robert Sternberg suggests creative people produce a creative idea when no one else in interested in the idea. Once it has become popular, they move on to another new idea. Sternberg and Lubart state a person must poses six characteristics to be a wise creative person. They are intelligence, knowledge, motivation, an encouraging environment, an appropriate thinking style, and an appropriate personality.
2. How does it fit into what I have learned already in this course?
To become an effective problem solver, one must be aware of their cognitive abilities. The information being taken into long term memory and stored for future use must be encoded richly and valuably. To problem solve, one must self-regulate their cognitive abilities. Since prior knowledge is so important, our memory must be accessed and our general knowledge also plays a part in problem solving. Without the previously learned material, problem solving information would be much more abstract.
3. What am I still not clear on?
I understand the difference between intrinsic and extrinsic motivation and times weh both would be appropriate. What I am still a little confused about is how teachers are supposed to keep from stifling creativity, covering necessary curriculum, and not employ extrinsic motivation techniques. I think someone is doing a workshop on this subject. I will keep my eye on blackboard.
4. How would apply this to my own teaching/work?
I am applying this now in my classroom. This year, I made it a personal goal to not have any of my students cry during the ISAT session 3 math test. And they didn’t! I have been focusing on mathematical problem solving at least one day a week in my math class. It has really helped my students overcome the fear of attacking the dreaded word problems. I found the information about obstacles of problem solving helpful in understanding what my students are facing. Many of my students struggle with mental set.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
I am wondering why the author chose to devote a section to creativity. It seems as if it was there to simply tell us is applies to problem solving but the whole area is controversial. There are only two researchers and their studies presented. If it fits in so well with problem solving, I need more information.
6. Why is this important? What does it help improve or explain or predict?
Any time we have the opportunity to learn how to help our students it is important. I believe the information about situated-cognition approach to help explain why some students have some many problems applying what they have learned from their personal life to the classroom and vice versa.
7. When would I actually use this – under what kind of circumstances and for what kind of students?
All of my students can benefit from learning new approaches towards problem solving. I have never heard of the actual term hill-climbing heuristic. I believe many of us use this strategy but my third graders will love hearing this term.
8. Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?I am going back to the intrinsic and extrinsic motivation to answer this question. Just how many studies have been done in this area? It seems as if this is an area that keeps coming up with the same results no matter how it is tested or researched. The motivation behind the task does influence the final task. What I see is an easier way. Try to vary your tasks so that the students are doing things they enjoy, at least at times.
Wednesday, March 4, 2009
Chapter 8 General Knowledge
1. How can I summarize this reading in a few sentences?
This chapter deals with all that influences our memory and recall. We learned all about the importance of semantic memory. This memory involves much more than what it implies. It includes factual information along with language knowledge. In order to deal with the vast amount of knowledge, semantic memory has categories and concepts. Through coding objects, we are able to reduce the amount of storage space needed in our memory banks. There are four major approaches to be considered when determining similarities between objects we processing.
1- Feature Comparison Model: Defining features and characteristic features are used in order for us to create a list of features that are relevant to an object.
2- The Prototype Approach: We develop prototypes for an object and organize each category as to which is most typical of the category. You then can determine if the object belongs to a category.
3- The Exemplar Approach: We learn examples of a concept and then classify each new item by deciding how closely it resembles the first learned examples.
4- Network Models: This proposes a netlike organization of concepts that are present in memory and how these are all interconnected. The 3 network models discussed in this chapter are the Collins and Loftus model, Anderson’s ACT-R, and the Parallel Distributed Processing Approach.
A schema is a generalized knowledge about a situation, event, or person. Without schemas, our memory would be somewhat of a blank slate! Our schemas influence our memory and recall. Sometimes this is for the better while other times it can lead to gender biases.
2. How does it fit into what I have learned already in this course?
This chapter goes into more depth in regards to the parallel distributed processing approach that was discussed in chapter 1. This approach seems to be most human like. For example, it makes more sense to examine how knowledge about a particular object or person is stored in more than just one location in the brain. I think this approach offers more of an explanation as to how our complex cognitive processes work. We often can make helpful generalizations when some items are missing from our memory. The idea of parallel searching seems to be more useful to us and it helps me to better understand the memory strategies and why they work for so many people.
I can also better understand how rich encoding is so critical to retrieval. We have such an enormous amount of knowledge in our minds and that can most often be retrieved due to the encoding process that we used and the ability to organize this knowledge.
3. What am I still not clear on?
I once read somewhere, that if a person hears ten things about someone, nine of them being good things and one of them being something negative, they will be more inclined to remember and repeat the one negative piece of information. The Pragmatic Approach seemed to bring this to the forefront of my memory. It reinforced this but I would like to know why? Is it simply human nature? Why are we more interested in a criticism or an insult? Something to ponder…….
4. How would apply this to my own teaching/work?
It is so important to develop an understanding of our students’ cognitive processes in order to understand how they are interpreting new information and how they are connecting it with what they already know. The information about inferences was helpful in understanding why students sometimes have difficulty in this area. If students have no background knowledge about a concept, it is almost impossible for them to make an inference about it. This reinforces the idea of how important discussing prior knowledge is when presenting material to young students. I sometimes fall short in this area. I need to keep this in mind and spend more time finding out what might influence a student’s ability to “fill in the blanks.”
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
Despite the information the author offered on p. 243 “therefore, as you read about these four approaches, you do not need to choose which single approach is correct and which three must consequently be wrong,” I found myself trying to decide which one was most valid. The author presented so much information about the parallel distributed processing approach. Many studies were presented that seemed to make this the most valid theory in my eyes. Then at the end of the section, it is stated the features of connectionism are speculative, however, it is possible that the PDP approach will eventually become the standard framework for analyzing human knowledge. Tell me why.
6. Why is this important? What does it help improve or explain or predict?
I had to laugh when reading the information about inferences and persuasion. Haven’t we all been fooled by those crazy infomercials? After reading this information, I will look at lot closer at those claims. I think I am a quick learner though. I have only tried a few of the diet items, whereas some people I know are still trying to find the miracle drug for weight loss.
7. When would I actually use this – under what kind of circumstances and for what kind of students?
This information in this chapter is useful for all types of students. Each person brings a certain amount of background knowledge to every learning situation and that knowledge, most of the time, is beneficial to learning and connecting to new information. One of my favorite things to do with my third graders is sorting. At times, the items fit into easily identifiable categories. Other times, during an open sort, students are forced to come up with their own categories. Now I understand a little bit more about why this is easy for some and more difficult for others.
8. Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?
Even though the material presented has to do with how we are processing and retrieving information, I found it similar to activities that many teachers do in the classroom. For example, word maps, mind maps, think alouds. These activities are of no cost to the teacher but they are valuable tools to see how or what kids are thinking. I would be interested in any other ways that would be faster and better.
1. How can I summarize this reading in a few sentences?
This chapter deals with all that influences our memory and recall. We learned all about the importance of semantic memory. This memory involves much more than what it implies. It includes factual information along with language knowledge. In order to deal with the vast amount of knowledge, semantic memory has categories and concepts. Through coding objects, we are able to reduce the amount of storage space needed in our memory banks. There are four major approaches to be considered when determining similarities between objects we processing.
1- Feature Comparison Model: Defining features and characteristic features are used in order for us to create a list of features that are relevant to an object.
2- The Prototype Approach: We develop prototypes for an object and organize each category as to which is most typical of the category. You then can determine if the object belongs to a category.
3- The Exemplar Approach: We learn examples of a concept and then classify each new item by deciding how closely it resembles the first learned examples.
4- Network Models: This proposes a netlike organization of concepts that are present in memory and how these are all interconnected. The 3 network models discussed in this chapter are the Collins and Loftus model, Anderson’s ACT-R, and the Parallel Distributed Processing Approach.
A schema is a generalized knowledge about a situation, event, or person. Without schemas, our memory would be somewhat of a blank slate! Our schemas influence our memory and recall. Sometimes this is for the better while other times it can lead to gender biases.
2. How does it fit into what I have learned already in this course?
This chapter goes into more depth in regards to the parallel distributed processing approach that was discussed in chapter 1. This approach seems to be most human like. For example, it makes more sense to examine how knowledge about a particular object or person is stored in more than just one location in the brain. I think this approach offers more of an explanation as to how our complex cognitive processes work. We often can make helpful generalizations when some items are missing from our memory. The idea of parallel searching seems to be more useful to us and it helps me to better understand the memory strategies and why they work for so many people.
I can also better understand how rich encoding is so critical to retrieval. We have such an enormous amount of knowledge in our minds and that can most often be retrieved due to the encoding process that we used and the ability to organize this knowledge.
3. What am I still not clear on?
I once read somewhere, that if a person hears ten things about someone, nine of them being good things and one of them being something negative, they will be more inclined to remember and repeat the one negative piece of information. The Pragmatic Approach seemed to bring this to the forefront of my memory. It reinforced this but I would like to know why? Is it simply human nature? Why are we more interested in a criticism or an insult? Something to ponder…….
4. How would apply this to my own teaching/work?
It is so important to develop an understanding of our students’ cognitive processes in order to understand how they are interpreting new information and how they are connecting it with what they already know. The information about inferences was helpful in understanding why students sometimes have difficulty in this area. If students have no background knowledge about a concept, it is almost impossible for them to make an inference about it. This reinforces the idea of how important discussing prior knowledge is when presenting material to young students. I sometimes fall short in this area. I need to keep this in mind and spend more time finding out what might influence a student’s ability to “fill in the blanks.”
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
Despite the information the author offered on p. 243 “therefore, as you read about these four approaches, you do not need to choose which single approach is correct and which three must consequently be wrong,” I found myself trying to decide which one was most valid. The author presented so much information about the parallel distributed processing approach. Many studies were presented that seemed to make this the most valid theory in my eyes. Then at the end of the section, it is stated the features of connectionism are speculative, however, it is possible that the PDP approach will eventually become the standard framework for analyzing human knowledge. Tell me why.
6. Why is this important? What does it help improve or explain or predict?
I had to laugh when reading the information about inferences and persuasion. Haven’t we all been fooled by those crazy infomercials? After reading this information, I will look at lot closer at those claims. I think I am a quick learner though. I have only tried a few of the diet items, whereas some people I know are still trying to find the miracle drug for weight loss.
7. When would I actually use this – under what kind of circumstances and for what kind of students?
This information in this chapter is useful for all types of students. Each person brings a certain amount of background knowledge to every learning situation and that knowledge, most of the time, is beneficial to learning and connecting to new information. One of my favorite things to do with my third graders is sorting. At times, the items fit into easily identifiable categories. Other times, during an open sort, students are forced to come up with their own categories. Now I understand a little bit more about why this is easy for some and more difficult for others.
8. Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?
Even though the material presented has to do with how we are processing and retrieving information, I found it similar to activities that many teachers do in the classroom. For example, word maps, mind maps, think alouds. These activities are of no cost to the teacher but they are valuable tools to see how or what kids are thinking. I would be interested in any other ways that would be faster and better.
Sunday, February 22, 2009
Chapter 7 Mental Imagery and Cognitive Maps
I did not see the parallelogram.
The figure is definitely a rabbit.
Reno is farther west than San Diego!!!!!!
1. How can I summarize this reading in a few sentences?
This chapter helps us to realize how important our mental images are and how they can be effected by interference. The analog code refers to a representation that closely resembles the physical object we have created a mental image of while the propositional code is an abstract, language-like representation that does not physically resemble the original stimulus. There seems to be a great deal of debate in regards to which code is valid. When using visual senses, it is harder to receive other visual stimulus. In contrast, if we are processing auditory stimulus, interference is not as great when we receive a visual stimulus.
Cognitive maps are rather vivid mental representations of our environment. These cognitive maps are effected by such things as our predetermined categories, and landmarks, relative positions, angles, and curves.
2. How does it fit into what I have learned already in this course?
In keeping with the author’s style, the information presented in this chapter seems to be in a logical progression. In order to understand how we can form mental images and cognitive maps, we first learned how we process information into working memory and then long-term memory. We were given information that helped us to develop an understanding of the retrieval process for what is stored in our long-term memory. Without this information, we would not fully understand what is happening when we are forming and storing mental images.
3. What am I still not clear on?
I am not quite sure why there is such a controversy over the analog and propositional viewpoints. It seems as if we use both of these depending on the situation. On page 216 the author states, “the two viewpoints definitely differ in their emphasis on the similarity between mental images and physical stimuli. However, the two positions are not completely different from each other, and they may apply to different kinds of tasks.”
4. How would apply this to my own teaching/work?
One of the most important bits of information in this chapter that I need to keep in mind in my own classroom has to do with how interference is present during visual and auditory imagery. Using a visual stimulus with an auditory one could be more beneficial than using two visual stimuli.
The information about cognitive maps is also helpful in reflecting how students are visualizing items compared to their actual location, such as the location of things on a map.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
In this chapter, we learned Stephen Kosslyn has done many studies the field of mental imagery. When the author discusses imagery and distance between two points and the shape of a mental image, we hear about a study performed by Kosslyn. This study showed that people require a long time to scan the distance between two widely separated points on a mental map. The distance between two closely located points was scanned very rapidly. In this section of the text, we learn of experimenter expectancy. To reinforce the results of Kosslyn’s study, we hear of a repetition of the experiment with research assistants that were led to believe their results would show a U-shaped curve. The experiment was performed and the same results were achieved as that of Kosslyn’s. When reading this section, I found myself thinking of validity.
6. Why is this important? What does it help improve or explain or predict?
To better understand our ability to form mental imagery we must understand what might hinder or help those abilities. Students can form cognitive maps and mental images based on information they are receiving. If teachers are aware of such things as gender differences, interference, and heuristic then perhaps we can be more aware of how to help them be more accurate or at least understand there thinking and misconceptions.
7. When would I actually use this – under what kind of circumstances and for what kind of students?
I am specifically thinking of the information about cognitive maps. I liked demonstration 7.6. It helped me to realize how hard it must be for students when they are tested on listening skills. I had to read “the story” twice before I could get a vivid mental image and I had already predicted what the instructions were going to ask me to do with the image I was creating. I definitely agree with what the author says about readers preferring to adopt the perspective of the observer. I can use all of this information when asking my students to visual a scene from a story or when making inferences. This is an important reading comprehension skill and a difficult one for many third graders. By elaborating details and adding to our conversations I might be able to help the students form better inferences and make stronger connections.
8. Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?
The use of mental imagery and cognitive mapping are both effective strategies that are effective in helping us get through normal day to day activities. It seems as if there has been a great deal of research done in these areas and we can use this information to help our students in most subjects. It would take little to no additional cost to implement strategies to help students use mental imagery more effectively.
I did not see the parallelogram.
The figure is definitely a rabbit.
Reno is farther west than San Diego!!!!!!
1. How can I summarize this reading in a few sentences?
This chapter helps us to realize how important our mental images are and how they can be effected by interference. The analog code refers to a representation that closely resembles the physical object we have created a mental image of while the propositional code is an abstract, language-like representation that does not physically resemble the original stimulus. There seems to be a great deal of debate in regards to which code is valid. When using visual senses, it is harder to receive other visual stimulus. In contrast, if we are processing auditory stimulus, interference is not as great when we receive a visual stimulus.
Cognitive maps are rather vivid mental representations of our environment. These cognitive maps are effected by such things as our predetermined categories, and landmarks, relative positions, angles, and curves.
2. How does it fit into what I have learned already in this course?
In keeping with the author’s style, the information presented in this chapter seems to be in a logical progression. In order to understand how we can form mental images and cognitive maps, we first learned how we process information into working memory and then long-term memory. We were given information that helped us to develop an understanding of the retrieval process for what is stored in our long-term memory. Without this information, we would not fully understand what is happening when we are forming and storing mental images.
3. What am I still not clear on?
I am not quite sure why there is such a controversy over the analog and propositional viewpoints. It seems as if we use both of these depending on the situation. On page 216 the author states, “the two viewpoints definitely differ in their emphasis on the similarity between mental images and physical stimuli. However, the two positions are not completely different from each other, and they may apply to different kinds of tasks.”
4. How would apply this to my own teaching/work?
One of the most important bits of information in this chapter that I need to keep in mind in my own classroom has to do with how interference is present during visual and auditory imagery. Using a visual stimulus with an auditory one could be more beneficial than using two visual stimuli.
The information about cognitive maps is also helpful in reflecting how students are visualizing items compared to their actual location, such as the location of things on a map.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
In this chapter, we learned Stephen Kosslyn has done many studies the field of mental imagery. When the author discusses imagery and distance between two points and the shape of a mental image, we hear about a study performed by Kosslyn. This study showed that people require a long time to scan the distance between two widely separated points on a mental map. The distance between two closely located points was scanned very rapidly. In this section of the text, we learn of experimenter expectancy. To reinforce the results of Kosslyn’s study, we hear of a repetition of the experiment with research assistants that were led to believe their results would show a U-shaped curve. The experiment was performed and the same results were achieved as that of Kosslyn’s. When reading this section, I found myself thinking of validity.
6. Why is this important? What does it help improve or explain or predict?
To better understand our ability to form mental imagery we must understand what might hinder or help those abilities. Students can form cognitive maps and mental images based on information they are receiving. If teachers are aware of such things as gender differences, interference, and heuristic then perhaps we can be more aware of how to help them be more accurate or at least understand there thinking and misconceptions.
7. When would I actually use this – under what kind of circumstances and for what kind of students?
I am specifically thinking of the information about cognitive maps. I liked demonstration 7.6. It helped me to realize how hard it must be for students when they are tested on listening skills. I had to read “the story” twice before I could get a vivid mental image and I had already predicted what the instructions were going to ask me to do with the image I was creating. I definitely agree with what the author says about readers preferring to adopt the perspective of the observer. I can use all of this information when asking my students to visual a scene from a story or when making inferences. This is an important reading comprehension skill and a difficult one for many third graders. By elaborating details and adding to our conversations I might be able to help the students form better inferences and make stronger connections.
8. Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?
The use of mental imagery and cognitive mapping are both effective strategies that are effective in helping us get through normal day to day activities. It seems as if there has been a great deal of research done in these areas and we can use this information to help our students in most subjects. It would take little to no additional cost to implement strategies to help students use mental imagery more effectively.
Sunday, February 15, 2009
Chapter 6
1. How can I summarize this reading in a few sentences?
This chapter discussed different strategies for improving our memory. We learned about the distributes-practice effect which states you will remember more material if you spread your attempts at learning over time. The testing effect seems to prove that taking a test is actually and excellent way to recall material. The total –time hypothesis says that the amount you learn is dependent upon the amount of time you devote to learning. While metacognition refers to a person’s knowledge and control of their cognitive processes, metamemory refers to the knowledge and control of a person’s memory. Retrospective memory focuses on recalling information that was previously learned while prospective memory refers to remembering what you need to do in the future. To sum it up in a few short words: We can take control of what we learn by realizing how we learn it makes a difference and we can use different strategies to improve our memory.
2. How does it fit into what I have learned already in this course?
The information in both chapter 6 and chapter 13 is a logical progression of the material previously learned. In fact, due to the extensive review of the most important concepts of chapter 5, I feel much more confident about last week’s material. We went from learning about working memory to long term memory and then memory strategies.
3. What am I still not clear on?
I would like to see more in depth discussions about multimodal approaches to solving memory problems. The text states on page 176, Douglas Herrmann’s multimodal approach emphasizes that people who seriously want to enhance their memory must adopt a comprehensive approach to memory improvement. It goes on to say a comprehensive approach requires you to pay attention to your physical condition by getting sufficient sleep and attending to health problems. I guess I expected more than this bit of common knowledge.
4. How would apply this to my own teaching/work?
I already apply many of the strategies into my teaching. We use imagery, chunking, and first-letter techniques in most subject areas. What was most helpful to me was the information about prospective memory. These memory tasks often create a divided attention situation and as stated in the text, that could lead to absentmindedness. I need to take this information and put it in the forefront of each and every day. This answer a lot of questions for me about why my students have trouble with remembering what I regard as simple tasks.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
When answering this question, I thought of the information presented about the tip-of-the-tongue phenomenon. I find I fall victim to this often. I liked the demonstration presented in regards to this area. When I tried it, I found I guessed the first letter of the target word 6 times. This only enhanced my belief of the validity of this common occurring experience.
6. Why is this important? What does it help improve or explain or predict?
The information about mnemonics is very important to keep in mind when planning lessons for children. I need all of the help I can find when it comes to remembering things and I think teachers need and usually do keep this in mind when presenting material to students.
Another bit of information from this chapter that is extremely important to remember how memory is negatively affected by long delays before retrieval and irrelevant activities prior to retrieval. I am thinking of the snow week that our rural district was forced to take a few weeks ago. It totally disrupted my social studies unit!
7. When would I actually use this – under what kind of circumstances and for what kind of students?
I can’t think of any type of student that would not benefit from memory improvement strategies offered in this chapter. I am a believer in using what ever it takes to make things stick. If that involves things such as Never Eat Soggy Worms when learning cardinal directions so be it!
8. Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?
I am thinking of the information about external memory aids. The text talks about the old rubber band or placing your much needed item in front of the door the night before so you can’t pass it by. I believe these items are much more affective than the newer and much more expensive items. Many people I know have resorted to using these expensive items but they do not seem to increase their success with certain processes. And just like a computer, the information must be accurate when it is placed in the device. My husband’s phone sounded last month and he reported it was his brother’s birthday. I proved him wrong when I took out my old fashioned calendar and showed him he had the wrong date.
This chapter discussed different strategies for improving our memory. We learned about the distributes-practice effect which states you will remember more material if you spread your attempts at learning over time. The testing effect seems to prove that taking a test is actually and excellent way to recall material. The total –time hypothesis says that the amount you learn is dependent upon the amount of time you devote to learning. While metacognition refers to a person’s knowledge and control of their cognitive processes, metamemory refers to the knowledge and control of a person’s memory. Retrospective memory focuses on recalling information that was previously learned while prospective memory refers to remembering what you need to do in the future. To sum it up in a few short words: We can take control of what we learn by realizing how we learn it makes a difference and we can use different strategies to improve our memory.
2. How does it fit into what I have learned already in this course?
The information in both chapter 6 and chapter 13 is a logical progression of the material previously learned. In fact, due to the extensive review of the most important concepts of chapter 5, I feel much more confident about last week’s material. We went from learning about working memory to long term memory and then memory strategies.
3. What am I still not clear on?
I would like to see more in depth discussions about multimodal approaches to solving memory problems. The text states on page 176, Douglas Herrmann’s multimodal approach emphasizes that people who seriously want to enhance their memory must adopt a comprehensive approach to memory improvement. It goes on to say a comprehensive approach requires you to pay attention to your physical condition by getting sufficient sleep and attending to health problems. I guess I expected more than this bit of common knowledge.
4. How would apply this to my own teaching/work?
I already apply many of the strategies into my teaching. We use imagery, chunking, and first-letter techniques in most subject areas. What was most helpful to me was the information about prospective memory. These memory tasks often create a divided attention situation and as stated in the text, that could lead to absentmindedness. I need to take this information and put it in the forefront of each and every day. This answer a lot of questions for me about why my students have trouble with remembering what I regard as simple tasks.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
When answering this question, I thought of the information presented about the tip-of-the-tongue phenomenon. I find I fall victim to this often. I liked the demonstration presented in regards to this area. When I tried it, I found I guessed the first letter of the target word 6 times. This only enhanced my belief of the validity of this common occurring experience.
6. Why is this important? What does it help improve or explain or predict?
The information about mnemonics is very important to keep in mind when planning lessons for children. I need all of the help I can find when it comes to remembering things and I think teachers need and usually do keep this in mind when presenting material to students.
Another bit of information from this chapter that is extremely important to remember how memory is negatively affected by long delays before retrieval and irrelevant activities prior to retrieval. I am thinking of the snow week that our rural district was forced to take a few weeks ago. It totally disrupted my social studies unit!
7. When would I actually use this – under what kind of circumstances and for what kind of students?
I can’t think of any type of student that would not benefit from memory improvement strategies offered in this chapter. I am a believer in using what ever it takes to make things stick. If that involves things such as Never Eat Soggy Worms when learning cardinal directions so be it!
8. Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?
I am thinking of the information about external memory aids. The text talks about the old rubber band or placing your much needed item in front of the door the night before so you can’t pass it by. I believe these items are much more affective than the newer and much more expensive items. Many people I know have resorted to using these expensive items but they do not seem to increase their success with certain processes. And just like a computer, the information must be accurate when it is placed in the device. My husband’s phone sounded last month and he reported it was his brother’s birthday. I proved him wrong when I took out my old fashioned calendar and showed him he had the wrong date.
Sunday, February 8, 2009
Chapter 5 Long-term Memory
Chapter 5 Long-term Memory
1) This chapter presented an overview of our long-term memory which can be divided into three categories: episodic, semantic, and procedural. We learned about the levels of processing and how rich processing and how making a personal connection or relating to new material will assure a better chance of remembering it later. Our emotions and mood can also influence our memories. Explicit memory involves recalling and recognition and implicit memory, which we seem to be more successful with, deals with task that we do not always make a conscious effort to retrieve such as remembering simple daily tasks that we do. Autobiographical memory focuses on the relationship between an actual event and an individual’s memory for that event. Flashbulb memory refers to our memory of the circumstances that surround an event that was surprising or emotional. Many people feel rather strongly about the accuracy of these memories but studies have shown they are not always accurate.
2) This chapter allowed me to better understand and grasp what I learned in the previous chapter on working memory. I found it also helped me to see the whole picture in regards to proactive interference. The eyewitness testimony section also reminded me of the chapter 3’s discussion of focused attention and illusory conjunction.
3) I am not so much unclear but more disturbed by the information in regards to recovered-memories and false-memory perspective. The research discussed in the chapter seemed to say they are both partially correct. It leaves me questioning how our memory can react to something that seems so real but did not really happen at all. Is it a defense mechanism that we have built in? Why do some people repress memories and others do not? Why do some people remember tragic events that did not happen? The mind can play trick on us……..
4) After putting combining the information I learned from chapter 4 on working memory with the information about long term memory in this chapter I have a much clearer picture of how I can apply the material to my own classroom. The levels of processing approach is particularly interesting to me. If I really want my students to remember information, terms, math facts, etc., it would be more valuable to both parties if they are using a deeper level of processing. I am thinking of my vocabulary instruction in regards to science and social studies. So many times, I am asking the students to remember words by looking up and writing definitions for the words. Then putting them in sentences. They are not always successful with recalling the words later in the year or applying the meaning in other ways. I need to keep in mind the importance of elaboration in all areas of the curriculum.
5) Most of the studies the author presented in this chapter seem reasonable and valid. Once again, the studies seem to explain the information and make it clearer for the reader. There is one section in this chapter that seems a bit distorted. The study that deals with social goals is somewhat unconvincing in proving to me that this is a valid occurrence. Some people are more social than others but what I am having trouble with is the statement that social goals influence whether items are remembered as being more positive or more negative. The mentioned standardized questionnaire seems too vague to me. I need more information to agree with the influence of social goals on memory.
6) Understanding long term memory is important when attempting to understand short term memory. Understanding both categories of memory is important when improving instructional methods in the classroom. Last week we learned working memory affects reading skills and overall intelligence. Therefore, if we can find ways to improve working memory, our students reading skills could improve. Long term memory deals with recall and recognition and encoding. If we can improve our strategies for encoding and make them richer and allow for more self reference, our students will benefit.
7) I would use the information for all of my students. Everyone can benefit from richer encoding. I am also thinking about my current students. I have several that are in troubled situations. Two of them have parents in prison, one is in foster care, one has a father dying of cancer, two are living with grandparents, one has been molested by family member. Needless to say, everyday is a struggle for some of these eight year olds. I think I benefited from the information about mood congruence. Some of my students can’t remember simple daily routines and I am now wondering if this is related to what they are dealing with everyday of their lives.
8) After reading this chapter, I found myself going back time and again to the information about the levels-of-processing approach. According to this approach, recall will be relatively accurate when you use a deep level of processing. I am applying this to our current curriculum. When our district was shopping for a new reading series, very little attention was given to anything but the RTI component. A few months of diving into this new series and I find myself continually looking for enrichment activities that will allow my students to make more text to self connections. I am using the stories because I have to but the vocabulary and comprehension activities are being supplemented every week by outside sources. Just like last week, I am wondering why so many of the textbook companies are failing to see the importance of an enriching curriculum that would allow for deeper levels of encoding. I guess that job is left for the teachers.
1) This chapter presented an overview of our long-term memory which can be divided into three categories: episodic, semantic, and procedural. We learned about the levels of processing and how rich processing and how making a personal connection or relating to new material will assure a better chance of remembering it later. Our emotions and mood can also influence our memories. Explicit memory involves recalling and recognition and implicit memory, which we seem to be more successful with, deals with task that we do not always make a conscious effort to retrieve such as remembering simple daily tasks that we do. Autobiographical memory focuses on the relationship between an actual event and an individual’s memory for that event. Flashbulb memory refers to our memory of the circumstances that surround an event that was surprising or emotional. Many people feel rather strongly about the accuracy of these memories but studies have shown they are not always accurate.
2) This chapter allowed me to better understand and grasp what I learned in the previous chapter on working memory. I found it also helped me to see the whole picture in regards to proactive interference. The eyewitness testimony section also reminded me of the chapter 3’s discussion of focused attention and illusory conjunction.
3) I am not so much unclear but more disturbed by the information in regards to recovered-memories and false-memory perspective. The research discussed in the chapter seemed to say they are both partially correct. It leaves me questioning how our memory can react to something that seems so real but did not really happen at all. Is it a defense mechanism that we have built in? Why do some people repress memories and others do not? Why do some people remember tragic events that did not happen? The mind can play trick on us……..
4) After putting combining the information I learned from chapter 4 on working memory with the information about long term memory in this chapter I have a much clearer picture of how I can apply the material to my own classroom. The levels of processing approach is particularly interesting to me. If I really want my students to remember information, terms, math facts, etc., it would be more valuable to both parties if they are using a deeper level of processing. I am thinking of my vocabulary instruction in regards to science and social studies. So many times, I am asking the students to remember words by looking up and writing definitions for the words. Then putting them in sentences. They are not always successful with recalling the words later in the year or applying the meaning in other ways. I need to keep in mind the importance of elaboration in all areas of the curriculum.
5) Most of the studies the author presented in this chapter seem reasonable and valid. Once again, the studies seem to explain the information and make it clearer for the reader. There is one section in this chapter that seems a bit distorted. The study that deals with social goals is somewhat unconvincing in proving to me that this is a valid occurrence. Some people are more social than others but what I am having trouble with is the statement that social goals influence whether items are remembered as being more positive or more negative. The mentioned standardized questionnaire seems too vague to me. I need more information to agree with the influence of social goals on memory.
6) Understanding long term memory is important when attempting to understand short term memory. Understanding both categories of memory is important when improving instructional methods in the classroom. Last week we learned working memory affects reading skills and overall intelligence. Therefore, if we can find ways to improve working memory, our students reading skills could improve. Long term memory deals with recall and recognition and encoding. If we can improve our strategies for encoding and make them richer and allow for more self reference, our students will benefit.
7) I would use the information for all of my students. Everyone can benefit from richer encoding. I am also thinking about my current students. I have several that are in troubled situations. Two of them have parents in prison, one is in foster care, one has a father dying of cancer, two are living with grandparents, one has been molested by family member. Needless to say, everyday is a struggle for some of these eight year olds. I think I benefited from the information about mood congruence. Some of my students can’t remember simple daily routines and I am now wondering if this is related to what they are dealing with everyday of their lives.
8) After reading this chapter, I found myself going back time and again to the information about the levels-of-processing approach. According to this approach, recall will be relatively accurate when you use a deep level of processing. I am applying this to our current curriculum. When our district was shopping for a new reading series, very little attention was given to anything but the RTI component. A few months of diving into this new series and I find myself continually looking for enrichment activities that will allow my students to make more text to self connections. I am using the stories because I have to but the vocabulary and comprehension activities are being supplemented every week by outside sources. Just like last week, I am wondering why so many of the textbook companies are failing to see the importance of an enriching curriculum that would allow for deeper levels of encoding. I guess that job is left for the teachers.
Sunday, February 1, 2009
Chapter 4 Working Memory
Working Memory
1) This chapter explained our working memory or short-term memory as it once was termed. It presented research on working memory along with the findings of Alan Baddeley who examined what short-term memory accomplishes for our cognitive processes. He proposed the working-memory approach. I found the idea or our working memory holding more than new information that is on its way to long-term memory fascinating. Baddeley says that our working memory is devised of four components; all process a different type of information. Rehearsal of information helps with retention. The recency effect and the primacy effect prove that information is better recalled from working memory if items are at the end or the beginning of a list. We also learned about proactive interference which effects learning new material due to previously learned material.
2) The information presented in chapter 4 goes hand in hand with what we learned in regards to attention and visual and auditory recognition. All of our cognitive processes work together to complete the “whole picture.” For example, in chapter 2 we learned how our sensory receptors register physical stimuli from our environment and then process the information using top-down and bottom-up processing. We then must use our working memory to take this information to the next level. That being long-term memory so that it can be retrieved when needed.
3) What I am unclear on at this point is the findings discussed about depression and working memory. Maybe surprised is the better word to use instead of unclear. It stands to reasons that people suffering from depression have problems with their working memory since they are often overcome with negative thoughts but I am not sure why they have difficulty with some memory tasks and not others. It sounds as if the experts are still puzzled by this too.
4) I find this information just like what was discussed in chapter 2 & 3 to be imperative to understanding students and their abilities and strengths and weaknesses. I found myself struggling with the pronunciation time and memory span demonstration in the text. It also brought to mind how my students must be struggling also. More specifically, the information about proactive interference hit home with me. In my class, we attempted to learn the names of the states that comprise each region of the U.S. Many students could memorize one region but not move on successfully to the next. Interference!!! It makes sense.
5) The author of this text brings many different demonstrations to the material that allows me to validate what the studies and research are saying and proving. When discussing the central executive component of working memory the author states it is the least understood component. I automatically responded to this statement by asking how can that be when it is such a crucial part of integrating information. A clear presentation of information follows that explains why this is so. The random number generation task effectively proved how our central executive can’t successfully complete two tasks at once. In addition, the author states researchers have found the frontal lobe of the cortex is the most active portion of the brain when people work on a variety of central –executive tasks but they are not confined to any particular locations within the frontal lobe. I believe this research proves that much more is waiting to be discovered.
6) To get a clear picture of how our cognitive processes work and that of our students, it is important to look at our working memory and attempt to understand how it effects what we learn and how we learn it. I think working memory helps explain why some students suffer from ADHD and other attention problems. We have to understand what it is we are asking from our students and why we do not always get the expected results. Some students can’t multitask but yet we often times continue to ask this of them. I know that many of my students have trouble memorizing things. I know a bit more about what must be going on with them and hopefully I can be more understanding and adjust my instruction. Rehearsal, rehearsal, rehearsal!! Just like what the author stated in How Experts Differ from Novices, students retrieve items from their memory differently so I need to be more aware of this.
7) I am thinking of my students that are unable to focus for a constructive amount of time. Perhaps by providing them with more sensory breaks and exercising their working memory I can help them improve in this area. More chunking of information will also help with memorizing and retention. Once again, rehearsal, rehearsal, rehearsal.
8) I am thinking about the statement that was made that says scores on tests of working memory –especially the phonological loop-usually correlated with reading ability. This being said, how could we help the working memory functions, at an early age, in order to improve students’ reading? School districts are spending a great deal of money on RTI programs. Are those programs helping students with attention and memory issues? Our district spent a huge chunk of change on a new reading series this year because of its RTI components. The series is full of impractical suggestions and activities and I believe it has made a negative difference on our students. I would love to have had a say in the money that was spent. Now I am wondering if we could spend some money or time utilizing activities and programs that are centered around improving working memory maybe we would see more gains in reading abilities. There are cheaper and better methods in this case.
1) This chapter explained our working memory or short-term memory as it once was termed. It presented research on working memory along with the findings of Alan Baddeley who examined what short-term memory accomplishes for our cognitive processes. He proposed the working-memory approach. I found the idea or our working memory holding more than new information that is on its way to long-term memory fascinating. Baddeley says that our working memory is devised of four components; all process a different type of information. Rehearsal of information helps with retention. The recency effect and the primacy effect prove that information is better recalled from working memory if items are at the end or the beginning of a list. We also learned about proactive interference which effects learning new material due to previously learned material.
2) The information presented in chapter 4 goes hand in hand with what we learned in regards to attention and visual and auditory recognition. All of our cognitive processes work together to complete the “whole picture.” For example, in chapter 2 we learned how our sensory receptors register physical stimuli from our environment and then process the information using top-down and bottom-up processing. We then must use our working memory to take this information to the next level. That being long-term memory so that it can be retrieved when needed.
3) What I am unclear on at this point is the findings discussed about depression and working memory. Maybe surprised is the better word to use instead of unclear. It stands to reasons that people suffering from depression have problems with their working memory since they are often overcome with negative thoughts but I am not sure why they have difficulty with some memory tasks and not others. It sounds as if the experts are still puzzled by this too.
4) I find this information just like what was discussed in chapter 2 & 3 to be imperative to understanding students and their abilities and strengths and weaknesses. I found myself struggling with the pronunciation time and memory span demonstration in the text. It also brought to mind how my students must be struggling also. More specifically, the information about proactive interference hit home with me. In my class, we attempted to learn the names of the states that comprise each region of the U.S. Many students could memorize one region but not move on successfully to the next. Interference!!! It makes sense.
5) The author of this text brings many different demonstrations to the material that allows me to validate what the studies and research are saying and proving. When discussing the central executive component of working memory the author states it is the least understood component. I automatically responded to this statement by asking how can that be when it is such a crucial part of integrating information. A clear presentation of information follows that explains why this is so. The random number generation task effectively proved how our central executive can’t successfully complete two tasks at once. In addition, the author states researchers have found the frontal lobe of the cortex is the most active portion of the brain when people work on a variety of central –executive tasks but they are not confined to any particular locations within the frontal lobe. I believe this research proves that much more is waiting to be discovered.
6) To get a clear picture of how our cognitive processes work and that of our students, it is important to look at our working memory and attempt to understand how it effects what we learn and how we learn it. I think working memory helps explain why some students suffer from ADHD and other attention problems. We have to understand what it is we are asking from our students and why we do not always get the expected results. Some students can’t multitask but yet we often times continue to ask this of them. I know that many of my students have trouble memorizing things. I know a bit more about what must be going on with them and hopefully I can be more understanding and adjust my instruction. Rehearsal, rehearsal, rehearsal!! Just like what the author stated in How Experts Differ from Novices, students retrieve items from their memory differently so I need to be more aware of this.
7) I am thinking of my students that are unable to focus for a constructive amount of time. Perhaps by providing them with more sensory breaks and exercising their working memory I can help them improve in this area. More chunking of information will also help with memorizing and retention. Once again, rehearsal, rehearsal, rehearsal.
8) I am thinking about the statement that was made that says scores on tests of working memory –especially the phonological loop-usually correlated with reading ability. This being said, how could we help the working memory functions, at an early age, in order to improve students’ reading? School districts are spending a great deal of money on RTI programs. Are those programs helping students with attention and memory issues? Our district spent a huge chunk of change on a new reading series this year because of its RTI components. The series is full of impractical suggestions and activities and I believe it has made a negative difference on our students. I would love to have had a say in the money that was spent. Now I am wondering if we could spend some money or time utilizing activities and programs that are centered around improving working memory maybe we would see more gains in reading abilities. There are cheaper and better methods in this case.
Tuesday, January 27, 2009
Chapter 3
1) Chapter 3 was all about attention and consciousness. Attention being all about our mental activity and how it allows us to take in a limited amount of the constant amount of information being thrown our way. Consciousness, simply stated, means the awareness one has of their outside world and their perceptions. Even though these two are closely related, they are not identical.
2) The material in chapter three reinforces what we have already learned in previous chapters. The brain is a magnificent machine and attention processes are related to how our abilities to take in and process visual and auditory information. I found myself reflecting on the Gestalt psychology that we read about in chapter 1. The whole is greater than the sum of its parts.
3) I enjoyed reading the information in this chapter. I did not find the material to be hard to understand; primarily due to the fact that it was of high interest to me. I would like to further investigate the obsessive-compulsive disorder. I have self diagnosed a family member with this and would be interested in learning more about it.
4) This information can and should be easily applied to the field of teaching. I found myself thinking of individuals in my classroom when reading about the divided and selective attention and dichotic listening. I know how hard it is for me to stay focused on just one thing at a time yet I expect my eight year old students to do this. I find it hard to concentrate when there are distracters present and yet I ask my students to do this everyday. I hope to keep this information in mind when dealing with my students. While I might not be able fix their attention problems, I can now understand them a little better.
5) The author presents many different studies and demonstrations to give the reader proof of what they are learning. I was amazed at the demonstration for the Stroop Effect. The studies that were discussed helped me to better understand the material.
6) The information in this chapter is extremely helpful in understanding attention and consciousness. These are two areas that teachers must be aware of to truly be understanding of their students and what they expect of them. The material presented about the three kinds of attention processes helps me to understand why it is so difficult for some of my students to stay on task.
7) I am drawn to the information about saccadic eye movement when thinking about what I could take back to the classroom and use. The book does a great job of explaining how this affects readers. I am trying to think of some strategies that could help my poor readers who might be struggling because of their saccadic movements. I am thinking of trying a blank index cards for the students to use as a guide to follow the text. I am wondering if this would help the eye movement.
8) I am not sure if there is a faster, cheaper, or better way of understanding the brain. It is too beneficial to not continue to research and discover more about our brain and how it functions.
2) The material in chapter three reinforces what we have already learned in previous chapters. The brain is a magnificent machine and attention processes are related to how our abilities to take in and process visual and auditory information. I found myself reflecting on the Gestalt psychology that we read about in chapter 1. The whole is greater than the sum of its parts.
3) I enjoyed reading the information in this chapter. I did not find the material to be hard to understand; primarily due to the fact that it was of high interest to me. I would like to further investigate the obsessive-compulsive disorder. I have self diagnosed a family member with this and would be interested in learning more about it.
4) This information can and should be easily applied to the field of teaching. I found myself thinking of individuals in my classroom when reading about the divided and selective attention and dichotic listening. I know how hard it is for me to stay focused on just one thing at a time yet I expect my eight year old students to do this. I find it hard to concentrate when there are distracters present and yet I ask my students to do this everyday. I hope to keep this information in mind when dealing with my students. While I might not be able fix their attention problems, I can now understand them a little better.
5) The author presents many different studies and demonstrations to give the reader proof of what they are learning. I was amazed at the demonstration for the Stroop Effect. The studies that were discussed helped me to better understand the material.
6) The information in this chapter is extremely helpful in understanding attention and consciousness. These are two areas that teachers must be aware of to truly be understanding of their students and what they expect of them. The material presented about the three kinds of attention processes helps me to understand why it is so difficult for some of my students to stay on task.
7) I am drawn to the information about saccadic eye movement when thinking about what I could take back to the classroom and use. The book does a great job of explaining how this affects readers. I am trying to think of some strategies that could help my poor readers who might be struggling because of their saccadic movements. I am thinking of trying a blank index cards for the students to use as a guide to follow the text. I am wondering if this would help the eye movement.
8) I am not sure if there is a faster, cheaper, or better way of understanding the brain. It is too beneficial to not continue to research and discover more about our brain and how it functions.
Tuesday, January 20, 2009
In reading about visual and auditory processing it is truly amazing to think about all of the different things that are taking place when we process ordinary day to day stimulus. The bottom-up processing along with the top-down processing was one of the most applicable points when relating back to my experience in the classroom. I think this relates back to how a student is able to look at a word and use context clues to decode the word. I know it is so much easier for my lower level students to decode unfamiliar words when they are surrounded by clues to help them. This also takes me to the visual processing idea that a picture is worth a thousands words. For some of my students, a visual of a word helps them to process the word and form a connection with the word. In summary, I can conclude that both top-down and bottom-up processing play a huge role in the development of our students and their cognitive processes. This takes me back to chapter one where it discusses parallel processing. Basically our minds do a tremendous job of handling the many different signals and painting a clear picture for us.
I can also take the information about the processing into consideration when wondering why some of my students are not tuning in. Some students have trouble with verbal instruction and now I am wondering if that could not be related to a delay in their ability to process visual and auditory information simultaneously.
What I am most unclear about is the feature-analysis theory. Is this saying we are recognizing items simply by their basic features. Does it apply to all items or just curves and lines? I was seeing it as a skill that is used in the classroom where students are asked to group items using their attributes. The most obvious example would be polygons. Am I making this harder than it is?
I can also take the information about the processing into consideration when wondering why some of my students are not tuning in. Some students have trouble with verbal instruction and now I am wondering if that could not be related to a delay in their ability to process visual and auditory information simultaneously.
What I am most unclear about is the feature-analysis theory. Is this saying we are recognizing items simply by their basic features. Does it apply to all items or just curves and lines? I was seeing it as a skill that is used in the classroom where students are asked to group items using their attributes. The most obvious example would be polygons. Am I making this harder than it is?
Sunday, January 18, 2009
Chapter 2
The information in chapter 2 was informative when reflecting on how my third grade students process information. I believe this information to be in line with the research that supports the different learning styles. There are definitely visual and auditory learners present in our classrooms.
I found the information about prosopagnosia to be amazing. The idea that a person can identify various parts of a person's face independent of one another, instead of forming a unified complete face is foreign to me. Did anyone else find this interesting?
I found the information about prosopagnosia to be amazing. The idea that a person can identify various parts of a person's face independent of one another, instead of forming a unified complete face is foreign to me. Did anyone else find this interesting?
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