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.
Sunday, February 22, 2009
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.
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