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.