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.