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.