1. Chapter 11 discussed heuristics as far as how we go about solving problems (how we attack problems) and chapter 12 went further into depth on heuristics as they are realted and effect our reasoning and decision making. Heuristics also referred back to our working memory because this process requires our working memory to begin the reasoning process by figuring out our initial conclusion might not be correct. Reasoning also utilizes our processing, in some cases top-down is beneficial and in others, bottom-up should be considered as well. One eye opener from last chapter came back to haunt me again in this chapter! 11 talked about our background knowledge and how it can effect our problem solving and again, it showed up in 12 too! 12 discusses how sometimes our background knowledge can conflict with logic and cause us to make an incorrect decision by clinging to our background knowledge and simply not looking at the facts presented. This chapter also reminded me of the testing effect from a previous chapter which discussed that students seem to think they do better on tests than they actually do. They have a confidence level that is unrealistic. Well, apparently adults do as well! Overconfidence also occurs in adults when making decisions. I am extremely guilty of this, have been convicted, and will try to be better about this when making decisions. I will be positive, yet look at all of the possibilities before making overconfident decisions.
2. As much as blackboard discussed the confirmation bias, I find it still questionable that others don't take the time to look for counterexamples. I believe this is true for most researchers, but I do believe that some people and their personalities lend themselves to find this incorrect. For example, aren't most kids guilty of this? I'm not a parent but I know that kids will give every option in the book as of to why their decision is correct against the theory/parent answer given. Just thought I'd use that and look at the other side of the theory to try and prove it wrong! I am trying to look at disproving the theory rather than proving it! But, in actuality, isn't it true that some jobs require oneself to look at the opposite and disprove?
3. Again, this background knowledge info from last chapter has come back to haunt me for a reason! I believe I need to be aware that my kids (I have low readers) often rely on their background knowledge to make a decision. They are unable to make good judgements based on information because they rely heavily on their background and add their personal info when making a decision. It is also important to come to the big realization that media can influence my kids' decision making. The other day we were reading a story and one student made a connection as of to how it was related to a Hannah Montana episode (fortunately, I had seen the episode). I realized it was similar, but knew the endings were different. The student was unable to see that the endings were different and added the tv show ending instead. Not only does that effect their reading strategies, but it also makes them believe everything they see and hear. I had two 1st grades boys fighting and wrestling. They told me that was ok because they play that on their playstation. Again, media is seriously hurting our kids' decision making because it doesn't allow them to see the outcomes (which was bruising and detention). Unfortunately, they had to learn the hard way.
Thursday, March 26, 2009
Thursday, March 19, 2009
Chapter 11
1. Problem solving is intertwined with other processes including "attention, memory, and decision making." Attention cannot be divided when problem solving or it will not be completed to the ability of the one solving the problem (divided attention). When placing the information into one's working memory, one must properly store and organize the information based on useful and not useful information just as we categorize information into our semantic memory. Mental images also play a key role in problem solving with visual perception with the features the images hold by using symbols and visual (written) representation to solve a problem. The visual representation of graphs, diagrams, and pictures allows those as visual learners to conceptualize the process and find an outcome.
2. I am still not clear on which problem solving strategy is the better strategy? Again, I feel as if the 3 given do not address my lower students because the three processes appear to be more higher level thinking. My kids do see it as it comes (they surely don't begin with the end in mind) but I still don't believe they have the critical thinking skills to figure out how to problem solve. They are used to their parents feeding them the answers so where is that strategy?! Where do my low reading kids fit?Does it depend on the type of problem, one's learning style or personality?
3. As far as the creativity section applies, it just continues to reinforce that intrinsic motivation is more effective that extrinsic motivation because extrinsic decreases creativity and I need to be aware of that because I want to foster creativity in my classroom. It was also eye opening to see that attention is important in problem solving because I believe that is where my students struggle and it explains why their problem solving is lacking due to their attention struggles. I am more aware of this and will now try to combat this in my room to create more opportunities to build problem solving skills in reading.
2. I am still not clear on which problem solving strategy is the better strategy? Again, I feel as if the 3 given do not address my lower students because the three processes appear to be more higher level thinking. My kids do see it as it comes (they surely don't begin with the end in mind) but I still don't believe they have the critical thinking skills to figure out how to problem solve. They are used to their parents feeding them the answers so where is that strategy?! Where do my low reading kids fit?Does it depend on the type of problem, one's learning style or personality?
3. As far as the creativity section applies, it just continues to reinforce that intrinsic motivation is more effective that extrinsic motivation because extrinsic decreases creativity and I need to be aware of that because I want to foster creativity in my classroom. It was also eye opening to see that attention is important in problem solving because I believe that is where my students struggle and it explains why their problem solving is lacking due to their attention struggles. I am more aware of this and will now try to combat this in my room to create more opportunities to build problem solving skills in reading.
Monday, March 2, 2009
Chapter 8
1. This chapter discussed 4 models or approaches to classify semantic memory: the feature comparison model-organizes items by their features, the prototype approach-organizes items by placing them up to the prototype to see if it fits or doesn't fit the category, the exemplar approach-categorizes information by allowing our background knowledge of items and their features to set the example for a category and to see if items fit into the category, and network models-interconnections allow concepts to connect and how and what is retrieved based on those connections. Along with semantic memory, schemas and scripts were discussed with how inferences can effect memory along with inferences made on gender types and the implicit memory tests developed in order to find the true validity of how we as a society have truly gender sterotyped.
2. This entire chapter reminded me of how we encode material into our long term memory, specifically I thought of the network models approach as the hierarchy technique mnemonics because it seems as if they are all "interconnected" to a specific hierarchy or stimulus at the top of the scheme (ex. apple from chapter 8 and the animal hierarchy from chapter6). It also reminded me of the features we learned about in earlier chapters and how items have features that make them what they are and "make an apple an apple." The 4 approaches all appear to use those features in order to categorize items into our memory.
3. I am still not clear on how to "fix-up" my students with conflicting schemas. The book seems to give warning signs and examples of the fact that it does happen, but I need to know how do I fix those with schemas that are what we as classroom teachers would consider not right because they are conflicting with their comprehension and basic understanding. I know that we are all guilty of this but it is really messing up my kids' comprehension. What can I do to better scaffold this misunderstanding and help them to be aware that what they know might not be right! They are already low level learners..how will they even be able to assess what's right and not right?
4. Schemas are important in reading especially when reading a book the student has ample schema about for it helps a student have a better understanding of what he/she is reading and one can make connections more easily when schema is present. I am also more aware that incorrect schema can be lethal to my students' understanding during reading and interference can also occur and interrupt their understanding or recalling after time has passed.
5. I see a possible discussion point from chapter 6 when discussing that students will remember more after a period of time (such as Jill's experiment where we had our kids look at the picture cards for 1 minute, recall them, and then 15 minutes later recall them again) and from this chapter when it discusses how a delay in recalling can occur over time. I realize this experiment was completed over a period of days and the stories were extremely similar and in the recall so the students did poorer but in the encoding recall as for learning, time is an advantage. I find these 2 to be contradicting because a lot can happen interference wise to one's memory during learning over time and cause information to become distorted or pieces lost just as the similar stories told interfered with the schema. My thoughts support my findings with the picture experiment with my students for they did worse after 15 minutes of recall because they were interferred by reading a book, talking with other students about the book, playing a game, and then getting ready to leave for the day. It was a disadvantage that I believe is more valid than the book supports.
6. It allows us to see that maybe we do store information in similar fashions (according to their features) but yet we place them there in different ways (encode them by prototype or exemplar approach) so maybe recall for some students when reading a book might pull out different information depending on which approach they used. Kids have different experiences and different perspectives so I believe they place those items in their memory differently so they must retrieve it differently. I also found the section on gender sterotyping to be eye opening for me as a researcher to be more aware that this exists and I must be careful not only as to the content I write to not be as biased but to also know that those I might study do have a bias and that could skew results to research studies.
7. I'm beginning to use it now as I think about my students when I am reading with them and how their schemas might be incorrect as compared to what they are reading might not match up and allow for comprehension errors. I would like to know more about how I can attend to more fix-ups with schemas but as for now I can begin to also see that when my students are making connections or asking I wonder questions during reading, they are each categorizing the information they are receiving from the text differently.
8. The section on inferences and gender sterotypes has come a long way as compared to how they used brain scans to assess thought processes and how it is now computer generated answers which is more quick and simple. But, I also question the integration and delayed recall for I would believe there has to be a better way of testing this method. Why not figure out ways of solving this problem rather than proving that it exists? That might be the better, more relevant method.
2. This entire chapter reminded me of how we encode material into our long term memory, specifically I thought of the network models approach as the hierarchy technique mnemonics because it seems as if they are all "interconnected" to a specific hierarchy or stimulus at the top of the scheme (ex. apple from chapter 8 and the animal hierarchy from chapter6). It also reminded me of the features we learned about in earlier chapters and how items have features that make them what they are and "make an apple an apple." The 4 approaches all appear to use those features in order to categorize items into our memory.
3. I am still not clear on how to "fix-up" my students with conflicting schemas. The book seems to give warning signs and examples of the fact that it does happen, but I need to know how do I fix those with schemas that are what we as classroom teachers would consider not right because they are conflicting with their comprehension and basic understanding. I know that we are all guilty of this but it is really messing up my kids' comprehension. What can I do to better scaffold this misunderstanding and help them to be aware that what they know might not be right! They are already low level learners..how will they even be able to assess what's right and not right?
4. Schemas are important in reading especially when reading a book the student has ample schema about for it helps a student have a better understanding of what he/she is reading and one can make connections more easily when schema is present. I am also more aware that incorrect schema can be lethal to my students' understanding during reading and interference can also occur and interrupt their understanding or recalling after time has passed.
5. I see a possible discussion point from chapter 6 when discussing that students will remember more after a period of time (such as Jill's experiment where we had our kids look at the picture cards for 1 minute, recall them, and then 15 minutes later recall them again) and from this chapter when it discusses how a delay in recalling can occur over time. I realize this experiment was completed over a period of days and the stories were extremely similar and in the recall so the students did poorer but in the encoding recall as for learning, time is an advantage. I find these 2 to be contradicting because a lot can happen interference wise to one's memory during learning over time and cause information to become distorted or pieces lost just as the similar stories told interfered with the schema. My thoughts support my findings with the picture experiment with my students for they did worse after 15 minutes of recall because they were interferred by reading a book, talking with other students about the book, playing a game, and then getting ready to leave for the day. It was a disadvantage that I believe is more valid than the book supports.
6. It allows us to see that maybe we do store information in similar fashions (according to their features) but yet we place them there in different ways (encode them by prototype or exemplar approach) so maybe recall for some students when reading a book might pull out different information depending on which approach they used. Kids have different experiences and different perspectives so I believe they place those items in their memory differently so they must retrieve it differently. I also found the section on gender sterotyping to be eye opening for me as a researcher to be more aware that this exists and I must be careful not only as to the content I write to not be as biased but to also know that those I might study do have a bias and that could skew results to research studies.
7. I'm beginning to use it now as I think about my students when I am reading with them and how their schemas might be incorrect as compared to what they are reading might not match up and allow for comprehension errors. I would like to know more about how I can attend to more fix-ups with schemas but as for now I can begin to also see that when my students are making connections or asking I wonder questions during reading, they are each categorizing the information they are receiving from the text differently.
8. The section on inferences and gender sterotypes has come a long way as compared to how they used brain scans to assess thought processes and how it is now computer generated answers which is more quick and simple. But, I also question the integration and delayed recall for I would believe there has to be a better way of testing this method. Why not figure out ways of solving this problem rather than proving that it exists? That might be the better, more relevant method.
Thursday, February 26, 2009
Chapter 7
1. Chapter 7 discusses mental images and how they can be stored in our brains; there is an ongoing debate between a propositional code and an analog code within these parameters. Interference is an issue with images and can occur between the actual visual image and the image in your mind in which these interferences can also effect one's motor imagery. Mental images are also stored in our brains as cognitive maps in which we use them to navigate images we see into storage in our memory and allow them to "guide us" when we are recalling information and visually see a map in our mind. One issue with cognitive maps is that they are distorted and are inaccurate with spatial errors.
2. When discussing the theories in the imagery debate, it reminded me of Chapter 2's distinctive features when discussing how we process a stimulus' features because I began to think that we look at those features and visually process them into our working memory, encode them using memory strategies, and process them into long term so those features are placed together and, in fact, could make a cognitive map of a location or area-or just a simple figure.
3. I would like to see those who are spatially inept or struggle with that issue to have been discussed. In most case studies, it discussed that there were always some who performed better (so I would assume they have better spatial skills) so I would like the author to have gone more in depth and looked at as to why they did not perform as well in the studies pertaining to the mental imagery. Interference was discussed and I can see that as a "disability" to the mental imagery, but I would like to know more about how and why some just don't have that cognitive spatial ability which would seem to place them into the "lower performing" groups in the studies. This would greatly help me as a teacher with students who just were not made the same way as higher achieving students.
4. The imagery debate made me more cognizant that my students are possibly storing mental images not only as pictures but possibly also as a language representation. I am also more aware that some students are not going to be good at rotating images and aligning figures in their mind. It seems more difficult for some but that can relate to my kids' reading when they may not be able to differentiate between different letter fonts because they simply cannot align or rotate the features from their "known" letters into different letters they do not recognize and they are unable to rotate those features into the letter that they know.
5. I find that the studies might be legitimate but I am unsure of all of the studies because they do not give any information related to those participating in this study. Since the book talked about the differences (although not quite as large as we thought) between genders with spatial abilities, I think the study would be more reliable if we knew the ratio of males/females. That could skew the results if more men or women participated and make the case studies researcher biased.
6. I think that this information has helped to improve how we teach to meet the needs of our students. We have learned that some students are more spatial than others and others are more visually processing. This helps us as professionals to realize that some students need to get up and move around to learn and some learn by looking at a stimulus and placing that image in their brain. And some are just going to be able to spatially move objects in their heads while others just have not been wired that way. We have to be creative and teach to different needs.
7. Again, I have to continually refer to my low reading students (since that's all I have) but this chapter helps me to see that not all of my students are going to place learned information the same way into their brain, so maybe I need to recreate and consider those differences among my students. I also need to consider that interferences can occur and maybe it's not that my students just don't "Get it," maybe it's just that at that moment during the learning process, an interference occurred between the visual and mental images.
8. I cannot imagine how much fmri's cost, but there has to be a better way of viewing the brain's activity during specific cognitive tasks. Right now I don't have the answer to that for a cheaper version of the test, but I would think that we could continue to have groups that are more "heterogeneous" and conduct studies analyzing responses rather than brain activity.
2. When discussing the theories in the imagery debate, it reminded me of Chapter 2's distinctive features when discussing how we process a stimulus' features because I began to think that we look at those features and visually process them into our working memory, encode them using memory strategies, and process them into long term so those features are placed together and, in fact, could make a cognitive map of a location or area-or just a simple figure.
3. I would like to see those who are spatially inept or struggle with that issue to have been discussed. In most case studies, it discussed that there were always some who performed better (so I would assume they have better spatial skills) so I would like the author to have gone more in depth and looked at as to why they did not perform as well in the studies pertaining to the mental imagery. Interference was discussed and I can see that as a "disability" to the mental imagery, but I would like to know more about how and why some just don't have that cognitive spatial ability which would seem to place them into the "lower performing" groups in the studies. This would greatly help me as a teacher with students who just were not made the same way as higher achieving students.
4. The imagery debate made me more cognizant that my students are possibly storing mental images not only as pictures but possibly also as a language representation. I am also more aware that some students are not going to be good at rotating images and aligning figures in their mind. It seems more difficult for some but that can relate to my kids' reading when they may not be able to differentiate between different letter fonts because they simply cannot align or rotate the features from their "known" letters into different letters they do not recognize and they are unable to rotate those features into the letter that they know.
5. I find that the studies might be legitimate but I am unsure of all of the studies because they do not give any information related to those participating in this study. Since the book talked about the differences (although not quite as large as we thought) between genders with spatial abilities, I think the study would be more reliable if we knew the ratio of males/females. That could skew the results if more men or women participated and make the case studies researcher biased.
6. I think that this information has helped to improve how we teach to meet the needs of our students. We have learned that some students are more spatial than others and others are more visually processing. This helps us as professionals to realize that some students need to get up and move around to learn and some learn by looking at a stimulus and placing that image in their brain. And some are just going to be able to spatially move objects in their heads while others just have not been wired that way. We have to be creative and teach to different needs.
7. Again, I have to continually refer to my low reading students (since that's all I have) but this chapter helps me to see that not all of my students are going to place learned information the same way into their brain, so maybe I need to recreate and consider those differences among my students. I also need to consider that interferences can occur and maybe it's not that my students just don't "Get it," maybe it's just that at that moment during the learning process, an interference occurred between the visual and mental images.
8. I cannot imagine how much fmri's cost, but there has to be a better way of viewing the brain's activity during specific cognitive tasks. Right now I don't have the answer to that for a cheaper version of the test, but I would think that we could continue to have groups that are more "heterogeneous" and conduct studies analyzing responses rather than brain activity.
Wednesday, February 18, 2009
Chapters 6 & 13
1. Chapter 6 discussed memory strategies to help retrieve information from long term memory including techniques such as mneumonics (chunking, first-letter technique and the hierarchy technique). The differences between metacognition, metamemory, and metacomprehension were also discussed and how they are realted to memory. Chapter 13 discussed the differences and similiarities between babies, children, adults, and elders with memory. I found it quite interesting that younger children believe they are smarter and answer more questions correctly as compared to older children and adults who are realistic in how they believe they perform in recall/memory tasks.
2. Chapter 6 reviewed a bit of chapter 5 in order to show that long term memory plays a major role in memory strategies (mainly because the strategies help retrieve the info from the long term memory). In order to recall information, one must have properly stored the info in long term so it is there to recall. The levels of processing and self-reference effect are two ensured ways to encode information and keep in long term memory.
3. I am still unsure of how to teach my low students how to retrieve info. Maybe it's not even a retrieval issue. I'm beginning to wonder if it boils down to how they encode the information from short-term into long term and that is causing it to get lost or not stay in long-term. My students are so low they have no metacognition...let alone the thought of metacomprehension. I'm good to get them to read the words of a basic book and get basic comprehension, let along think about how they are thinking. What do I do with those having memory issues? Would these strategies help or hinder?
4. I'm beginning to wonder this myself. I'm thinking if I begin to explicitly teach my students this higher order thinking (metacognition) and strategies to help them encode (i.e. learning in context) and utilizing their background knowledge, them maybe this would help them place it into long term memory and help their retrieval. I would like to begin teaching them categorizing and using more imagery. I have also been thinking this week that I should give them more time to think about what we are learning so it might be possible that they have time to process the info and have a greater retrieval.
5. There appeared to be valid case studies used in the two chapters. However, I questioned the testing effect case study on p. 170 when it failed to provide the students' age (in which I'm wondering if this could have been developmentally inappropriate depending on the age), how the students were divided into groups, and no control group was used. My wondering is if the ones who waited longer and scored higher are the more academically inclined students and that just happened by chance.
6. In chapter 13 when discussing older adults and how they are unable to maintain or retain information that should be placed from working memory to long term memory, I cannot help but think if there is a way to combat this. In one study, those with higher vocabularies (or seemingly education) did better on memory tasks than those without. I wonder if we became proactive and trained middle-aged people to stimulate their minds and practice memory strategies then maybe we would not have this discrepancy. We worry more about older adults and leaving them alone but why is it that we are not helping to train them and taking care of the problem before it happens?
7. Memory strategies should be taught even as early as pre-school age. One can begin with categorizing, teaching students to make connections to everyday life, and begin teaching visualizing. These strategies will begin a basis for correcly encoding info into long term memory so it is ready for retrieval. Even as kindergarten and first grade students begin reading, teach them explicitly what the strategies are and why we do them (this should in turn teach metacognition).
8. When thinking of all of the case studies, they all appeared to use money and time conscious research. We can continue to research strategies in schools. Classrooms are cheap, in place, and provide a ready to research atmosphere that is ample for 9 months of the year. Most teachers should be willing to allow someone in their room to explicitly discuss or administer memory strategies and calculate how they work.
2. Chapter 6 reviewed a bit of chapter 5 in order to show that long term memory plays a major role in memory strategies (mainly because the strategies help retrieve the info from the long term memory). In order to recall information, one must have properly stored the info in long term so it is there to recall. The levels of processing and self-reference effect are two ensured ways to encode information and keep in long term memory.
3. I am still unsure of how to teach my low students how to retrieve info. Maybe it's not even a retrieval issue. I'm beginning to wonder if it boils down to how they encode the information from short-term into long term and that is causing it to get lost or not stay in long-term. My students are so low they have no metacognition...let alone the thought of metacomprehension. I'm good to get them to read the words of a basic book and get basic comprehension, let along think about how they are thinking. What do I do with those having memory issues? Would these strategies help or hinder?
4. I'm beginning to wonder this myself. I'm thinking if I begin to explicitly teach my students this higher order thinking (metacognition) and strategies to help them encode (i.e. learning in context) and utilizing their background knowledge, them maybe this would help them place it into long term memory and help their retrieval. I would like to begin teaching them categorizing and using more imagery. I have also been thinking this week that I should give them more time to think about what we are learning so it might be possible that they have time to process the info and have a greater retrieval.
5. There appeared to be valid case studies used in the two chapters. However, I questioned the testing effect case study on p. 170 when it failed to provide the students' age (in which I'm wondering if this could have been developmentally inappropriate depending on the age), how the students were divided into groups, and no control group was used. My wondering is if the ones who waited longer and scored higher are the more academically inclined students and that just happened by chance.
6. In chapter 13 when discussing older adults and how they are unable to maintain or retain information that should be placed from working memory to long term memory, I cannot help but think if there is a way to combat this. In one study, those with higher vocabularies (or seemingly education) did better on memory tasks than those without. I wonder if we became proactive and trained middle-aged people to stimulate their minds and practice memory strategies then maybe we would not have this discrepancy. We worry more about older adults and leaving them alone but why is it that we are not helping to train them and taking care of the problem before it happens?
7. Memory strategies should be taught even as early as pre-school age. One can begin with categorizing, teaching students to make connections to everyday life, and begin teaching visualizing. These strategies will begin a basis for correcly encoding info into long term memory so it is ready for retrieval. Even as kindergarten and first grade students begin reading, teach them explicitly what the strategies are and why we do them (this should in turn teach metacognition).
8. When thinking of all of the case studies, they all appeared to use money and time conscious research. We can continue to research strategies in schools. Classrooms are cheap, in place, and provide a ready to research atmosphere that is ample for 9 months of the year. Most teachers should be willing to allow someone in their room to explicitly discuss or administer memory strategies and calculate how they work.
Saturday, February 14, 2009
In regards to Ray's comment last week, I realized I worded the answer wrong and I appologize. I meant to say that it is impossible for teachers to become complete experts on their content knowledge. We must be competent and have a knowledgeable understanding of our area, but it is impossible to understand and be experts in every single aspect of our content. And, with my area, it would not be ideal to be an expert in every single area of reading. With all of the foundational theories, everyone's reading techniques (at least the ones marketed), and current studies, we would never become an expert in our content because it is constantly changing. It might be more impossible. So, that is why I said we should know our students but I also think we must have an understanding and be good at our content. Experts might be a far cry because we would be reading research constantly and never obtain expertise because it is always changing. We might try, but I believe for these reasons it would be difficult. But, look at historians. They must specify an area to study to become an expert. But, to me, reading encompasses an extraordinary amount of material (we even use it across the content areas it's so vast) so would it be possible to become experts at reading? Or, maybe just experts in one aspect of reading?
Wednesday, February 11, 2009
Chapter 5-Long-Term Memory
1. Long-term memory encompasses engrained memories stored which can be recalled when something/someone reminds you or asks you to remember something. Everyone's long-term memory can be affected by personal experiences (schema), exaggerating a situation based on our experience, or even allowing our emotions to change how we viewed a situation at that time now stored in our memory. Long-term memory is stored memory and includes episodic, procedural memory, and semantic memory.
2. In chapter 2 of how people learn, the text discussed chess players and how they are experts in their field. It then went on to describe how those experts use chunking when storing information (chess moves) in their brains, apply critical thinking to many aspects of their game rather than a simple formula, and have an extensive recall. Pages 141-142 in Matlin reinforced the information from the online text and was consistent with the same information.
3. I am still unclear on the eyewitness testimony section. I understand that one's memory can become skewed and not able to clearly remember the situation exactly, especially after a longer amount of time has passed, but then why did psychologists allow shallow research prior to the 90's? Why is it that eyewitnesses were key in a court case but yet now they have placed many lives at stake due to lack of research on a topic that could have mistakenly killed many innocent people?!
4. I believe that the implicit and explicit memory tasks struck me for my profession along with the schema. It's important for me to keep in mind that the two tasks should be used in equal amounts to truly get an accurate understanding or assessment on students. The schema is super important for reading because everytime you read, you should apply your schema in order to connect and grow deeper into your text so you might remember it rather than forgetting it. This whole week I just wondered how I could better build schema for my students so they might have a better understanding of their text. (A lot of my students have not even had the experience or memory of going to a shopping mall!)
5. I am beginning to wonder just how biased the author is. On page 148, the author begins to give her opinion about Bush's reasonings for war. I began to wonder how biased she is and if the studies she has included are studies that only support her theory beliefs. Also, page 150 had a study completed by 2 people (I'd hate to even say researchers) and there was not a credible source sited, just the date the study was completed. How valid is this?
6. The study on memory is important because it allows us to research and find there are many differences between how we perceive situations and therefore how they are stored in our memory. I also must say it has completely made a difference in eyewitness testimonies since they are no longer held as the greatest evidence in a case. Memory is also important in improving how we teach students with recall. It helps us, as educators, to figure out how to engrain important info into our students but more importantly how to recall it.
7. I would use this info with my low reading students in making sure their schema is correctly built and they perceive situations accurately. By allowing students to access their schema, it is allowing it to stay used and ready for quick recall.
8. I am thinking the September 11th study was completed in a cheaper, faster method. They only saw the participants twice and we had no idea of their background or schema that may have effected their answers. The researchers also did not have them fill out a questionairre or cared to find out where they were during the time of the attack. There was no control group so how were they in reliability?
1. Long-term memory encompasses engrained memories stored which can be recalled when something/someone reminds you or asks you to remember something. Everyone's long-term memory can be affected by personal experiences (schema), exaggerating a situation based on our experience, or even allowing our emotions to change how we viewed a situation at that time now stored in our memory. Long-term memory is stored memory and includes episodic, procedural memory, and semantic memory.
2. In chapter 2 of how people learn, the text discussed chess players and how they are experts in their field. It then went on to describe how those experts use chunking when storing information (chess moves) in their brains, apply critical thinking to many aspects of their game rather than a simple formula, and have an extensive recall. Pages 141-142 in Matlin reinforced the information from the online text and was consistent with the same information.
3. I am still unclear on the eyewitness testimony section. I understand that one's memory can become skewed and not able to clearly remember the situation exactly, especially after a longer amount of time has passed, but then why did psychologists allow shallow research prior to the 90's? Why is it that eyewitnesses were key in a court case but yet now they have placed many lives at stake due to lack of research on a topic that could have mistakenly killed many innocent people?!
4. I believe that the implicit and explicit memory tasks struck me for my profession along with the schema. It's important for me to keep in mind that the two tasks should be used in equal amounts to truly get an accurate understanding or assessment on students. The schema is super important for reading because everytime you read, you should apply your schema in order to connect and grow deeper into your text so you might remember it rather than forgetting it. This whole week I just wondered how I could better build schema for my students so they might have a better understanding of their text. (A lot of my students have not even had the experience or memory of going to a shopping mall!)
5. I am beginning to wonder just how biased the author is. On page 148, the author begins to give her opinion about Bush's reasonings for war. I began to wonder how biased she is and if the studies she has included are studies that only support her theory beliefs. Also, page 150 had a study completed by 2 people (I'd hate to even say researchers) and there was not a credible source sited, just the date the study was completed. How valid is this?
6. The study on memory is important because it allows us to research and find there are many differences between how we perceive situations and therefore how they are stored in our memory. I also must say it has completely made a difference in eyewitness testimonies since they are no longer held as the greatest evidence in a case. Memory is also important in improving how we teach students with recall. It helps us, as educators, to figure out how to engrain important info into our students but more importantly how to recall it.
7. I would use this info with my low reading students in making sure their schema is correctly built and they perceive situations accurately. By allowing students to access their schema, it is allowing it to stay used and ready for quick recall.
8. I am thinking the September 11th study was completed in a cheaper, faster method. They only saw the participants twice and we had no idea of their background or schema that may have effected their answers. The researchers also did not have them fill out a questionairre or cared to find out where they were during the time of the attack. There was no control group so how were they in reliability?
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