1. I really enjoyed this chapter. It focused on mental imagery and cognitive maps. According to the book, imagery is the mental representation of stimuli when those stimuli are not physically present. The author describes the on-going controversy of the analog code versus the propositional code. The analog code is used to put pictures in mental form, while the propositional code is used by adding language to the mental image. It has long been argued that each code is used to create imagery. The text also describes in detail the use of rotation in imagery. Mental rotation is when an object is imagined being moved or rotated to become similar to another object. Imagery and distance was another important concept. When items are relatively close on the "mental map" to each other, they can easily be imagined. Respectively, the farther away items are, the more difficult it is to create an image of the objects.
Imagery interference can occur when one is simple not able to think of an object because another object presents itself either mentally or physically. Ambiguous images can easily be reversed when the image is present, but when the image is absent, it is more difficult to reverse the image. The classic example of the duck/rabbit is used to explain this concept.
In the subject of neuroscience, it should be noted that mental imagery is a top-down process. Visual perception comes from the information that the eye receives. While these are different, it has been observed that some of the same regions of the brain are activated with both types of perception or imagery. However, this does not ring true when comparing physical movement or motor imagery. Regions of the brain were not active when only watching an item being rotated.
The text states that a cognitive map is the mental representation of the environment around us. These areas are too large to be seen in one glance, so our brain creates a map of the area. Within this section of the book, the landmark effect was described. This is where one would provide shorter arrival estimates when traveling to a landmark than when not meeting a landmark on the course. In discussing cognitive maps, cities, shapes, and landmarks can cause errors in our imagery. We also have a tendency to remember maps with less curves and being more horizontal or vertical than in reality.
2. This chapter connects to almost everything that we have learned in previous chapters. The episodic buffer takes in material and determines what should be placed in long-term memory. When creating an image, one must draw on the prior knowledge and experiences. This also connects to the concepts of attention and multitasking. It is very tough to generate an image when other stimuli are present that interfere with the imagery. I also believe that some of the eyewitness testimony and false memories could be connected with the readings in this chapter. The cognitive mapping is a great connection with this because some of the imagery can be faulty based on shapes, angles, cities, and landmarks. We can be overconfident in our images, similarly to the concepts from chapter six.
3. I am still slightly confused on the meta-analysis scale on page 218 of the book. I understand the concepts of studying gender differences, but I am simply not an expert on the statistical methodology used.
4. I believe that this applies to my own teaching because my students often struggle with imagery interference. This interference is unintentional, but it occurs, especially during center time. My students try to generate an image of a something, but they are surrounded by several interruptions. These interruptions cause them to not be able to focus on their imagery.
5. The author offers a great deal of proof throughout the entire chapter. I especially appreciate the various examples and tests that the author provided for me to do. As I mentioned before, I would much rather see and do the exercise for myself. Reading a statistical chart doesn't really mean that I will believe it. I also believe that the material is reliable because it can easily be adapted to any grade level or situation.
6. This chapter really helped explain my own personal experiences with mapping and directions. I was really interested in the cognitive mapping aspect of the book. My husband is a farmer; we have completely different cognitive maps concerning the various fields that he farms. I believe that the landmark effect is really connected to our different maps. He will describe farming landmarks that mean nothing to me when giving me directions. He also tells me that a specific field is "just up the road from a certain barn or shed." To me, the field more than just up the road. It might be several miles away. I was really enlightened by the cognitive mapping description.
7. I will use this in my class on several occasions. One that comes to mind is when I have my kindergarten students draw a map of the school for the up-coming class. I will be sure to explain that these students have never been in the school before, and don't know anything about it. I will also be sure to monitor the landmark effect. For example, we have two water fountains in my hall. My room is not close to them, but the kids always draw them right next to my room. I will also use this information when I have center time. My class can be doing a myriad of activities, and I believe that interference of the images created by the students poses a problem. I will try to be more aware of interrupting situations. For example, in the writing center, I will try to pull the students to work with them individually as to not interfere with the others' mental images.
8. After reading each chapter, I became more amazed at the capabilities of the brain. I also am amazed at the amount of studies that have been done to prove the concepts of the book. As for finding this out in a cheaper, less expensive way, I believe that my being more aware of the cognitive processes would have been more beneficial to me. There are so many events in my everyday life that help to validate the information in the book. I don't think that I would have been aware of how these events relate to the human brain without this book. I do think that I need to step back from my teaching and observe what is going on around me to really notice all of these concepts. Perhaps, I would have noticed these sooner if I had done so.
Sunday, February 22, 2009
Sunday, February 15, 2009
Chapter 6 & 13
1. Chapter six was about memory strategies and metacognition. Memory strategies are those that can be practiced to enhance memory and information retrieval. The book also warns that divided attention should be cautioned. If one is trying to purposely remember material, attention should be focused. Overconfidence was an issue in the chapter as well. Too often, individuals believe that their memories are accurate, but in truth, they are not. The total-time-hypothesis connects the amount of time actively learning the material to the success rate of retrieval. If a person spends a greater amount of time deeply processing the material to be learned, it is more likely that he or she will be able to retrieve that information at a later time. Several components of the distributed-practice effect were discussed in the chapter as well. The spacing effect states that material can be retained easier if it is learned over a period of time. Massed learning suggests that material is less likely to be retained if learned all at once. The testing effect states that taking a test is a great way to remember material.
Throughout chapter six, various strategies to improve memories. Mnemonics are strategies designed to improve memory through the completion of activities that relate the the material to be learned. Mnemonics suggests the use of imagery to promote material recall. Visual imagery is a very successful memory strategy. The keyword method can be used to connect synonyms or similar words in other languages. This requires one to create a visual image of both the new word and the familiar one. The method of loci is another imagery strategy that connects the new material with a specific location of familar objects in a sequence. Another strategy is chunking; this is combining units into larger groups. The hierachy technique is an imagery technique where items are grouped in hierachial orders. The first-letter technique is where the material to be learned is put in a sentence or phrase by using each beginning letter of the new information. The narrative technique requires the person to generage a story to link a series of words together.
In order to be truly successful in increasing memory, the multimodal approach is suggested. In order to improve both prospective memory and retrospective memory, one should become aware of their own thoughts about memory. Metacognition is the awareness of one's own thoughts on learning and understanding. Chapter 13 goes into great detail about children's lack of natural ability to perform metacognitive tasks. These tasks must be taught to the students in order for them to comprehend the importance of memory and retention.
2. I think that chapter six continues to build on what we have learned from the other chapters. I really appreciated the text's connection between attention, levels of processing, and the self-referencing effect. I believe that knowledge of all of these are crucial in order to understand how memory works, and how metacognition comes into play. By using deeper levels of process and focused attention, memory is enhanced. It is even more enhanced when the material can be connected to oneself as the self-referencing effect states.
3. While I think that I understand most of what these chapters hold, I am confused why any teachers would not want to teach metacognition strategies to their students. The book states that this is not a natural process for the students, and they must be taught how to do this. It seems so crucial to me to incorporate this into my lessons to improve my students' memory.
4. I think that mnemonics section of the book applies itself quite well to my class. There is so much that needs to be taught and remembered each year in a child's schooling. I feel that it is important to give helpful clues on how to remember that material. The first-letter technique is one that I could use now that my students know all of the letters and their corresponding sounds. I also believe that imagery is an excellent way to help the students remember material. It is crucial for them to visualize their learning, make it personal to them, and find a way to connect it to something they know about.
5. The author offers a great deal of proof for the material that is provided. I really didn't know that there were so many different categories of mnemonic devices. The author provided clinical and real-world examples of these techniques. By using both, I found the findings to be valid and applicable to my teaching. I also feel that the information is reliable because it is constantly being connected to previous chapters.
6. The material in these chapters is crucial to my role as a teacher. I not only have to present the information in an engaging method, but I also have to help my students use various strategies in order to remember that information. Understanding the information is the big picture of what I am teaching, but I have to be able to help my students find a way to really understand it and retain it.
7. I would use my knowledge from these readings on a daily basis, especially to encourage metacognition. The author suggests that children do not have the ability to do this on their own. It is my duty to make sure that the children are aware of their own learning. I find this especially useful in my teaching of guided reading. I am guiding the students to become independent readers and thinkers, but I must walk them through all aspects of the reading process for their success. This includes metacognition.
8. I appreciate all of the studies and activities that are involved in these chapters to clarify the content. I believe that by being a teacher of five year olds, much of the metacognition seemed to be common sense. For me, to make this clearer in a less-expensive way would be to show a glimpse of an early-childhood classroom and all that is going on inside. I believe that as an educator, I would have seen all of the material that is to be covered, and the methods that are described in this chapter. Following this glimpse, Iwould have gone into detail about the content of the chapters.
Throughout chapter six, various strategies to improve memories. Mnemonics are strategies designed to improve memory through the completion of activities that relate the the material to be learned. Mnemonics suggests the use of imagery to promote material recall. Visual imagery is a very successful memory strategy. The keyword method can be used to connect synonyms or similar words in other languages. This requires one to create a visual image of both the new word and the familiar one. The method of loci is another imagery strategy that connects the new material with a specific location of familar objects in a sequence. Another strategy is chunking; this is combining units into larger groups. The hierachy technique is an imagery technique where items are grouped in hierachial orders. The first-letter technique is where the material to be learned is put in a sentence or phrase by using each beginning letter of the new information. The narrative technique requires the person to generage a story to link a series of words together.
In order to be truly successful in increasing memory, the multimodal approach is suggested. In order to improve both prospective memory and retrospective memory, one should become aware of their own thoughts about memory. Metacognition is the awareness of one's own thoughts on learning and understanding. Chapter 13 goes into great detail about children's lack of natural ability to perform metacognitive tasks. These tasks must be taught to the students in order for them to comprehend the importance of memory and retention.
2. I think that chapter six continues to build on what we have learned from the other chapters. I really appreciated the text's connection between attention, levels of processing, and the self-referencing effect. I believe that knowledge of all of these are crucial in order to understand how memory works, and how metacognition comes into play. By using deeper levels of process and focused attention, memory is enhanced. It is even more enhanced when the material can be connected to oneself as the self-referencing effect states.
3. While I think that I understand most of what these chapters hold, I am confused why any teachers would not want to teach metacognition strategies to their students. The book states that this is not a natural process for the students, and they must be taught how to do this. It seems so crucial to me to incorporate this into my lessons to improve my students' memory.
4. I think that mnemonics section of the book applies itself quite well to my class. There is so much that needs to be taught and remembered each year in a child's schooling. I feel that it is important to give helpful clues on how to remember that material. The first-letter technique is one that I could use now that my students know all of the letters and their corresponding sounds. I also believe that imagery is an excellent way to help the students remember material. It is crucial for them to visualize their learning, make it personal to them, and find a way to connect it to something they know about.
5. The author offers a great deal of proof for the material that is provided. I really didn't know that there were so many different categories of mnemonic devices. The author provided clinical and real-world examples of these techniques. By using both, I found the findings to be valid and applicable to my teaching. I also feel that the information is reliable because it is constantly being connected to previous chapters.
6. The material in these chapters is crucial to my role as a teacher. I not only have to present the information in an engaging method, but I also have to help my students use various strategies in order to remember that information. Understanding the information is the big picture of what I am teaching, but I have to be able to help my students find a way to really understand it and retain it.
7. I would use my knowledge from these readings on a daily basis, especially to encourage metacognition. The author suggests that children do not have the ability to do this on their own. It is my duty to make sure that the children are aware of their own learning. I find this especially useful in my teaching of guided reading. I am guiding the students to become independent readers and thinkers, but I must walk them through all aspects of the reading process for their success. This includes metacognition.
8. I appreciate all of the studies and activities that are involved in these chapters to clarify the content. I believe that by being a teacher of five year olds, much of the metacognition seemed to be common sense. For me, to make this clearer in a less-expensive way would be to show a glimpse of an early-childhood classroom and all that is going on inside. I believe that as an educator, I would have seen all of the material that is to be covered, and the methods that are described in this chapter. Following this glimpse, Iwould have gone into detail about the content of the chapters.
Sunday, February 8, 2009
Chapter 5
1. This was a very interesting chapter that focused on long-term memory. Long-term memory is defined as having a large capacity to contain memories for our experiences and information that have accumulate over a lifetime. Long-term memory has been divided into four categories: Episodic memory which focuses on events that have happened; semantic memory describes knowledge about the world; procedural memory is memory for how to do something, and autobiographical memory refers to events and topics related to oneself. With the long-term memory, there are several levels of processing. Shallow processing does not require one to make a personal connection or gather deep semantic meaning from the task. Deep processing is just the opposite; it requires deep, semantic meaning or the self referencing effect.
The text also goes into detail about the the context in which material is learned and retrieved. Studies have shown that material transfers and is retrieved better in similar-feeling situations. If the retrieval conditions match the encoding conditions, material is more likely to be retrieved.
Emotions and mood are other important concepts connected to long-term memory. The Pollyanna Principle suggests that we remember more positive events than negative ones. Mood congruence suggests that people tend to remember things based on their current mood. For example, remembering an unpleasant event might not be recalled as negative as it really was if the person is currently in a positive mood. This section of the chapter emphasized that negative memories fade much faster than positive ones. Older people tend to remember things more positively than they actually were.
Memory retrieval is a crucial aspect in long-term memory. Explicit memory tasks inform the participants of material that is to be remembered, while implicit memory tasks present the material, but do not inform the participants that this material is to be remembered.
The chapter went into great detail about individuals with amnesia and how their memory is effected. This part of the chapter paralleled with the expertise section. They seem to be opposite discussions. It was interesting the amount of time and concentration it takes to become an expert. For example, to be a chess master, one would have to dedicate between 50,000 and 100, 000 hours of practice.
The final aspect of the chapter was Autobiographical memory. This section focused on how our memories may or may not be accurate and the errors made in remembering. In this section as well, flashbulb memories were mentioned. These are pictures of one's entire surroundings when a specific event occurs.
2. I believe that this chapter directly coincides with chapter four on working memory. While both are very different, one builds upon the other. Long-term memory can't happen unless working memory is effective. I also found that the long-term memory ties nicely in with attention and blindness. If were are focusing on one thing consciously, it is more like an explicit memory task. If we are simply presented with material, not necessarily focusing on it, it is more like implicit memory task. I believe that this could be easily connected with selective attention and blindness.
3. I think that I am clear on everything, but I began to think about the Pollyanna principal and mood congruence. As I recall my grandmother telling stories of the Depression, they seemed pretty unpleasant. Reading this chapter informed me that older people tend to recall events more pleasantly than they really happened. I wondered if I had ever really known the full story as it happened. I then began to think about some of the history books and interviews of older people who had a troubling past. I wondered if we will ever really know some of the struggles previous generations went through.
4. I believe that I will try to apply the self-referencing effect to my own teaching. It was noted that people process and retrieve much more when they can apply information directly to their own lives. I will try to make more connections between my curriculum and my students' experiences.
5. The author provides a great deal of proof to make the points in the chapter valid. I especially appreciate the real-life scenarios such as the woman lost on the road who provides the phone number of her mother rather than her own. These are situations that could and do happen in our daily lives, and the author's connection between these and the presented concept seem to reaffirm the validity of the research. I also appreciate the research, but I am more interested in real-life scenarios.
6. The concepts in this chapter were important because as teachers, we are trying to teach material that will be stored in the students' long-term memories. I believe many of the concepts presented in the book directly related to my teaching. The Pollyanna Principle states that we remember positive experiences better than negative memories. It is important for teachers to present material in pleasant conditions and using pleasant activities for the students to remember them better.
7. I would actually use this chapter's information on my kindergarten students by presenting positive experiences that connect directly to the students using the self-referencing effect. I also use both explicit and implicit memory tasks in my room all of the time. For some things, I tell the students that they need to know certain material. For other concepts, I let the students explore the material, create projects, and manipulate the content to fit their own needs, being more implicit in nature.
8. I don't know having items in long-term memory could be done any more efficiently than it already is. The brain is amazing, and I believe that almost all cognitive processes are integrated (theme 4). I believe that many things must happen in order for material to be stored in long-term memory. Without all of these components, in place the episodic buffer may not allow the material to be stored or retrieved. When I think all of the concepts from this chapter happening in a natural way, I am truly amazed.
The text also goes into detail about the the context in which material is learned and retrieved. Studies have shown that material transfers and is retrieved better in similar-feeling situations. If the retrieval conditions match the encoding conditions, material is more likely to be retrieved.
Emotions and mood are other important concepts connected to long-term memory. The Pollyanna Principle suggests that we remember more positive events than negative ones. Mood congruence suggests that people tend to remember things based on their current mood. For example, remembering an unpleasant event might not be recalled as negative as it really was if the person is currently in a positive mood. This section of the chapter emphasized that negative memories fade much faster than positive ones. Older people tend to remember things more positively than they actually were.
Memory retrieval is a crucial aspect in long-term memory. Explicit memory tasks inform the participants of material that is to be remembered, while implicit memory tasks present the material, but do not inform the participants that this material is to be remembered.
The chapter went into great detail about individuals with amnesia and how their memory is effected. This part of the chapter paralleled with the expertise section. They seem to be opposite discussions. It was interesting the amount of time and concentration it takes to become an expert. For example, to be a chess master, one would have to dedicate between 50,000 and 100, 000 hours of practice.
The final aspect of the chapter was Autobiographical memory. This section focused on how our memories may or may not be accurate and the errors made in remembering. In this section as well, flashbulb memories were mentioned. These are pictures of one's entire surroundings when a specific event occurs.
2. I believe that this chapter directly coincides with chapter four on working memory. While both are very different, one builds upon the other. Long-term memory can't happen unless working memory is effective. I also found that the long-term memory ties nicely in with attention and blindness. If were are focusing on one thing consciously, it is more like an explicit memory task. If we are simply presented with material, not necessarily focusing on it, it is more like implicit memory task. I believe that this could be easily connected with selective attention and blindness.
3. I think that I am clear on everything, but I began to think about the Pollyanna principal and mood congruence. As I recall my grandmother telling stories of the Depression, they seemed pretty unpleasant. Reading this chapter informed me that older people tend to recall events more pleasantly than they really happened. I wondered if I had ever really known the full story as it happened. I then began to think about some of the history books and interviews of older people who had a troubling past. I wondered if we will ever really know some of the struggles previous generations went through.
4. I believe that I will try to apply the self-referencing effect to my own teaching. It was noted that people process and retrieve much more when they can apply information directly to their own lives. I will try to make more connections between my curriculum and my students' experiences.
5. The author provides a great deal of proof to make the points in the chapter valid. I especially appreciate the real-life scenarios such as the woman lost on the road who provides the phone number of her mother rather than her own. These are situations that could and do happen in our daily lives, and the author's connection between these and the presented concept seem to reaffirm the validity of the research. I also appreciate the research, but I am more interested in real-life scenarios.
6. The concepts in this chapter were important because as teachers, we are trying to teach material that will be stored in the students' long-term memories. I believe many of the concepts presented in the book directly related to my teaching. The Pollyanna Principle states that we remember positive experiences better than negative memories. It is important for teachers to present material in pleasant conditions and using pleasant activities for the students to remember them better.
7. I would actually use this chapter's information on my kindergarten students by presenting positive experiences that connect directly to the students using the self-referencing effect. I also use both explicit and implicit memory tasks in my room all of the time. For some things, I tell the students that they need to know certain material. For other concepts, I let the students explore the material, create projects, and manipulate the content to fit their own needs, being more implicit in nature.
8. I don't know having items in long-term memory could be done any more efficiently than it already is. The brain is amazing, and I believe that almost all cognitive processes are integrated (theme 4). I believe that many things must happen in order for material to be stored in long-term memory. Without all of these components, in place the episodic buffer may not allow the material to be stored or retrieved. When I think all of the concepts from this chapter happening in a natural way, I am truly amazed.
Sunday, February 1, 2009
Chapter 4
1. Chapter 4 describes in detail working memory. This was once called short-term memory, but the term "working memory" has gained acceptance and popularity. Working memory is brief memory for processing the current material . A great deal of research has gone into the study working memory. George Miller suggested that people can remember between five and nine items or chunks of items at a time. This seems to hold true when thinking of phone numbers and social security numbers. The chapter also describes several studies how the working memory can be tested in response to recalling various items. During one of these studies, the serial position effect is introduced. This effect suggests that items at the beginning and end will be remember more than items in the middle. This is also known as the primacy and recency effect. Pronunciation speed can also have effects on memory. Proactive interference was discussed in great detail in this chapter. This is when new material cannot be learned because old information keeps getting in the way.
As the chapter progressed, four working memory components were described. The first component is the phonological loop. This is the part of the memory that allows one to hear or notice various words and phonemens. As these sounds are processed, the phonological loop becomes the inner voice which leads to understand. For example, I could almost hear my own voice reading the chapter as I read it silently. The phonological loop is used in almost all communication and curricular areas. A second component is visuospatial sketchpad. This component of the working memory allows one to process or imagine a scene based on incoming information. The book tells of the visuospatial sketchpad being used when listening to a game. The listener can picture the events of the game as they take place. The third component of the working memory is the central executive. This is the "boss" of working memory. The central executive does not store any memory, but rather it provides instructions as to what to do with the memory. The fourth component of working memory is the episodic buffer. The book defines this as a storehouse for all of the information that is coming in. The episodic buffer helps to decide what information should be kept or lost.
The chapter concluded with discussing how depressed individuals have a more difficult time using their working memory.
2. I connected the components of the working memory to what I have read in previous chapters about consciousness and attention. While the components of the working memory may be able to function independently, they are not independent areas of memory. They seem to overlap and flow together to integrate the memories. This was seen in previous readings because attention and consciousness could be defined as individual items, they happened concurrently to other aspects of cognition. When reading about proactive interferrence, I began to think of the blindness factors that were introduced previously. As I did this, I wondered if the interference was producing a blindness to the new learning.
3. I think that I have a grasp on all of the concepts presented in this chapter, but I find myself questioning the central executive component of working memory. I understand that this is a very hard area of memory to study. I also understand that this is the "command center" for the memory. No information is stored here, but rather the central executive decides what to do with that information. As I thought about this, I wonder how much control do I have over my own central executive and how can I use what I know about this to better my teaching?
4. In applying these readings to my own teaching, I am beginning to see the documented importance on phonemic awareness, reading, and the phonological loop. Recently my students were tested using the AIMSweb on several categories. One category of the test was phoneme segmentation fluency. The students were given three separate phonemes and then asked to blend them into a word. Four of my students fell below the normal range, which concerned me a great deal. These students know their letters and sounds, but they are not able to blend sounds together. As the year progresses, I hope to work with those students to improve their fluency on this aspect. Could it be that thier phonological loop is not processing what is needed for them to be phonologically aware and at grade level?
5.While I believe the material presented because of all of the studies that back up the readings. I know from experience that proactive interference can and does occur. I have seen it in my own children and my students. The author mentions frequently that a clinical experiment usually provides results that would differ from real-life situations. If I had not seen the proactive interference for myself, I would not have been able to imagine a case study about this issue. In the book, the participants are asked to recall lists of letters that sound the same. For me, this has no connection to reality, and therefore little importance. However, I was easily able to relate to this study after one of my own students couldn't count phonemes in a word because she was stuck on counting syllables. It is usually my prior experience or knowledge that allows me to better understand the research that was done. For the purpose of quatitative studies, clinical research is necessary. When the same problem happened in my classroom, I had to take measures to help my student's qualtity of education.
6. This chapter was important for me to make mental notes about my own working memory as well as that of my students'. Reading the book, I kept shifting my attention to my students with ADHD. These students simply can't perform the tasks presented to them because they are not able to focus on a task long enough to get it done. One student constantly chatters, counts, points, touches, and verbally observes. This chapter was important because now I know that his phonological loop is preoccupied doing what he normally does. He is not able to get his work done because he can't perform the his task and my task at the same time. I need to be aware of these situations, and I need to use alternative strategies in order to provide him the best education possible.
7.I would use the information presented in this chapter when teaching a new concept. I would keep in mind the prior knowledge and experiences that my students have and work with them to try to prohibit proactive interferrence. I would also try to develop strategies for bringing kids out of that "block" in order for them to learn the new information.
8. As mentioned before, I don't think that the experiments could be done cheaper, but connecting them to real world examples would help a great deal for me to understand them faster. I was able to better understand the concepts when comparing the clinical examples to real things that I have seen it done my room. I need real world examples where meaning is evident for me to gather information. I struggle with focusing on some of the random letters and numbers that clinical studies provide. For me to understand the processes of the working memory, I must see applicable situations where working memory is needed. I really appreciate the author's use of the boxes for me to complete as precursors to the activity. I suppose primacy effect goes into play for me as well.
As the chapter progressed, four working memory components were described. The first component is the phonological loop. This is the part of the memory that allows one to hear or notice various words and phonemens. As these sounds are processed, the phonological loop becomes the inner voice which leads to understand. For example, I could almost hear my own voice reading the chapter as I read it silently. The phonological loop is used in almost all communication and curricular areas. A second component is visuospatial sketchpad. This component of the working memory allows one to process or imagine a scene based on incoming information. The book tells of the visuospatial sketchpad being used when listening to a game. The listener can picture the events of the game as they take place. The third component of the working memory is the central executive. This is the "boss" of working memory. The central executive does not store any memory, but rather it provides instructions as to what to do with the memory. The fourth component of working memory is the episodic buffer. The book defines this as a storehouse for all of the information that is coming in. The episodic buffer helps to decide what information should be kept or lost.
The chapter concluded with discussing how depressed individuals have a more difficult time using their working memory.
2. I connected the components of the working memory to what I have read in previous chapters about consciousness and attention. While the components of the working memory may be able to function independently, they are not independent areas of memory. They seem to overlap and flow together to integrate the memories. This was seen in previous readings because attention and consciousness could be defined as individual items, they happened concurrently to other aspects of cognition. When reading about proactive interferrence, I began to think of the blindness factors that were introduced previously. As I did this, I wondered if the interference was producing a blindness to the new learning.
3. I think that I have a grasp on all of the concepts presented in this chapter, but I find myself questioning the central executive component of working memory. I understand that this is a very hard area of memory to study. I also understand that this is the "command center" for the memory. No information is stored here, but rather the central executive decides what to do with that information. As I thought about this, I wonder how much control do I have over my own central executive and how can I use what I know about this to better my teaching?
4. In applying these readings to my own teaching, I am beginning to see the documented importance on phonemic awareness, reading, and the phonological loop. Recently my students were tested using the AIMSweb on several categories. One category of the test was phoneme segmentation fluency. The students were given three separate phonemes and then asked to blend them into a word. Four of my students fell below the normal range, which concerned me a great deal. These students know their letters and sounds, but they are not able to blend sounds together. As the year progresses, I hope to work with those students to improve their fluency on this aspect. Could it be that thier phonological loop is not processing what is needed for them to be phonologically aware and at grade level?
5.While I believe the material presented because of all of the studies that back up the readings. I know from experience that proactive interference can and does occur. I have seen it in my own children and my students. The author mentions frequently that a clinical experiment usually provides results that would differ from real-life situations. If I had not seen the proactive interference for myself, I would not have been able to imagine a case study about this issue. In the book, the participants are asked to recall lists of letters that sound the same. For me, this has no connection to reality, and therefore little importance. However, I was easily able to relate to this study after one of my own students couldn't count phonemes in a word because she was stuck on counting syllables. It is usually my prior experience or knowledge that allows me to better understand the research that was done. For the purpose of quatitative studies, clinical research is necessary. When the same problem happened in my classroom, I had to take measures to help my student's qualtity of education.
6. This chapter was important for me to make mental notes about my own working memory as well as that of my students'. Reading the book, I kept shifting my attention to my students with ADHD. These students simply can't perform the tasks presented to them because they are not able to focus on a task long enough to get it done. One student constantly chatters, counts, points, touches, and verbally observes. This chapter was important because now I know that his phonological loop is preoccupied doing what he normally does. He is not able to get his work done because he can't perform the his task and my task at the same time. I need to be aware of these situations, and I need to use alternative strategies in order to provide him the best education possible.
7.I would use the information presented in this chapter when teaching a new concept. I would keep in mind the prior knowledge and experiences that my students have and work with them to try to prohibit proactive interferrence. I would also try to develop strategies for bringing kids out of that "block" in order for them to learn the new information.
8. As mentioned before, I don't think that the experiments could be done cheaper, but connecting them to real world examples would help a great deal for me to understand them faster. I was able to better understand the concepts when comparing the clinical examples to real things that I have seen it done my room. I need real world examples where meaning is evident for me to gather information. I struggle with focusing on some of the random letters and numbers that clinical studies provide. For me to understand the processes of the working memory, I must see applicable situations where working memory is needed. I really appreciate the author's use of the boxes for me to complete as precursors to the activity. I suppose primacy effect goes into play for me as well.
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