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.