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.