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.
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I agree that after reading the concepts in the cognition book we are more aware of these concepts with our students. Your map activity with your students would be very interesting. It would tell you a variety of things that show how your students perceive the school and the items in the school. Kindergarten students cannot always explain things that they see in depth but you can read it in a picture pretty easily.
ReplyDeleteYou are right on #5, this book gives a lot of examples and demonstration that you can use it in your own class room to see if it works, and I agree that we should apply these in our class rooms to find out if it working.
ReplyDeleteYour kindergarten mapping activity reminds me of something that I've done in the past with my geography classes. I had them try to draw a map of the world from the perspective of someone in another continent (Austrailia, Antarctica, etc). I always tell them that theirs is the first world map ever made so make it how they think the individual would. Then they explain why it was designed in that way. Usually their continent is in the middle of their world because it's the center of their life. I also noticed how some countries where located at different parts of the part because of my student's preconceived notions of the continent. It's interesting how my student's interferences come into a role playing game.
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