Chapter 8

1. Summary: This chapter focused on general knowledge and structure of semantic memory. Semantic memory is our knowledge about the world around us. According to the text, this memory is needed to determine locations, read sentences, make decisions, and solve problems. There are four approaches to semantic memory. The first approach is the feature comparison model. This model organizes items in lists according to features. The prototype approach states that we organize concepts based on the most familiar and typical representative item in that category. For example we organize our thoughts of a bird by the most common and typical bird that we see, such as a robin. The third type of approach to semantic memory is the exemplar approach. This approach argues that we organize new material based on how closely it is related to all of our past experiences. For example, we may learn about another breed of dog by comparing it to all of our prior experiences with dogs. The final approach to semantic memory is the network approach. This approach explains that we learn items based on their interconnections in our memory. The network approach creates a web-like image of connectivity of the concepts that we know and that we learn.

The chapter also discusses schemas and scripts. According to the book, general knowledge about a person, situation, or experience is called a schema. The words schema and script are often used interchangeably, but the script is a slightly narrower term. The text also goes into detail about how we can either add not represented material or leave out material that is present in certain situations. Our minds have their own schemas and scripts about the world around us. When we are given a situation, our mind enhances or simplifies that situation based on our own schema.

2. How does this fit in with what we have learned in class? I believe that this fits in with almost every aspect that we have learned about. I especially noticed that the network theory and focused attention seemed to go together nicely. We know that focused attention, rather than divided attention produces better learning outcomes. According to the network theory, as many as ten nodes are firing at the same time based on one concept. Having learned that, it is no surprise that so many of us have a tough time focusing our attention because of the other thoughts that are coming to mind.

I also connected the readings in this chapter to the self-referencing effect. We know that material can be learned and retained when it has a deep, personal meaning. Using the exemplar approach, we process new information based on our own previous experiences that are somehow similar to the new information. These two concepts seemed to be quite interconnected. If we can refer to our own experiences to organize new material, we have a better chance to retain that material because we have associated it with our own memory.

3. I think that I am clear on most of this chapter. Having said that, I wonder if we have some sort of regulatory "switch" for our cognitive abilities that gets flipped. I wonder if perhaps our minds decide which semantic memory approach to use based either on the new information presented to us or based on what we will do with that new information. The analogy of standing at the checkout deciding which method to pay for our purchases made me think of all of the different semantic approaches that we learned in this chapter.

4. Apply to my own teaching: I think that I will be especially mindful of this chapter when I am working with my ADD and ADHD students. When thinking about the networking approach, I know that many thoughts are interconnected with one given concept. As these thoughts interconnect and "pop" into my students' minds, it is no wonder why some of those children have difficulty staying on task. They may start by focusing on the same concept, but within seconds, the students with ADD and ADHD may easily be ten or so topics off of where we started.

5. Proof offered: I am quite sure that the author offers valid and reliable proof based on the studies and research. Having said that, I also believe that as an educator, I can readily relate to many of the concepts presented in the chapter. For almost every concept taught in the chapter, I was able to connect an experience in my classroom to validate it. For example, I know that my students use the exemplar effect quite often when learning about new animals. Based on their experiences they categorize animals.

6. Importance: This chapter is important because it helps me understand that what I teach may not be nearly as important as what the student already knows. The student's prior knowledge, experience and thoughts are the building blocks for their new knowledge. This chapter is also important because it doesn't offer just one way for our students to learn. By describing the four semantic learning approaches, it reaffirms that we learn in different ways.

7. I would use this: I would directly apply the concepts of this chapter into my own metacognition of what my students are learning. I will be aware of the different approaches and my students' prior experiences when introducing a new concept. I will also be aware of my students with ADD and ADHD especially when I think of the networking approach. So many thoughts are presenting themselves, and I can easliy understand while some of my students can't stay focused. One other concept of the book that I will try to be more aware of is that of priming. The book stated that priming helps the students learn because their thoughts are already focusing on a specific topic.

8. Other ways to accomplish materials: I think that since so many of the concepts are relatively new in the psychology field, research should be continued to prove the theories provided. I am not sure of any to do this cheaper or faster. I do know that the validity and reliability of the material in this chapter can easily be seen in almost any lesson and in any classroom.