Mental Imagery & Cognitive Maps

1. This chapter described two different theories about imagery. Analog coding is a picture representation that closely resembles the physical object. Propositional coding is more abstract and words are used to describe the object. Both theories have valid points, and still continue today to be an on-going debate with imagery. Often interference occurs with through motor and visual imagery. Through imagery, we take in information and are able to create a model to represent our knowledge. These models are cognitive maps. Within these models we represent distance, shape, and position. Pretty impressive if you ask me! 

2. Although for my post this week I related chapter 7 to multitasking, I also think that this chapter relates to chapter 4, working memory. Just like working memory, imagery is constantly being combined, and transformed. Components of Baddley's model of working memory are similar to theories on imagery. When using our visuospatial sketchpads we are either seeing an image through analog coding or propositional coding. The phonological loop would fit more under the theory of using language for representation. 

3. I found this chapter to be very interesting. I wouldn't say that I am unclear on a specific part of this chapter, I would just like to possibly see more research done on both the analog and propositional coding. I know the text says that imagery is a hard topic to study. 

4. In my third grade class, many of the lessons that I teach have a visual component to them. We do many things like drawing pictures in our mind of a story that we read, or in math we may use manipulatives in order to give us a visual of what we are learning. I would also say that we use language descriptors often to associate new things. I think that it is difficult to know if a student uses analog coding or propositional coding because I believe it varies in different situations. Students have trouble explaining what is going on in their heads! Explains why children don't understand metacognition. 

5. The research done by Kosslyn & Thompson, and Pylyshyn provided great perspectives for both theories on imagery. Kosslyn & Thompson would say that imagery resembles perception in many respects. Proof even states that perception and imagery activate similar structures within the cerebral cortex. Pylyshyn on the other hand would not say that people don't experience mental images at all, but rather that the images are epiphenomenal (images are tacked on later after the physical object has already been recovered from  propositional storage) 

6. Imagery is important because it helps us to manage our memory. I am sure everyone uses imagery of some sort each and every day as a way of remembering something. I often say that I am a visual person and I learn best by seeing, but I never really knew what was going on in my mind and why I would think that. Now I tend to know the theories behind how imagery works.

7. As teachers it is our job to find out how our students learn best. If it is through visuals we need to help students in understanding how these visuals will help with our memory process. I see this everyday in my classroom, I model how to create visuals in your head by explaining the pictures outloud to my students. 

8. As the text said, imagery has been a controversy for many years, and it is an important and long-lasting debate. I think it may be hard to find research because it is hard for people to explain how they came about an image. They may know they associate a physical object to an image, but how did that image come about. I would have trouble explaining this! 

WEEK 6 - Memory Strategies

1. In this weeks readings, I learned that memory strategies are designed to improve encoding and retrieval as part of the memory process. Several of the strategies that were described I often use in my classroom already. Many mnemonics can be used through imagery and organization to help memory. Many people may think that cognitive skills are fully developed by late childhood, but the lifespan approach shows that changes are taking place throughout our entire life. Infants and children are often underestimated at their memory capabilities. With proof through the reinforcement technique, an infant as young as 2 months old can demonstrate memory in many different ways. Although strategies can't be used spontaneously at a young age, children can still respond to someone teaching them or telling them why they should use memory strategies to help them remember things. 

2. Chapter 5 is revisited as levels of processing, the encoding process and overconfidence are all principles that if followed correctly should aid in the memory process. For example, we have read about deep processing, and concentration levels can play a part in the encoding process. Therefore rehearsal may not be the best strategy for certain situations. Another concept from chapter 5 was the encoding specificity principle. I tend to look at my assessments first before asking students to remember information that may not be needed. 

3. I did not realize that there were so many examples of mnemonics. Honestly I just thought mnemonics was shortening information into an easier way to remember, or the first letter technique (Rainbow - ROY G. BIV) I didn't know that mnemonics consisted of so many different methods... the keyword method, mehtod of loci, vivid interaction, chunking, hierarchy technique, and narrative. 

4. I think that it is important to teach students WHY they are using the memory strategies that they are.  I think that in order for them to see why they are important they need to be modeled often for the kids and they need to be given chances to use the strategies. If we want them to be able to transfer the strategies to other situations they need to do the purpose behind them. 

5. I thought that the study done by Moley and her colleagues was very interesting. As adults we use memory strategies all the time, probably not even knowing it. It is easy to assume that children can do the same. This study was great proof that these strategies do not just come to children as we may think. The study proved that children may have the ability to organize, but not for the purpose of memory. 

6. I think that the most important thing that I got from this weeks readings is knowing that these strategies don't come as easily to children as I may have thought. I think that this week was very important for me because I learned how important it is to model and explain to my students why we use the strategies we do and when to apply them. 

7. I think that I have been using these strategies within my lessons already, but I have not been pointing them out directly. I want to make sure that students do not come across the problem of utilization deficiency and use the strategies for the wrong purposes. I would not choose to use some of the given memory strategies with any specific group of children. I think all children would benefit from being introduced to many types of strategies. As they get older they can then decide which works best for them. 

8. In a fairy tale land students would come to teachers with a list of strategies already planned out that work best for that specific child. As teachers we know that each student learns in different ways depending on the material. It is our job to find the best memory strategies and teach the children the process of using them. I think that by giving the students options and asking them which strategy works best we find out the most information in a fast and easy way. 

Learning and Transfer

1. This article defined transfer as "the ability to extend what has been learned in one context to a new context." Although some characteristics of learning and transfer may seem obvious, this article explained in much detail why there are key components to education. The first being the importance of initial learning. Many conditions may effect this beginning stage and interfere with later transfer. Another important factor is the difference between truly understanding and memorizing information. The ability to remember facts for a test is not the same as understanding them. Making sure students have the time to learn is another important component. It is often that students are rushed through things and not given time to take it all in and make connections. It is often overlooked that when students are first learning something they are using transfer. They bring in previous knowledge to the subject to help in the learning process. This article provided many components that must be met in order for students to successfully transfer information from one setting to another. 

2. Our working and long term memory plays a large part in the transferring process. This article talks about how students often refer to their previous knowledge when introduced to new material. Without this material being stored in our long term memory students would have not anything to bring to initial learning stages. 

3. I had to read the part on active verses passive approaches a second time, but I think I understand it a little better. I use prompting a lot in my classroom and I am going to try to be more aware so that I am use "graduated prompting."

4. As a teacher my goal is to provide my students with the skills necessary to succeed not only in school but outside the school setting as well. My hopes are that no matter what subject it may be students can take away skills from a lesson and apply it to their everyday lives. I have always had this goal, but this article provided me with many components that are important in order for me to succeed in doing this. 

5. This article has many studies that were done. Box 3.1 was even more proof that "chunking" information into meaningful groups helps in comprehending. Box 3.3 was a study done to prove how important understanding something is rather than just memorizing. I have heard both the darts and biology study before in other EPFR classes. 

6. Learning and transfer is extremely important in education. If we cannot help students in transferring what they learned in school to society, they will be lost. What is the point of just memorizing something for a test and then forgetting it. If we as teachers focus on the key components from this article we should be preparing our students for how to succeed outside of the school setting. 

7. I was the type of student that would say "ok if I can just memorize this for tomorrow's test, it doesn't matter if I forget it the next day. As long as I get that "A"   I think that we as teachers need to show students situations in which the material we teach them at school will be used elsewhere. If they have a true purpose for understanding it rather than memorizing it they will be more focused and motivated as the article says. 

8. I think that by providing students with as much exposure to real world situations it helps them in transferring information learned in class to other situations. I would think this would be the best way in explaining to them how important transfer is. 

Chapter 4 Working Memory

1. This chapter went into depth on a working memory approach proposed by Alan Baddely. It consists of the following components, phonological look, visuospatial sketchpad, episodic buffer, and a central executive. I found myself thinking of many examples in my everyday life that fit into each one of these categories. This chapter also described many factors that influence the capacity of our working memory. The chunking strategy, that I use in my classroom often, pronunciation time, and the semantic similarity of items. 

2. When reading about (PI) I thought of previous research that was done with a cross-model task in chapter 3. I think that PI is the reason that participants had trouble with the task of using two different perceptual systems at the same time. They were having trouble learning or recalling new material because old material was getting in the way.

3. I know that this was brought up through discussion, but I am still unsure of the time span that short term or working memory refers to. I think in my head I am thinking it is a longer time period than what it really is. 

4.  When reading about the components to the Working Memory Model I found many parts that can relate to everyday events in the classroom or at home.  We give our students much information each and every day and obviously assess them on it in some way. It is important to know the capacity of working memory as teachers so that we are making sure students are truly benefiting from the content they are taking in and not just loosing it a second later. 

5.  I think the most convincing study from this chapter on memory was the study by Braddely and Hitch. I was surprised by the results that the participants could perform a spatial reasoning task while memorizing a strand of numbers at the same time. That was evidence to make me believe that working memory is not unitary.

6. Working memory is important because it helps us learn the things we need to know to be a well-educated person. The research done on short term memory is crucial for education because it helps teachers understand the best teaching practices to use with students. 

7. I think that students that struggle with attention often fall in the same category of needing help memorizing things. It seems that the two go hand in hand sometimes. When reading the text I am mostly always thinking of my resource kids and how this relates to them. Chunking works best with this group of students.

8. I think that the studies that are being done are a good way to learn more about the complex process of memory, but I think that each and every person will give different results each time.I think that there are differences in our memory processes from one person to the next.