1. The information on technology provided in Chapter 9 of How People Learn goes along with what we've learned about mental images to an extent. Images provided through technology can help with mental images created such as a propositional code. Technology can be used to help students who have a mental set to help them get out of the rut and get a new perspective on the topic they are learning. Finally, it relates to creativity and can help to be a motivation for students to do the work because sometimes the use of technology can make education fun for them. Overall, technology can help with creativity by providing new projects for students to try and for reinforcing information that the students are learning in a new and different way.
2. One thing I'd like to know more about is how teachers who are not technologically savvy can learn to use the technology that they need to teach their students or the technology their students already know about. I keep thinking to myself "what is twitter?" I want to know more about twitter. This type of thing is something the students may already know about before I even learn. Students know how to use computers so efficiently that some teachers may be behind.
3. To apply this to my own work as a school counselor someday, I would like to create a website that students can use to find out about college information or about trade schools. Then, I'd like to create a time line that they could use to know where they need to be at a certain point in the year with applying and financial aid. Also, I'd like to list resources that the students could use if they were experiencing problems at home or with their friends. There are many help lines that can benefit students that they do not even know about.
Sunday, April 19, 2009
Tuesday, April 14, 2009
How People Learn Chapters 6 & 7
1. The information from Chapter 7 regarding effective teaching uses information learned about problem solving and decision making that we previously learned in Cognition. Also, the two chapters discuss a variety of different perspectives used in order to teach specific information to students. This is similar to all the different memory strategies we learned in Cognition, included cognitive maps, imagery, mnemonics, creativity, etc.
2. I am a little unclear on why community centered approach is so popular. I do realize it is very beneficial when used appropriately. This would be allowing students a safe environment with peers where they can ask questions and feeling comfortable learning. The part that I do not understand is that it seems like this approach may create a more competitive atmosphere where some students don't feel comfortable asking questions or answering them in fear of being wrong. Why would we want students to feel this way?
3. I would use this information in my classroom to bring the positive aspects of all the approaches into the classroom for students to learn in the best possible environment they can.
2. I am a little unclear on why community centered approach is so popular. I do realize it is very beneficial when used appropriately. This would be allowing students a safe environment with peers where they can ask questions and feeling comfortable learning. The part that I do not understand is that it seems like this approach may create a more competitive atmosphere where some students don't feel comfortable asking questions or answering them in fear of being wrong. Why would we want students to feel this way?
3. I would use this information in my classroom to bring the positive aspects of all the approaches into the classroom for students to learn in the best possible environment they can.
Sunday, April 5, 2009
week 13/chapters 10 & 13
1. With language, I think that we use our working memory a lot because we have to process what others are saying and them formulate what we are going to say. We also must store all of the words we know in our memory to retrieve them later. General knowledge also goes into communicating with others, such as with common ground. Finally, creativity is a large part of writing.
2. I am still a little confused on how the demonstration "collaborating to establish common ground" is an example of common ground. To me, common ground is the knowledge that someone has that makes them able to communicate about something. To me, this seems like a different idea all together. I guess if both people are being presented with the knowledge at the time, then they would still be able to communicate.
3. One way I could use this information in the future is if I work in a middle school as a counselor. If that school offers foreign languages, I can encourage students to take them in middle schools rather than waiting. They may be more successful if they take them when they are younger. The other information regarding language would probably be more beneficial when working with younger children.
2. I am still a little confused on how the demonstration "collaborating to establish common ground" is an example of common ground. To me, common ground is the knowledge that someone has that makes them able to communicate about something. To me, this seems like a different idea all together. I guess if both people are being presented with the knowledge at the time, then they would still be able to communicate.
3. One way I could use this information in the future is if I work in a middle school as a counselor. If that school offers foreign languages, I can encourage students to take them in middle schools rather than waiting. They may be more successful if they take them when they are younger. The other information regarding language would probably be more beneficial when working with younger children.
Sunday, March 29, 2009
week 12/chapter 9
1. Chapter 9's topics of language comprehension ties into a lot of information from earlier chapters because in order to understand language, we must recognize words and sounds (Chapter 2). Our working memory allows us to process the information that we are receiving and then determine if it needs to be placed in the long term memory. The information we store in our long term memory can show up again in conversation as background or previous knowledge.
2. The whole-word approach does not make complete sense to me. I understand that we can recognize a whole word when we are reading, but it usually is a word we already know. If we come across a word that we haven't seen, who do we learn it if we don't sound it out? I'm not sure how the whole-word approach can be an appropriate method for teaching students to read for the first time.
3. The information on comprehension is very helpful because it allows me to understand what issue may arise in conversation. I can apply this to my work as a counselor by changing the way I phrase sentences or present information to a student. Also, I can make sure the student understands what I am saying before they leave my office. That way, I'm not sending them on with incorrect information. I also like the idea of dual-route hypothesis, which I can use now as a teachers assistant. I can help students with poor reading skills to either recognize words they previously learned with direct-access or use indirect-access to help them translate words through sounds.
2. The whole-word approach does not make complete sense to me. I understand that we can recognize a whole word when we are reading, but it usually is a word we already know. If we come across a word that we haven't seen, who do we learn it if we don't sound it out? I'm not sure how the whole-word approach can be an appropriate method for teaching students to read for the first time.
3. The information on comprehension is very helpful because it allows me to understand what issue may arise in conversation. I can apply this to my work as a counselor by changing the way I phrase sentences or present information to a student. Also, I can make sure the student understands what I am saying before they leave my office. That way, I'm not sending them on with incorrect information. I also like the idea of dual-route hypothesis, which I can use now as a teachers assistant. I can help students with poor reading skills to either recognize words they previously learned with direct-access or use indirect-access to help them translate words through sounds.
Sunday, March 22, 2009
week11/chapter12
1. Along with working memory, we can use ideas and general knowledge to process information about situations and to make decisions. This information furthers our knowledge of what our working memory is doing when it is processing all the information that we take in before and while we are making decisions. Availability heuristic and representative heuristic along with how we perceive a situation affect our decision making as well our working memory is also used to process the info that goes into decision marking.
2. Propositional calculus is a complex topic in the text. Affirming the antecedent, affirming the consequent, denying the antecedent, and denying the consequent can all be confusing. After reading it multiple times, it is still a little unclear. Also, I would like Demonstration 12.4 (in the 2005 edition) to be explained further.
3. This information is very helpful in understanding the decisions that students are making. We can use the specific heuristics and their previous decisions to understand what techniques they are using and to help them understand their decisions. I like the idea of using examples like Demonstration 12.8 to help students understand the difference that background information can make because sometimes they leave out important information when making decisions. Also, using demonstration 12.9, framing effect and wording would be useful to help students realize how specific wording affects their beliefs about a topic or how they understand an example. This could help students realize how wording affects their decision making. This would be useful when students are learning about politics and their views about political issues.
2. Propositional calculus is a complex topic in the text. Affirming the antecedent, affirming the consequent, denying the antecedent, and denying the consequent can all be confusing. After reading it multiple times, it is still a little unclear. Also, I would like Demonstration 12.4 (in the 2005 edition) to be explained further.
3. This information is very helpful in understanding the decisions that students are making. We can use the specific heuristics and their previous decisions to understand what techniques they are using and to help them understand their decisions. I like the idea of using examples like Demonstration 12.8 to help students understand the difference that background information can make because sometimes they leave out important information when making decisions. Also, using demonstration 12.9, framing effect and wording would be useful to help students realize how specific wording affects their beliefs about a topic or how they understand an example. This could help students realize how wording affects their decision making. This would be useful when students are learning about politics and their views about political issues.
Tuesday, March 17, 2009
week 10/chapter 11
1. Functional fixedness fits in with what we have learned about consciousness. Consciousness is the awareness we have of the things around us, the images, thoughts, memories, etc. Being about to be aware of things around you can make it easier to avoid getting stuck in a rut as in mental set of functional fixedness. The hill-climbing heuristic and creative cognitive maps seem to go together because we can create a mental map to lead us to the best path to reach our goal. Finally, I felt like the means-end heuristic and a script are similar because we use subproblems to create doable tasks and scripts are set tasks that we do in an appropriate order.
2. I am unsure on how to help the problem of situated cognition. I understand that it happens all the time, but what can we do to help these students? Although I understand extrinsic and intrinsic motivation, I would have liked to learn more about that topic and what ways to help students find internal motivation.
3. I would use this information when helping students to problem solve and in understanding how they solve problems currently. Means-end heuristic is very helpful with students who have trouble organizing their work or who need to have it broken down in order to be less anxious and more productive. In the alternative school I work in, most of our students will not dive into something on their own. By breaking it down in class, we are teaching them a beneficial ways to problem solve (and hopefully someday they will realize it). I will use the information in the book about intrinsic and extrinsic motivation, examples I have thought of, and examples that others in this class that given to help the students I work with. Again, since I work in the alternative school, many students are not motivated. I need to be able to use this information to help them to be motivated.
2. I am unsure on how to help the problem of situated cognition. I understand that it happens all the time, but what can we do to help these students? Although I understand extrinsic and intrinsic motivation, I would have liked to learn more about that topic and what ways to help students find internal motivation.
3. I would use this information when helping students to problem solve and in understanding how they solve problems currently. Means-end heuristic is very helpful with students who have trouble organizing their work or who need to have it broken down in order to be less anxious and more productive. In the alternative school I work in, most of our students will not dive into something on their own. By breaking it down in class, we are teaching them a beneficial ways to problem solve (and hopefully someday they will realize it). I will use the information in the book about intrinsic and extrinsic motivation, examples I have thought of, and examples that others in this class that given to help the students I work with. Again, since I work in the alternative school, many students are not motivated. I need to be able to use this information to help them to be motivated.
Tuesday, March 3, 2009
week 8/chapter 8
1. Semantic memory is our general knowledge about the world. Three approaches to semantic memory focus on categorizing information into lists or into the categories that the new information best fits. The fourth approach focuses on information being placed into a web and then retrieved by triggers from other information. Scripts are a sequence of events that is associate with a common activity. This common activity's frequency allows it to become part of the memory.
2. We have learned about the parts of our memory, imagery, and recall. This information ties into how we remember information and how we store information. We are now learning how we store this information in categories to be more successful with remembering and recalling information.
3. I'm still a little unsure about schemas and inferences. I'm unsure how we can solve this problem or what we can do to prevent ourselves from drawing conclusions about information that may not have occurred.
4. In one of the discussion questions, I talked about how being able to access 10 nodes can be a problem for me because I am easily distracted or sidetracked. I need to keep this in mind because when I am presenting information, I need to stay focused on the information that is important. In the classroom, I let the students get me sidetracked and then I might get the teacher sidetracked. I need to work on not allowing this to happen and controlling the use of my memory web.
5. Again, the author provides many studies that help to make this information valid. I find that reading studies is not enough information on its own. The more important thing is being about to take that information and compare it with experiences we have had. As I said in #4, the network model is very clear to me because I often get side tracked from being able to store 10 nodes at one time. Providing these studies with examples that let us compare the information to our own memories and experiences is how this information becomes valid.
6. Again, this helps to prove that we do experience what the author is telling us. The approaches of semantic memory are a good example of using examples to show us the things that we are experiencing but may not realize.
7. When working with students, I think the semantic memory approaches will help to explain to them how they are categorizing information and why. Until now, I didn't realize their were ways to explain why I was categorizing information or how. Scripts can be used to teach younger students or students with disabilities how to complete sequenced tasks.
8. A better way to organize this information would be helpful. Their is so much information in this chapter and it is ironic that it is on memory because I have to keep going back to reread parts of it. I think that a chart discussing the similarities and differences of the approaches to semantic memory would be easy to create, but help to explain the information better.
2. We have learned about the parts of our memory, imagery, and recall. This information ties into how we remember information and how we store information. We are now learning how we store this information in categories to be more successful with remembering and recalling information.
3. I'm still a little unsure about schemas and inferences. I'm unsure how we can solve this problem or what we can do to prevent ourselves from drawing conclusions about information that may not have occurred.
4. In one of the discussion questions, I talked about how being able to access 10 nodes can be a problem for me because I am easily distracted or sidetracked. I need to keep this in mind because when I am presenting information, I need to stay focused on the information that is important. In the classroom, I let the students get me sidetracked and then I might get the teacher sidetracked. I need to work on not allowing this to happen and controlling the use of my memory web.
5. Again, the author provides many studies that help to make this information valid. I find that reading studies is not enough information on its own. The more important thing is being about to take that information and compare it with experiences we have had. As I said in #4, the network model is very clear to me because I often get side tracked from being able to store 10 nodes at one time. Providing these studies with examples that let us compare the information to our own memories and experiences is how this information becomes valid.
6. Again, this helps to prove that we do experience what the author is telling us. The approaches of semantic memory are a good example of using examples to show us the things that we are experiencing but may not realize.
7. When working with students, I think the semantic memory approaches will help to explain to them how they are categorizing information and why. Until now, I didn't realize their were ways to explain why I was categorizing information or how. Scripts can be used to teach younger students or students with disabilities how to complete sequenced tasks.
8. A better way to organize this information would be helpful. Their is so much information in this chapter and it is ironic that it is on memory because I have to keep going back to reread parts of it. I think that a chart discussing the similarities and differences of the approaches to semantic memory would be easy to create, but help to explain the information better.
Sunday, February 22, 2009
week 7/chapter 7
1. Imagery is used to create mental pictures of stimuli that aren’t present for viewing. An analog code is a mental image of an actual object, while a propositional code is a language-like representation and is not the same as the object. People can make decisions about large shapes versus small shapes and obvious, different angles versus similar angles. Similar stimuli can interrupt mental images (i.e. a visual stimuli may interrupt or not allow a mental image). A cognitive map is a mental image of an external or real world environment. Cognitive maps are often realistic, but we may misjudge distances, shapes, or positioning.
2. We have learned about imagery regarding our memory. Now, we are learning more in-depth information about imagery and how our mind uses this strategy to help remember. Also, we are learning about what might interfere with mental imagery. Knowing this information will help us to understand more about memory and storing information in our long-term memory.
3. I am still unclear on propositional viewpoint. I do not entirely understand the idea of images as a language-like form. I could use more specific examples of this.
4. In a geography class, students could put use the idea of cognitive maps to create real maps after reading about a specific location and then compare their maps with other students and the real map. As a counselor, I can use this information to not have visual stimuli when students are creating mental images or have auditory stimuli when they are experiencing auditory images.
5. The author again provides number activities to show the validity of this information. I find the demonstration on mental rotation to be especially helpful in explaining motor movement and motor images. Without this demonstration, I would not have understood this information as easily. The examples of cognitive maps help to really visualize the ideas of how angle, positive, and shape are perceived.
6. This is important because this chapter focuses on imagery. If the author could not properly explain imagery then the demonstration and examples would not help the reader to understand the ideas.
7. I think the information regarding interference would be helpful with all students, but especially students with ADHD. They will be even more sensitive to interference. I believe that they would be more likely to see the visual stimuli even if they are creating a visual image (or auditory stimuli with an auditory image). Although this could be an advantage, it could also mean poor memory and learning strategies for them.
8. Again, I think more information on propositional viewpoint would make this chapter better. Also, I would have liked some information on the differences of cognitive maps as compared to age. I’m interested to see at what age cognitive maps become more realistic and if at any age it gets harder to recall the images for these maps.
2. We have learned about imagery regarding our memory. Now, we are learning more in-depth information about imagery and how our mind uses this strategy to help remember. Also, we are learning about what might interfere with mental imagery. Knowing this information will help us to understand more about memory and storing information in our long-term memory.
3. I am still unclear on propositional viewpoint. I do not entirely understand the idea of images as a language-like form. I could use more specific examples of this.
4. In a geography class, students could put use the idea of cognitive maps to create real maps after reading about a specific location and then compare their maps with other students and the real map. As a counselor, I can use this information to not have visual stimuli when students are creating mental images or have auditory stimuli when they are experiencing auditory images.
5. The author again provides number activities to show the validity of this information. I find the demonstration on mental rotation to be especially helpful in explaining motor movement and motor images. Without this demonstration, I would not have understood this information as easily. The examples of cognitive maps help to really visualize the ideas of how angle, positive, and shape are perceived.
6. This is important because this chapter focuses on imagery. If the author could not properly explain imagery then the demonstration and examples would not help the reader to understand the ideas.
7. I think the information regarding interference would be helpful with all students, but especially students with ADHD. They will be even more sensitive to interference. I believe that they would be more likely to see the visual stimuli even if they are creating a visual image (or auditory stimuli with an auditory image). Although this could be an advantage, it could also mean poor memory and learning strategies for them.
8. Again, I think more information on propositional viewpoint would make this chapter better. Also, I would have liked some information on the differences of cognitive maps as compared to age. I’m interested to see at what age cognitive maps become more realistic and if at any age it gets harder to recall the images for these maps.
Tuesday, February 17, 2009
week 6/chapters 6 &13
1. Chapter 6 focused on ways in which we can increase our memory through strategies such as keyword method, method of loci, and organization. This chapter also talk about metacognition (your knowledge, awareness, and control of your cognitive processes), which we use to determine how confident we are that we will recall the information and metacomprehension that focuses on how likely we feel we are to understand and recall what we are reading. Chapter 13 looks into children's memory and how they are not as likely as adults to remember. Also, they do not put a lot of effort toward remembering, so this affects what they remember. strategies that may be used with children are rehearsal, organization, and imagery. Rehearsal is repeating items, organizations is categorizing and grouping, and images is helping them to visualize what they are trying to remember (such as remembering something based on which room it is in).
2. This fits into what we have learned this far because up until now, we were learning what our memory is capable of, what it can hold, how long, etc. Now, we are learning ways to help ourselves remember and recall information. These two chapters also looked into why children may not remember as much as adults and ways to help them to remember more effectively. Chapter 6 really helps to tie the information from previous chapters into how we can use our memory and strategies to improve our memory.
3. Something that is still unclear to me is the study on prospective memory. I can’t figure out why someone who writes things down in a planner still forgets as often as someone who doesn’t. I can’t help but wonder if I would forget the same amount of things or more if I didn’t use my planner because I live by it. Also, I would have thought that children would remember objects much better than adults. It always seems like kids are the ones who remember everything.
4. The memory strategies that were learned in chapter 6 would have been very helpful for me last year while I was doing my internship as support services in two schools. Some of the students needed help with study skills. Knowing more about memory strategies then could have helped me to help them learn study skills or ways to remember things better. I will also be able to use this in the future as a school counselor. Helping students to understand their memory may help them to learn better ways to help themselves remember.
5. The author continues to provide numerous studies, examples, and demonstrations to show that this information is valid. The examples in this chapter specifically help to clarify and validate the information. The most important thing the author did here was give us examples of things we have already done because we have all used these memory strategies. By allowing us to connect these to things we have used in the past really helps us to understand and to believe these concepts.
6. This is important because it can help to connect these ideas and concepts to real life. To better understand them means to be able to better use them in our lives and our schools.
7. Again, I would use this for students who need help in classes with study skills or with students who need help with organization. Many students could use help with organization and they are forgetful or lose things because of it. This really could help these students.
8. A better way to accomplish what the author talks about in chapters 6 & 13 are to put them into action in the classroom. Allow students to try and figure out what memory strategies work for them. Also, we can try them out ourselves and do a little personal research one what techniques help us to remember better than others. Honestly, I’m tempted to get rid of my planner for a week and see what I would and wouldn’t get done. I’m also a little worried that none of my school work would get done and that probably isn’t the best idea. Maybe I’ll ditch my planner for a week over the summer!
2. This fits into what we have learned this far because up until now, we were learning what our memory is capable of, what it can hold, how long, etc. Now, we are learning ways to help ourselves remember and recall information. These two chapters also looked into why children may not remember as much as adults and ways to help them to remember more effectively. Chapter 6 really helps to tie the information from previous chapters into how we can use our memory and strategies to improve our memory.
3. Something that is still unclear to me is the study on prospective memory. I can’t figure out why someone who writes things down in a planner still forgets as often as someone who doesn’t. I can’t help but wonder if I would forget the same amount of things or more if I didn’t use my planner because I live by it. Also, I would have thought that children would remember objects much better than adults. It always seems like kids are the ones who remember everything.
4. The memory strategies that were learned in chapter 6 would have been very helpful for me last year while I was doing my internship as support services in two schools. Some of the students needed help with study skills. Knowing more about memory strategies then could have helped me to help them learn study skills or ways to remember things better. I will also be able to use this in the future as a school counselor. Helping students to understand their memory may help them to learn better ways to help themselves remember.
5. The author continues to provide numerous studies, examples, and demonstrations to show that this information is valid. The examples in this chapter specifically help to clarify and validate the information. The most important thing the author did here was give us examples of things we have already done because we have all used these memory strategies. By allowing us to connect these to things we have used in the past really helps us to understand and to believe these concepts.
6. This is important because it can help to connect these ideas and concepts to real life. To better understand them means to be able to better use them in our lives and our schools.
7. Again, I would use this for students who need help in classes with study skills or with students who need help with organization. Many students could use help with organization and they are forgetful or lose things because of it. This really could help these students.
8. A better way to accomplish what the author talks about in chapters 6 & 13 are to put them into action in the classroom. Allow students to try and figure out what memory strategies work for them. Also, we can try them out ourselves and do a little personal research one what techniques help us to remember better than others. Honestly, I’m tempted to get rid of my planner for a week and see what I would and wouldn’t get done. I’m also a little worried that none of my school work would get done and that probably isn’t the best idea. Maybe I’ll ditch my planner for a week over the summer!
Sunday, February 8, 2009
week 5/chapter 5
Mood Congruence and Mood-Dependent Memory
1. Mood congruence means that if your mood and the mood of the memory are the same, it will be more easily remembered. Mood-dependent memory means that you will remember a memory more easily if your mood at that time is the same as your mood when you originally saved the memory. Mood-dependent memory is an example of encoding specificity.
2. We have spent the last two weeks learning about short and long term memory. These two concepts help to describe two ways that memories are retrieved. Mood-dependent memory reinforces encoding specificity that was brought up earlier in the chapter. Also, these help to clarify some things we learned about working memory and storing information into long term memory.
3. The study done by Laura Murray says that Dysphoric participants recalled 35% of positive words and 39% of negative words. I wish it would clarify why they thought that these individuals recalled a percent so close to equal for each.
4. I would apply this to my work by trying to keep a good atmosphere and helping students to feel their best when possible. As a school counselor, an open minded attitude will help students be at ease when we talk and hopefully they will remember more of the information we talk about if we can reduce their stress at the time of the meeting. I know why I'm stressed I don't remember things as well.
5. The author offers proof through Laura Murray research, but this isn't very detailed. I would have like the author to provide more examples of mood congruence and mood-dependent memory. The author needed to add in more real life examples of these two concepts.
6. This helps to understand why we recall the memory that we do, when we do. It does seem like one happy memory comes one after another when we are feeling good, and sometimes, when you are in a bad place in your life you seem to remember all the bad things that have happened. It makes sense why anxious or depressed people have a hard time changing their moods.
7. Like I said earlier, I will try to reduce students' stress prior to giving them important information. Also, with students who I know have anxiety or depression, I can use my social work background to help them find resources and try to help them learn self-help techniques to get our of their rut.
8. I would say that there are better ways to do research on this. One way I would think would be beneficial is if there could be a study done with more categories of people: depressed, nondepressed, and people who are indifferent to the study. Also, using more personal information might help to clarify these issues more in research.
1. Mood congruence means that if your mood and the mood of the memory are the same, it will be more easily remembered. Mood-dependent memory means that you will remember a memory more easily if your mood at that time is the same as your mood when you originally saved the memory. Mood-dependent memory is an example of encoding specificity.
2. We have spent the last two weeks learning about short and long term memory. These two concepts help to describe two ways that memories are retrieved. Mood-dependent memory reinforces encoding specificity that was brought up earlier in the chapter. Also, these help to clarify some things we learned about working memory and storing information into long term memory.
3. The study done by Laura Murray says that Dysphoric participants recalled 35% of positive words and 39% of negative words. I wish it would clarify why they thought that these individuals recalled a percent so close to equal for each.
4. I would apply this to my work by trying to keep a good atmosphere and helping students to feel their best when possible. As a school counselor, an open minded attitude will help students be at ease when we talk and hopefully they will remember more of the information we talk about if we can reduce their stress at the time of the meeting. I know why I'm stressed I don't remember things as well.
5. The author offers proof through Laura Murray research, but this isn't very detailed. I would have like the author to provide more examples of mood congruence and mood-dependent memory. The author needed to add in more real life examples of these two concepts.
6. This helps to understand why we recall the memory that we do, when we do. It does seem like one happy memory comes one after another when we are feeling good, and sometimes, when you are in a bad place in your life you seem to remember all the bad things that have happened. It makes sense why anxious or depressed people have a hard time changing their moods.
7. Like I said earlier, I will try to reduce students' stress prior to giving them important information. Also, with students who I know have anxiety or depression, I can use my social work background to help them find resources and try to help them learn self-help techniques to get our of their rut.
8. I would say that there are better ways to do research on this. One way I would think would be beneficial is if there could be a study done with more categories of people: depressed, nondepressed, and people who are indifferent to the study. Also, using more personal information might help to clarify these issues more in research.
Sunday, February 1, 2009
Week 4/ Chapter 4
Chapter 4
1. The Working Memory has four components, the phonological loop, the visuospatial sketchpad, the central executive, and the episodic buffer. The phonological loop has limited storage and stores sound. The visuospatial sketchpad stores visual and spatial information and encodes verbal information and stores it as visual information. The episodic buffer gathers information from the visuospatial sketchpad, the phonological loop, and the long term memory. Finally, the central executive takes information from the phonological loop, visuospatial sketchpad, and the episodic buffer and uses it to plan and coordinate behavior while keeping irrelevant information out.
2. We’ve spent the last few weeks learning about how we view and hear things and about our attention and consciousness. Now, we are learning how all of the stimuli are affecting our memory. We have learned how we take that information and use it to make decisions and to process information.
3. I am still a little unsure on Proactive interference (PI) and why we can’t add another item to a list. Why does the new item have to be completely different? When I answered the discussion regarding this, I wasn’t sure if my answers were 100% what PI is.
4. Understanding the working memory will help me to try and make sure that the information I provide to students is clear and undisturbed so they have a better chance of remembering it. Also, to provide things in memorable chunks and to repeat information so they actually learn, rather than storing something for just a short while and then losing it.
5. & 6. To explain the visuospatial sketchpad, the author discusses a study by Brandimonte in which two groups of participants were to create a mental image of six different pictures. Then, they were asked to subtract part of the image and name the remaining object. I understand that this explains how they remembered the names of the pictures instead of the image, but I had to read it a few times to figure that out. Either the study is confusing or the way the author wrote about it way. I believe and understand the study now, but it didn’t stand out or make the point as effectively as other descriptions in the text.
7. Again, I will do my best to provide clear chunks of information to students and make sure they understand it and are not just storing it until something interesting distracts them. Since I want to be a school counselor, I could ask the student to explain what we talked about or give examples of the actions they will take before they even leave my office. Specifically with students who have ADHD, I can make sure to minimize any distractions while they are I my office. Also, I could try to see students more frequently if we have to go over a lot of information, rather than throwing it all at them at once.
8. A more cheap and effective way to understand these concepts would be to use these demonstrations in your own classroom. It may not work as well with younger students or in every classroom, but explain to your older students what you are learning and do the demonstrations the book offers. The students will get a chance to learn as well. You could even think up your own new ideas and try those out. On a college campus, students who wanted to do their own research could ask for student volunteers. This is a very cheap way to do research and better understand the working memory.
Tuesday, January 27, 2009
week 3/chapter 3
Thought Suppression
1. The section on thought suppression discusses how we can try to make ourselves stop thinking about something, but the more we do this, the more we automatically and unconsciously search for parts of that undesirable thought. This is called ironic effects of mental control in the text. Once we stop forcing ourselves not to think about that thoughts, the automatic process of searching for clues of that thought ends.
2. This ties into learning about consciousness. We obviously are aware of things that are running through our minds even if we are trying to stop them from doing so. It seems that sometimes we just want control what we are thinking about or what we are paying attention to.
3. I'm still not clear on whether or not there is a way to stop ourselves from thinking about specific things. I know people use stop thought processes to try and change behaviors, and this is often using a rubber band and snapping it when you do something you don't want to do. ( I've used this to stop biting my nails) But is there actually a way to successfully diet without thinking of delicious foods?
4. I guess one thing I can do as a school counselor is allow students to discuss issues that are going to affect our meeting together. An example would be if a student really wants to tell a story of something that happened or ask questions about something that is worrying them, not allowing them to tell you may be forcing them to try and suppress that thought. The thought may be continually creeping into their thoughts while you are talking with them. If they can get it out early, maybe they can think more clearly later.
5. The author offers Demonstration 3.4 which allows the reader to try to suppress a thought of the white bear while doing another activity. The author also offers a study done by Wegnor in order to test the white bear demonstration and provides the results from this study.
6. This helps to prove that it is hard to suppress a thought when you are told to or forcing yourself to. It produces a rebound effect according to text, which then allows thoughts of the forbidden topic to overpopulate your thoughts.
7. I guess I won't go on a diet anytime soon because I know I'll think about ice cream. On a more serious level, I'd use this idea with students who have ADD and ADHD because something these students get fidgety trying to suppress this thoughts and comments. I will try to allow these students more time to talk about what is interesting them or bothering them during sessions or in classes.
8. This seems irrelevant for this section.
1. The section on thought suppression discusses how we can try to make ourselves stop thinking about something, but the more we do this, the more we automatically and unconsciously search for parts of that undesirable thought. This is called ironic effects of mental control in the text. Once we stop forcing ourselves not to think about that thoughts, the automatic process of searching for clues of that thought ends.
2. This ties into learning about consciousness. We obviously are aware of things that are running through our minds even if we are trying to stop them from doing so. It seems that sometimes we just want control what we are thinking about or what we are paying attention to.
3. I'm still not clear on whether or not there is a way to stop ourselves from thinking about specific things. I know people use stop thought processes to try and change behaviors, and this is often using a rubber band and snapping it when you do something you don't want to do. ( I've used this to stop biting my nails) But is there actually a way to successfully diet without thinking of delicious foods?
4. I guess one thing I can do as a school counselor is allow students to discuss issues that are going to affect our meeting together. An example would be if a student really wants to tell a story of something that happened or ask questions about something that is worrying them, not allowing them to tell you may be forcing them to try and suppress that thought. The thought may be continually creeping into their thoughts while you are talking with them. If they can get it out early, maybe they can think more clearly later.
5. The author offers Demonstration 3.4 which allows the reader to try to suppress a thought of the white bear while doing another activity. The author also offers a study done by Wegnor in order to test the white bear demonstration and provides the results from this study.
6. This helps to prove that it is hard to suppress a thought when you are told to or forcing yourself to. It produces a rebound effect according to text, which then allows thoughts of the forbidden topic to overpopulate your thoughts.
7. I guess I won't go on a diet anytime soon because I know I'll think about ice cream. On a more serious level, I'd use this idea with students who have ADD and ADHD because something these students get fidgety trying to suppress this thoughts and comments. I will try to allow these students more time to talk about what is interesting them or bothering them during sessions or in classes.
8. This seems irrelevant for this section.
Tuesday, January 20, 2009
Week 2
Template Matching Theory
1. This theory explains that because we store the shape of letters in our memory, we will recognize the way a letter looks no matter what template it is in. This means that a R always looks like a R even if different people right it different ways. The letter must fit in the template, so a P won't be read as a R because it does have the diagonal line coming off of the curve.
2. This fits in with much of the information I've learned in Chapter 2. This chapter often talks about how we can keep the shape of things in our memory so that we can know what it is without having to really struggle. We can identify letters, shapes, and objects even at a glance.
3. The text says that template matching theory would need a "different template for each rotation or slant of a figure" Isn't the point of template matching theory that we would need only a generic template for a letter and then recognize it?
4. The only way I can think of using this is teaching children shapes, letters, and numbers. Other than that, I'm not quite sure how to use this theory.
5. The proof that is offered is that we do in fact recognize a T or T or T. We can read different people's handwriting and still understand what they are trying to say. We can read cursive or print and still know the difference between different letters. I think this examples shows that I do believe this.
6. It is important that we can try out the theories in the book because it helps us to understand the validity of the theory. The examples given in the text regarding Template Matching Theory explain it thoroughly.
7. Again, I would use this information with younger students to teach them their letters, shapes, and numbers.
8. This question does not seem to be necessary regarding Template Matching Theory.
1. This theory explains that because we store the shape of letters in our memory, we will recognize the way a letter looks no matter what template it is in. This means that a R always looks like a R even if different people right it different ways. The letter must fit in the template, so a P won't be read as a R because it does have the diagonal line coming off of the curve.
2. This fits in with much of the information I've learned in Chapter 2. This chapter often talks about how we can keep the shape of things in our memory so that we can know what it is without having to really struggle. We can identify letters, shapes, and objects even at a glance.
3. The text says that template matching theory would need a "different template for each rotation or slant of a figure" Isn't the point of template matching theory that we would need only a generic template for a letter and then recognize it?
4. The only way I can think of using this is teaching children shapes, letters, and numbers. Other than that, I'm not quite sure how to use this theory.
5. The proof that is offered is that we do in fact recognize a T or T or T. We can read different people's handwriting and still understand what they are trying to say. We can read cursive or print and still know the difference between different letters. I think this examples shows that I do believe this.
6. It is important that we can try out the theories in the book because it helps us to understand the validity of the theory. The examples given in the text regarding Template Matching Theory explain it thoroughly.
7. Again, I would use this information with younger students to teach them their letters, shapes, and numbers.
8. This question does not seem to be necessary regarding Template Matching Theory.
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