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.
Sunday, February 22, 2009
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.
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