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.
Subscribe to:
Post Comments (Atom)
I agree with you with propositional viewpoint needing more research and perspective. It would also be more practical if they try the research on young children or even college students to make the point on the controversy.
ReplyDeleteI agree that this information was helpful for understanding students with attention disorders. After discussing and thinking about the problems students and adults have (without ADD) our awareness towards how students experience this interference on a typical basis is heightened. Most of the time is doesn't require another factor (noise or picture) to change their thinking, they are constantly battling with interference in the learning process.
ReplyDeleteI'm not an expert on the propositional code, either, and it is very confusing. I wish the book would have given more examples, but I'll try to help the best I can.
ReplyDeleteAnalog Code is where the internal representation is a copy of the external stimulus (an image)
Propositional Code is where the internal representation is a description of the stimulus (verbal description).
For example we can picture an image of a bunny rabbit and then draw or copy that image on paper (analog code), but when we have to describe what the bunny rabbit looks like, we still have to have a mental image to describe verbally that it has two floppy ears, four legs, a cotton-like tale, whiskers,etc. (propositional code).
The ADHD comment to #7 allowed me to think that the interference and how it could effect a student's learning. Often, they tend to focus on the visual stimuli and forget or not even hear what is said that is important. I'm wondering if we should simply "beef up" our lessons and make them more visually stimulating so the interference might be less likely since the attention will be more into the learning visual stimuli.
ReplyDelete