How can imagery be auditory!

1) Chapter 7 gives a detailed look at the processes surrounding the formation of mental images and models. The material relates strongly to the top-down processing theory, in which the mind forms images based on prior knowledge. The unique structure of this chapter was based on what takes place in the mind when the stimulus is not physically present. The chapter offers research and information on the formation of imagery and the cognitive theories behind spatial perception (mental mapping).

2) I believe the theories introduced in Chapter 7 fits well with our journey thus far. From the initial onset of a stimulus the mind is continually moving the information through different terms of memory. In this case, the mind is creating its own physical model, map, or image as opposed to it being provided. In this case, the mind must rely on past experiences which, in turn, can be misleading or cause interference.

3) I don't agree or am not clear on the propositional code. I am having trouble relating to the language type of mind description. As I have stated before, I am an extremely visual person and find language to be a challenge with reference to visual imagery. I am also not a huge fan of the amount of terminology they have labeled all the different processes.

4) Absolutely this applies to school and teaching. Interference is probably the number one factor in the inability to attain certain academic goals for some. With a classroom of 30 kids with raging hormones, interference might be more relevant than being focused itself. As I have highlighted before, we as teachers must take the few valuable minutes in which we have tuned in our students and shove in information. I know that sounds somewhat careless but I think it is truthful.

5) For me, the most valid portions of a chapter or reading are accompanied by self-tests. This chapter had a few different demonstrations that put ideas into perspective for me. It is much more memorable and meaningful when I can perform the tests and demos and compare and contrast my results, with the results of the research completed by the psychologists.

6) The chapter definitely rang true to me, especially the latter portions of the reading. This section spoke more about mental mapping, relative position, spatial cognition. I have always felt strong when dealing with lessons, activities, or tasks that require use of a mental map or spatial perception. I would compare this area to students that do well with geography, geometry, or other subject matter in which the visual stimuli is the most crucial portion of the learning. The question is "why are some so effective, while other struggle"? The vice-versa would be true of those that struggle with language oriented learning, like me!

7) After reading the chapter I have become much more aware of classroom interruptions. There are steps I need to take to reduce the amount of interference that is occurring in my room. Whether it be the sign I hung on the door, the new signals I have created for students with issues, or the simple raising of the hand, I am much more alert about students staying focused. I have also realized there are many times that I am at fault for interfering. I like to tell too many stories, and should often times, stick to the task.

8) I believe that colleges don't allow for their students to see enough of the true classroom action that takes place on a day to day basis. I know they have increased the observation workload, but for newer teachers to come in and be more effective I think they should have a class like this. I have learned quite a bit, or have at least considered many different options to improve my style of teaching from the research mentioned in this text. I also believe to more effective in the classroom with many of these ideas, one would need more opportunities to get resources. I feel limited on time, money, supplies, that often makes me take a shortcut. But truly, to be the most effective I would need to invest in these things to benefit those in my classroom.

JJ's Round-Up

1) Here's a heuristic. The too much time on your hands heuristic. This is where people think they are busier than they actually are, like the scientists that created heuristics. I thought the heuristics in the text were a bit of a stretch and somewhat weird.

2) I am good at spatial perception. I can walk a perfect zig-zag through my yard and not step in any of my dog's poop. And there is quite a bit.

3) I think reading this chapter will improve my tetris skills!

4) I thought code was so other people wouldn't understand, but the book says we need to code to understand. I don't Understand! Do you understand what I am saying?

5) I typed in Cognitive Map on my GPS, and it led me to Mr. Martinez's pool, if he has one!!! Do you have one?

6) I'm ready for summer!

Tip of my Tongue!

1) This chapter was a continuation of the journey, as I like to put it. The text had a spectrum of studies, samples, strategies, phenomena, theories, and etc. Once again, I found myself entrenched in psychology terminology, however, this time it was very understandable. I felt like I could relate to the scientific explanations the author and friends were giving throughout this short chapter. It seemed that with every paragraph I read I was relating the information to my own thought processes. This created a level of interest different from some of the earlier readings. My thoughts ranged from some of my mnemonic strategies and retrieval devices as well as my metamemory and how I utilize my memory strategies. The chapter seemed to really evoke thought on whether teaching memory might be a valid and effective method to improve learning.

2) Last week I used the sequel example in my response. I thought last week was the last movie, but maybe this week is the last movie. Then again, maybe this movie will never end. Earlier chapters focused on the initial onset of the stimulus, while the last two chapters stressed the encoding and sorting-type phases. This chapter, with support from chapter 5, starts to breakdown the overall effectiveness the mind has on retrieval and metamemory. It highlights different pathways individuals use to re-locate, retrieve, or recall memories, whether 15 minutes ago or something like an image 15 weeks ago.

3) I am intrigued and puzzled by absentmindedness (weird word) and the "tip of the tongue" phenomenon. What is puzzling is the fact that the answer is in our brains but we can't seem to get to it. What actually blocks our ability to retrieve the information? Or how about the fact that you can strain your brain for minutes on an issue or word, and then an hour later it just smacks you in the forehead. I find this strange!!

4) The big unveiling I had this chapter came from Jill's memory experiment. I don't know if I discovered the importance of memory concepts in children or if I was super surprised at the results. What ticked me off was that my low student performed the best, which re-assured me how lazy his behind has been this year. However, the young lady that performed the test said she would have done things differently if asked to do it again, which proved to me that learning had occurred in the form of effective memory strategies. I never really thought about it before that comment. I have always used mnemonics and etc., but have never really considered careful evaluation of memory concepts.

5) I am not actually sure what it is I am believing some of the time. You see, most of the studies aren't facts, but merely theories. Yes, many of them sound sufficient and worthy, but I cannot say I agree with all of them. I did some introvert and extrovert research and I cannot say that I agree with the qualities they label each individual. It is kind of like the right-brain / left-brain thing. Yeah, most may be true of the person, but not all of the traits.
However, I was very impressed with the study completed by Moley on adult/child memory strategies. This, along with Denise's response, made me more aware of this misnomer. I never really considered that children don't think about or know how to use their memory effectively.

6) I will keep this one short to prevent beating a dead horse. Undoubtedly I discovered the importance of introducing and practicing memory strategies with students. I have answered this question in earlier responses with reference to the experiment completed this week.

7) My goal is to introduce and support the usage of new memory strategies. Ultimately, I want to expose my students to as many different aspects of learning as possible, in hopes that they can take and formulate their own "best way". Not only for information from the past, but also the perception of information that is in the present. I want my students to have the ability to effectively organize and recall useful information, and take responsibility for their comprehension of it.

8) No, I don't believe there is a better or cheaper way to teach the ability to organize and recall information more effectively. Many of these processes lie in the responsibility of the student, and more than likely improve with maturity. The only aspect I believe I could improve is maybe moving that child a little faster along by introducing different strategies sooner.

JJ's ROUND-UP (TIP OF TONGUE TEST!!!)

Don't Look, Answers are at bottom

1) What is the name of the blue, big-nosed, fuzzy character off of Muppet Babies?

2) What is a group of Penguins called?

3) In the 80's, Molly Rinwald was in 3 famous movies. Here are two of them, what is the third?

PRETTY IN PINK, BREAKFAST CLUB, _____?

4) In the movies, who was the original BATMAN?

5) What was the first music video on MTV?

6) On Saved by the Bell, what two character names are missing?

ZACK, SCREECH, _______, KELLY, ________, JESSIE

How did you do?

Any tongue tippers?

Which was most difficult?

Let me know for giggles!

ANSWERS:

Gonzo

Colony

Sixteen Candles

Michael Keaton

Video Killed the Radio Star

AC Slater and Lisa

Chapter 5 "I forgot what it was about", Just kidding (Long-Term Memory)

1) This chapter was quite the lengthy one, so it is difficult to summarize it in a few sentences. However, I will try my best. The chapter takes us on a journey through the mind to figure out how it is we move information from our short-term/working memories to our long-term memories. There was even research that says a nomadic memory exists that tries to state information moves around until it finds a final resting spot. I have put this lecture in the bonus section link under "nomadic memory". The topic is interesting, but the lecture sometimes goes a little science guy on you, so be patient. The real challenge of the chapter seems to attempt to answer how it is we can successfully store and then retrieve the information. Most of the definitions, theories, and tests that were given are comparing successes to failures. With the results the scientists and psychologists make conclusions on avenues to effectively encode the material for greater retrieval.

2) This chapter is truly the last sequel movie or maybe the last sequel movie that is from the Trilogy "The journey of Info. through the mind"! It is the final stage of memory, and is defining whether or not the information is to be stored or kicked out. The chapter is crucial in completing a better understanding of memory as a whole. In my opinion, the book continues to breakdown the process of memory into segments and sections, when the process itself doesn't have any clear boundaries. I don't mean that negatively, I just think that to ultimately understand what is going on at each state the author must give examples of all the "classic" studies done to test these viable areas.

3) I am still unclear with the lurking evidence of amnesia. I think this is the key, but what the helicoptors do I know. We know that two types of amnesia exist, retrograde and anterograde. Scientists believe that these patients may hold the answers we our looking for, however, it is difficult to attach the results to science. I have watched a couple of the bonus links and a few of them mention the importance of the hippocampus. The book is yet to mention too many things about this origin of the brain. I don't know if we will get a look later, but I believe there is more to the story than just the different lobes of the brain. It is like a mystery, and the end of the book is going to tell us how memory works. ORRRR, maybe it won't! I don't know.

4) Encoding is the key. There is no doubt from reading the tests given, and the theories that exist that encoding is the key. For more effective retrieval the mind must have 3 elements. I am kind of just making this up, but it is what I think the book is trying to tell me. I feel the students must have something to attach the information to, like a song, dance, mnemonic, experience, signal, etc. That is first. Then comes an the avenue of committing the information to a deeper processing region of the brain. This is the most important aspect. This what teachers should be all about. And lastly, we need to build roads in the mind that will continually help the students grab the information when needed. We even need to build roads to different pieces of information, so greater learning and understanding can take place. So lesson plans need to be designed with this in mind. Sounds easy, and we still get 3 months off in the summer.

5) Yes, I believe in the author's writing is this chapter more than any of the others. The studies and research are very convincing. I also took the tests within the chapters and performed like the author said I would. The results are very concrete, but the problem lies in the science of explaining. I was in agreement with most of the statements made in this chapter, and there were a ton of them.

6) I think the most valid portion of the chapter, with reference to education, comes from the section that deals with explicit and implicit memory. The author defines these types of memory processes, but also explains problems that exist. For example, a better understanding of dissociation and proactive interference are crucial when it comes to students. They are bombarded with information on a daily basis. They continually have to cram in new material and organize around existing material. Research in this area could vastly improve the overall effectiveness of schools due to its relevancy with learning. I am struggling with students that can't separate our state government from our federal government. Many of the Congressmen and women have the same titles, but different qualifications and role. Students can't seem to realize that two governments exist, and that the state is just a micro-cosm of the federal.

7) These processes are an everyday occurrence. Committing valuable concepts and information to long-term memory is essential in education. I think this chapter was doing more explaining than it was understanding. The author was continually introducing new concepts and definitions that exist with reference to long-term memory. I think this question will be better answered as we move to "what it is" that will improve long-term memory. It does shed light on the different types of students and how skill sets are different. For example, the book mentions a chess player that is phenomenal at calculating different moves, but aren't very different in intelligence or cognition than the average Joe. So it opens my eyes to the saying, "we were all put here for a purpose".

8) I am still hating this question. I feel like I have to just "car salesman" my way through this. I really just don't know what to reply here. I guess I will just say "NO" there are no better, cheaper, faster ways to accomplish these tasks. This way Mr. Martinez can't be mad at me...

JJ's ROUND-UP

1) I have poor mood congruence with #8, therefore I don't have pleasant memories of the question!

2) I met a girl named POLLYANNA on Spring Break, I remember her well!

3) How long did it take Margaret Matlin to write this book?

4) I couldn't attend the first night of class, therefore I have put Cartoon faces on all of you to help me remember you. No offense! I am just encoding.

5) Did you read about weapon focus? The book says that one would focus on the weapon instead of the person's face! UHHHH, DUHHHHHHH!

6) This is a little different since I know more people are looking this week! Does anyone have any areas of expertise, like the book explains? Please hit my blog if you do, for funsies.

Later, JJ

Chapter 4 (Short-term/Working Memory)

1) Chapter 4 breaks down the process of short-term memory. Working memory has been separated into components. Each of the components deals with the specifics of the stimuli at hand. The phonological loop is how we store incoming sound, while the visuospatial sketchpad is our answer for visual stimuli. These stimuli are then temporarily stored in an episodic buffer component. All the while, it is the duty of the Central Executive to organize and plan around the received information.

2) Up to this point we have been bombarded with the "classic" scientific studies completed on attention, stimuli, perception, etc. Chapter 4 takes the basics of perceived stimuli and begins us on the path of understanding. How we filter, organize, and ultimately remember information that has passed our senses.

3) The Central Executive befuddles me. It is quite interesting that we can remember so many specific things, but struggle if we have two similar types of stimuli knocking on our door. I am not clear, nor are the scientists on how the CE actually filters and organizes information from different components of the working memory. If they don't get it how am I, I am just a middle school teacher.

4) I tried to apply the two components today. I had my students put the process of a bill becoming a law on the board with color coordinated panels. Red represents the House, while blue is the senate, joint operations are white, and presidential decisions are yellow. I want the students to be working both their visuo and phono. I also think that their buffer zone might respond more effectively since we organize the material in order. Ultimately, I hope the students can recall either the text or the color of the panel to help them recall the material when the CE asks for it.

5) I would say the proof is in the pudding. The tests speak for themselves. For example, the book mentions a test for the phonological loop component. It highlights the impossibility to count the number of the's in a sentence and also read the text for understanding as well. In each of these components the mind can only accomplish one task at a time. Every example the text highlighted this held true. Components can work together, but not at the same time necessarily. I do believe it, and I do believe one can improve these areas as well. This means there is still an abundant amount of information we don't understand.

6) The more we can understand the process of short-term memory, the more efficiently we can plan our lessons. I believe the ins and outs of short-term memory could play a huge role in the improvement of reading comprehension. The text mentions how some people are connnected more with the right side of their brain, while others are more left-brained. If one can recognize their strenghts and improve their weaknesses they can enhance their overall learning experience.

7) I am not actually sure how i will use this, but I am at least more aware of the process. Once again I think this applies to the different types of learning in students. I think we must plan our lessons to hit all the different types of learning styles. Some students will find their strength in visuospatial types of activities, while some will thrive in auditory acitivities, in which the phonological loop is active. Either avenue is effective, we must make sure that we give the different learning styles a chance to flourish.

8) I know question number 8 is taking some heat from the class, and I can't defend it here either. I guess an educator could and should allow students to express different modes of memory. Have students share the processes in their minds when introducing new concepts. Allow them to share their thought processes so that other students may develop their own skills as well. This is a real vanilla answer for lack of a better and cleaner word. I am just struggling with this question.

JJ's ROUNDUP

1) Question 8 is rough!

2) I told my kids my phone number (7 digits) and none of them remembered it. 5 of them switched only one number. So I guess the 7 +-2 is true.

3) This might be the first class I have had in which I will read the whole book. I don't know if that is sad or scary.

4) This chapter had some real official names for things!

5) My episodic buffer is watching My Name is Earl right now.

6) My Central Executive is telling me the directions to Dairy Queen.