How People Learn
Chapter 6 & 7
~~~~~~~~~~~~~~~~~~~~~
1. How does this topic fit into what I have learned already in this course?
These chapters focused on different learning environments such as learner, knowledge, assessment, and community based learning environments. Each of these describes how teachers can design lessons and utilize different approaches to reach diverse learners. Each of the characteristics supports a cognitive concept that we have studied within the cognition book, such as various aspects of memory, and applying different strategies to reach different students. Other cognitive approaches that I was able to relate to these learning environments include deductive reasoning, problem solving, communication and language, creativity, all of which we have discussed this semester in the Cognition book.
2. What am I still not clear on in this week's reading(s)?
The idea of the “mile wide, inch deep” curriculum makes sense to me. We are expected to cover so much material in the time period we have with our students. It is impossible to cover each area in the depth that will help provide full comprehension for children. It did surprise me to know the teaching styles in Japan are teacher centered, I always thought that their whole idea behind education was in the community centered environment, where children learn by working in groups.
3. Under what conditions would I apply this material to my own teaching/work?
I have learned valuable information about different teaching approaches in Chapter 6 and 7. I have come to recognize which one I utilize the most in my classroom and which ones I could maybe implement more of in order to benefit my students. I also now recognize the advantages of each of the approaches and how I can find a way to implement them within my own classroom.
Thursday, April 16, 2009
Thursday, April 9, 2009
Chapter 10 and 13 Reflection
Chapter 10: Language II: Language Production and Bilingualism
Chapter 13: Cognitive Development Throughout the Lifespan
1. How does this topic fit into what I have learned already in this course?
Now that we have covered every chapter in the Cognition textbook, there are many concepts that relate to ideas already discussed in the book. Language development and acquisition is a process that develops from infants throughout childhood, continuing to be mastered even into adulthood. So every cognitive process that people go through can somehow be related to part of their language development.
Chapter 2 introduced us to the characteristics of speech perception, discussing phonemes, context, and theories behind speech perception. Chapter 13 also went into more detail of phoneme production and using context to figure out word meanings. The idea of fast mapping, or using context to make reasonable guess about a words meaning relates to students using their prior knowledge and experience to make decisions, which has been discussed in previous Chapter 12. Language Development also relies heavily on working and long term memory, which was previously discussed in Chapter 4 and 5. Chapter 13 also mentioned Parallel Distributed Processing to discuss children’s overregularizations, affirming that children find understanding in terms of networks that link groups.
2. What am I still not clear on in this week’s readings?
Language acquisition is often said to be the most spectacular of human accomplishments. It is a fascinating process to learn about and to witness. As a Spanish teacher, I am familiar with the process of language development and acquisition, and I also completed my workshop on the topic, so I feel as if I am clear on all of the concepts discussed in these two chapters.
3. Under what conditions would I apply this material to my own teaching?
I can apply the concepts from this chapter as I have come to a better understanding of how children learn language. Individual children differ in the rate at which they master language. Some may pick up on the concepts of language faster than others. It is important for teachers to effectively utilize language and describe things in a variety of ways so that students increase their vocabulary and understanding of the language. Finding common ground is crucial to increasing understanding between teachers and students. Using our language in ways that our students can relate to will enhance their understanding of new concepts. Being aware of the linguistic mistakes of our students will assist us in making corrections that will help their language development for a lifetime.
Chapter 13: Cognitive Development Throughout the Lifespan
1. How does this topic fit into what I have learned already in this course?
Now that we have covered every chapter in the Cognition textbook, there are many concepts that relate to ideas already discussed in the book. Language development and acquisition is a process that develops from infants throughout childhood, continuing to be mastered even into adulthood. So every cognitive process that people go through can somehow be related to part of their language development.
Chapter 2 introduced us to the characteristics of speech perception, discussing phonemes, context, and theories behind speech perception. Chapter 13 also went into more detail of phoneme production and using context to figure out word meanings. The idea of fast mapping, or using context to make reasonable guess about a words meaning relates to students using their prior knowledge and experience to make decisions, which has been discussed in previous Chapter 12. Language Development also relies heavily on working and long term memory, which was previously discussed in Chapter 4 and 5. Chapter 13 also mentioned Parallel Distributed Processing to discuss children’s overregularizations, affirming that children find understanding in terms of networks that link groups.
2. What am I still not clear on in this week’s readings?
Language acquisition is often said to be the most spectacular of human accomplishments. It is a fascinating process to learn about and to witness. As a Spanish teacher, I am familiar with the process of language development and acquisition, and I also completed my workshop on the topic, so I feel as if I am clear on all of the concepts discussed in these two chapters.
3. Under what conditions would I apply this material to my own teaching?
I can apply the concepts from this chapter as I have come to a better understanding of how children learn language. Individual children differ in the rate at which they master language. Some may pick up on the concepts of language faster than others. It is important for teachers to effectively utilize language and describe things in a variety of ways so that students increase their vocabulary and understanding of the language. Finding common ground is crucial to increasing understanding between teachers and students. Using our language in ways that our students can relate to will enhance their understanding of new concepts. Being aware of the linguistic mistakes of our students will assist us in making corrections that will help their language development for a lifetime.
Friday, April 3, 2009
Chapter 9: The Nature of Language
Chapter 9: The Nature of Language
1. This chapter relates to what we have already learned in this course in several ways. The general idea that all of our cognitive processes are interrelated is emphasized again as we discuss our language development. We rely on other cognitive process such as our memory, both working and long term, to understand the meaning behind words in our language. Another aspect that was mentioned again in chapter 9 is the negative wording of our language having an effect on comprehension and processing of new information. Where as statements worded in a positive manner are easier to process and understand.
2. I understand the basic idea of the passive voice and the nested structures. But it is difficult to explain where the true difference in the two lies. And what exactly sets them apart from each other. I understand that the passive voice is not using direct statements, or being more passive. Just as a passive person that does not speak in a direct, “matter of fact” manner or as straight forward as an active form of communication. But both refer to putting extra, unnecessary wording or phrasing within the text. In general, they both refer to “beating around the bush” and in either way we need “get to the point” in order to enhance the comprehension of those listening to us.
3. In general the information in this chapter about language directly relates to my subject area- teaching foreign language. I have learned some important information in this chapter that I can now utilize in my classes in: The Factors that can affect comprehension. I need to work on these! All of these factors can be summed up with a “KISS” – Keep it simple stupid! Be direct, and eliminate extra, unnecessary wording when talking with students. We can also bring our awareness of these concepts to our students too. Make them aware of how their own language can affect their comprehension and encourage them to be more direct when making statements themselves.
1. This chapter relates to what we have already learned in this course in several ways. The general idea that all of our cognitive processes are interrelated is emphasized again as we discuss our language development. We rely on other cognitive process such as our memory, both working and long term, to understand the meaning behind words in our language. Another aspect that was mentioned again in chapter 9 is the negative wording of our language having an effect on comprehension and processing of new information. Where as statements worded in a positive manner are easier to process and understand.
2. I understand the basic idea of the passive voice and the nested structures. But it is difficult to explain where the true difference in the two lies. And what exactly sets them apart from each other. I understand that the passive voice is not using direct statements, or being more passive. Just as a passive person that does not speak in a direct, “matter of fact” manner or as straight forward as an active form of communication. But both refer to putting extra, unnecessary wording or phrasing within the text. In general, they both refer to “beating around the bush” and in either way we need “get to the point” in order to enhance the comprehension of those listening to us.
3. In general the information in this chapter about language directly relates to my subject area- teaching foreign language. I have learned some important information in this chapter that I can now utilize in my classes in: The Factors that can affect comprehension. I need to work on these! All of these factors can be summed up with a “KISS” – Keep it simple stupid! Be direct, and eliminate extra, unnecessary wording when talking with students. We can also bring our awareness of these concepts to our students too. Make them aware of how their own language can affect their comprehension and encourage them to be more direct when making statements themselves.
Thursday, March 26, 2009
Chapter 12 Reflection
Chapter 12:
Deductive Reasoning and
Decision Making
1. How does this topic fit into what I have learned already in this course?
Chapter 12 on Deductive Reasoning and Decision Making relates to other areas in the cognitive text that we have already covered. In general, when we make decisions, we are prompted by our previous knowledge and experiences that we access from our Long Term and Working Memory. The confirmation bias in Chapter 12 emphasizes the importance of our past experiences on our present decision making.
In the previous chapter, we were also introduced to heuristic strategies when problem solving. Chapter 12 continued by explaining 3 more heuristics for decision making. (Representative, Availability, and Anchoring & Adjustment Heuristics.) Each of these decision making processes emphasize Top-Down Processing, which has been discussed throughout our textbook so far. Theme 3 of this book is also emphasized which states that we process positive information better than negative information when the fact that the wording of a question can impact our decision making.
2. What am I still not clear on in this week's reading(s)?
I found the idea of the Propositional Calculus to be a bit difficult. I understand the concept of a statement consisting of an antecedent and a consequent. It can get confusing when deciding whether to affirm the consequent or the antecedent or deny the antecedent or the consequent.
I also was confused by the idea of estimating confidence intervals under the anchoring and adjustment heuristic. The confidence interval discusses ranges within which we expect a number to fall a certain percentage of the time. I’m not sure when I would have to use this type of estimation, but if I ever did I’m not sure how accurate I would be!
3. Under what conditions would I apply this material to my own teaching/work?
Helping students to become better problem solvers and decision makers is our job as educators. We can apply the strategies discussed in Chapter 12 with all of our students by teaching them how to utilize the different heuristics when solving problems in any subject area and making decisions in their lives. Understanding what processes our students utilize can be helpful in identifying areas in which our students can struggle. They may only utilize one way to think about things, we can assist them by introducing them to a different heuristic that may work better in a different situation. They should learn that there is not always one way to find an answer. They should also be aware of stereotypes that exist from their prior experiences that may influence decisions that they make. By assisting them in these areas, we are helping them to become critical thinkers, which will be an advantage for them throughout their lifetime.
We can also learn from the concepts in this chapter about our own decision making. We can remind ourselves to be aware of the way we word questions to our students and how it can play an important role in the responses we receive. As we understand the concepts that both promote and discourage good decision making, we become more critical thinkers and in turn can instruct our students in their critical thinking and decision making.
Deductive Reasoning and
Decision Making
1. How does this topic fit into what I have learned already in this course?
Chapter 12 on Deductive Reasoning and Decision Making relates to other areas in the cognitive text that we have already covered. In general, when we make decisions, we are prompted by our previous knowledge and experiences that we access from our Long Term and Working Memory. The confirmation bias in Chapter 12 emphasizes the importance of our past experiences on our present decision making.
In the previous chapter, we were also introduced to heuristic strategies when problem solving. Chapter 12 continued by explaining 3 more heuristics for decision making. (Representative, Availability, and Anchoring & Adjustment Heuristics.) Each of these decision making processes emphasize Top-Down Processing, which has been discussed throughout our textbook so far. Theme 3 of this book is also emphasized which states that we process positive information better than negative information when the fact that the wording of a question can impact our decision making.
2. What am I still not clear on in this week's reading(s)?
I found the idea of the Propositional Calculus to be a bit difficult. I understand the concept of a statement consisting of an antecedent and a consequent. It can get confusing when deciding whether to affirm the consequent or the antecedent or deny the antecedent or the consequent.
I also was confused by the idea of estimating confidence intervals under the anchoring and adjustment heuristic. The confidence interval discusses ranges within which we expect a number to fall a certain percentage of the time. I’m not sure when I would have to use this type of estimation, but if I ever did I’m not sure how accurate I would be!
3. Under what conditions would I apply this material to my own teaching/work?
Helping students to become better problem solvers and decision makers is our job as educators. We can apply the strategies discussed in Chapter 12 with all of our students by teaching them how to utilize the different heuristics when solving problems in any subject area and making decisions in their lives. Understanding what processes our students utilize can be helpful in identifying areas in which our students can struggle. They may only utilize one way to think about things, we can assist them by introducing them to a different heuristic that may work better in a different situation. They should learn that there is not always one way to find an answer. They should also be aware of stereotypes that exist from their prior experiences that may influence decisions that they make. By assisting them in these areas, we are helping them to become critical thinkers, which will be an advantage for them throughout their lifetime.
We can also learn from the concepts in this chapter about our own decision making. We can remind ourselves to be aware of the way we word questions to our students and how it can play an important role in the responses we receive. As we understand the concepts that both promote and discourage good decision making, we become more critical thinkers and in turn can instruct our students in their critical thinking and decision making.
Friday, March 20, 2009
Chapter 11 Reflection
Chapter 11: Problem Solving and Creativity
1. How does this topic fit into what I have learned already in this course?
This chapter on problem solving relates to what we have already learned in this course in several ways. The ideas behind creativity and problem solving directly relate to our cognitive ability of consciousness and the idea of proactive interference when previously learned material can interfere with our current decision making and problem solving. In this chapter, we also revisit some of the earlier ideas of cognitive psychology such as top-down and bottom-up processing.
2. What am I still not clear on in this week's reading(s)?
I have to be honest and say that I still have to re-read every time I see the top-down and bottom-up processing theories mentioned in the textbook. It makes sense to me when I read it, but I can never remember or fully grasp the concepts. By now, I feel like I should know the difference as soon as I hear it! It has been discussed in several of the chapters!
3. Under what conditions would I apply this material to my own teaching/work?
It is easy to see how the information from this chapter on problem solving and creativity can be applied to students of all age levels. I enjoyed reading about extrinsic and intrinsic motivation. I believe that the ideas behind these concepts are very meaningful to us as teachers. It is important for us to create lessons that not only enable students to use their creativity, but challenges them to solve problems in more real life situations. We must teach our students how to be good problem solvers by providing them with different ways and examples to go about problem solving. There are many ways to approach a problem, the more they understand different strategies, the more they will be to utilize different ones depending on each situation they encounter.
1. How does this topic fit into what I have learned already in this course?
This chapter on problem solving relates to what we have already learned in this course in several ways. The ideas behind creativity and problem solving directly relate to our cognitive ability of consciousness and the idea of proactive interference when previously learned material can interfere with our current decision making and problem solving. In this chapter, we also revisit some of the earlier ideas of cognitive psychology such as top-down and bottom-up processing.
2. What am I still not clear on in this week's reading(s)?
I have to be honest and say that I still have to re-read every time I see the top-down and bottom-up processing theories mentioned in the textbook. It makes sense to me when I read it, but I can never remember or fully grasp the concepts. By now, I feel like I should know the difference as soon as I hear it! It has been discussed in several of the chapters!
3. Under what conditions would I apply this material to my own teaching/work?
It is easy to see how the information from this chapter on problem solving and creativity can be applied to students of all age levels. I enjoyed reading about extrinsic and intrinsic motivation. I believe that the ideas behind these concepts are very meaningful to us as teachers. It is important for us to create lessons that not only enable students to use their creativity, but challenges them to solve problems in more real life situations. We must teach our students how to be good problem solvers by providing them with different ways and examples to go about problem solving. There are many ways to approach a problem, the more they understand different strategies, the more they will be to utilize different ones depending on each situation they encounter.
Thursday, March 5, 2009
Chapter 8 Reflection
Chapter 8:
General Knowledge
1. How can I summarize the reading?
The focus of Chapter 8 is on semantic memory, which is our organized knowledge of the world. There are 4 different approaches to semantic memory that are discussed: the Feature Comparison Model, the Prototype and Exemplar Approaches, and Network Models. Each of these approaches explain the ways in which we categorize new information in order to locate saved information within our memories. The chapter continues by explaining schemas, which are our generalized knowledge about situations in our life. The chapter continues by discussing how schemas can have an important impact on how we recall our memories.
2. How does it fit into what I have already learned?
This chapter fits into what we have already discussed in previous chapters such as 4-7 which discuss our working memory, long term memory and how we organize information that we learn. All of these have an effect on our semantic memory which is now introduce in chapter 8 for us to understand the correlation to the other chapters.
3. What am I still not clear on?
The idea of schemas is something that I did understand yet question. I think that it would be difficult to not think of our prior knowledge and experiences when learning new concepts. Our previous knowledge helps us to connect and fully understand new experiences. Although these associations can be misinterpreted, they are still vital in gaining new understanding of our new experiences.
4. How would I apply this to my own teaching?
I can apply what I have learned about the different approaches to semantic memory and schemas in my teaching to understand how students are organizing and may possibly misinterpret information. I am more knowledgeable about how students their schemas may affect their connections of new material to their preexisting knowledge.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
The author offers several studies in this chapter to support the ideas behind semantic memory approaches. The descriptions are very detailed and easy to understand. I do believe in these concepts that were introduced in this chapter because I can relate to them within my own learning, memory, and teaching.
6. When would I actually use this? Under what circumstances and for what students?
I think this chapter provides useful explanations in how our students may struggle with new information because of their preexisting knowledge. I shows how our students may struggle with new material based on their schemas that they hold to be true. As teachers, it is important that we learn to recognize the schemas of our students and try to point out when they may be holding on to misconceptions that may be affecting their retention of new knowledge.
7. Are there better ways to accomplish the same thing?
I believe that an easy and free way to accomplish finding an understanding to our semantic memory and the effect that schemas can have on our memory would be to foster activities within our classrooms that ask our students to describe schemas that they have. This way we can really see how they are thinking and processing new information and how much of their preexisting knowledge is having an effect on their processing new material.
General Knowledge
1. How can I summarize the reading?
The focus of Chapter 8 is on semantic memory, which is our organized knowledge of the world. There are 4 different approaches to semantic memory that are discussed: the Feature Comparison Model, the Prototype and Exemplar Approaches, and Network Models. Each of these approaches explain the ways in which we categorize new information in order to locate saved information within our memories. The chapter continues by explaining schemas, which are our generalized knowledge about situations in our life. The chapter continues by discussing how schemas can have an important impact on how we recall our memories.
2. How does it fit into what I have already learned?
This chapter fits into what we have already discussed in previous chapters such as 4-7 which discuss our working memory, long term memory and how we organize information that we learn. All of these have an effect on our semantic memory which is now introduce in chapter 8 for us to understand the correlation to the other chapters.
3. What am I still not clear on?
The idea of schemas is something that I did understand yet question. I think that it would be difficult to not think of our prior knowledge and experiences when learning new concepts. Our previous knowledge helps us to connect and fully understand new experiences. Although these associations can be misinterpreted, they are still vital in gaining new understanding of our new experiences.
4. How would I apply this to my own teaching?
I can apply what I have learned about the different approaches to semantic memory and schemas in my teaching to understand how students are organizing and may possibly misinterpret information. I am more knowledgeable about how students their schemas may affect their connections of new material to their preexisting knowledge.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
The author offers several studies in this chapter to support the ideas behind semantic memory approaches. The descriptions are very detailed and easy to understand. I do believe in these concepts that were introduced in this chapter because I can relate to them within my own learning, memory, and teaching.
6. When would I actually use this? Under what circumstances and for what students?
I think this chapter provides useful explanations in how our students may struggle with new information because of their preexisting knowledge. I shows how our students may struggle with new material based on their schemas that they hold to be true. As teachers, it is important that we learn to recognize the schemas of our students and try to point out when they may be holding on to misconceptions that may be affecting their retention of new knowledge.
7. Are there better ways to accomplish the same thing?
I believe that an easy and free way to accomplish finding an understanding to our semantic memory and the effect that schemas can have on our memory would be to foster activities within our classrooms that ask our students to describe schemas that they have. This way we can really see how they are thinking and processing new information and how much of their preexisting knowledge is having an effect on their processing new material.
Chapter 7 Reflection
Chapter 7
Mental Imagery and Cognitive Maps
1. Chapter 7 discussed the characteristics of mental imagery and cognitive mapping. Mental imagery was described in two ways, analog coding and propositional coding. Analog coding is a picture representation of a physical object. Propositional coding is more abstract and words are used to describe the object.
2. This chapter relates to what we have already learned in Chapter 4 on the phonological loop and visuospatial sketchpad, which can be related to the ideas on mental images in chapter 4.
3. One of the questions that our discussion leader posted asked how you could monitor weather your students are using analog coding or propositional coding. I was not exactly how to answer this. I understand the difference between them but I think it is difficult to detect in our students.
4. One of the concepts in this chapter that I utilize is cognitive mapping. I always have to create mental images of anything that I am told or learn in order to have better understanding and retention of the information.
5. There is research in the chapter that supports the concepts in the chapter when they discuss Matlin and some of his case studies and other examples. I have also had several of my own experiences with imagery that I can relate to this chapter that supports everything that the chapter discusses.
6. Mental imagery is a very important component in our lives and learning. We use mental imagery unconsciously every day to learn new information or even recall previously learned knowledge.
7. As a teacher, I try to utilize the ideas of imagery a lot in my classroom. It’s important to teach children how to use their imagery to hold onto important information that they learn. They better they can hold an image in their head, they better they can recall it at another time.
8. There may be faster, better, or cheaper way of utilizing some of the concepts within this chapter is just for teachers to give examples to their students on mental imagery every day in every subject and encourage them to utilize these concepts as they learn.
Mental Imagery and Cognitive Maps
1. Chapter 7 discussed the characteristics of mental imagery and cognitive mapping. Mental imagery was described in two ways, analog coding and propositional coding. Analog coding is a picture representation of a physical object. Propositional coding is more abstract and words are used to describe the object.
2. This chapter relates to what we have already learned in Chapter 4 on the phonological loop and visuospatial sketchpad, which can be related to the ideas on mental images in chapter 4.
3. One of the questions that our discussion leader posted asked how you could monitor weather your students are using analog coding or propositional coding. I was not exactly how to answer this. I understand the difference between them but I think it is difficult to detect in our students.
4. One of the concepts in this chapter that I utilize is cognitive mapping. I always have to create mental images of anything that I am told or learn in order to have better understanding and retention of the information.
5. There is research in the chapter that supports the concepts in the chapter when they discuss Matlin and some of his case studies and other examples. I have also had several of my own experiences with imagery that I can relate to this chapter that supports everything that the chapter discusses.
6. Mental imagery is a very important component in our lives and learning. We use mental imagery unconsciously every day to learn new information or even recall previously learned knowledge.
7. As a teacher, I try to utilize the ideas of imagery a lot in my classroom. It’s important to teach children how to use their imagery to hold onto important information that they learn. They better they can hold an image in their head, they better they can recall it at another time.
8. There may be faster, better, or cheaper way of utilizing some of the concepts within this chapter is just for teachers to give examples to their students on mental imagery every day in every subject and encourage them to utilize these concepts as they learn.
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