Chapter 6:
“Memory Strategies and Metacognition”
&
Chapter 13:
Cognitive Development Throughout the Lifespan
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
1. Chapter 6: Memory Strategies and Metacognition
Chapter 6 provides information on various memory strategies that can be implemented in learning new information. The term Mnemonics was introduced as a use of a strategy to help your memory. There are different areas of our memory that were studied. Our Prospective Memory looks at remembering to do things in the future. The Retrospective memory on the hand is recalling information we have previously learned.
The chapter continued to describe Mnemonic Approaches to help in our memory. Areas such as Organization, Imagery, and Rehearsal all have specific mnemonic strategies that can assist us. This is very beneficial because each learner is different and what may be very helpful for one is not helpful for another. So
Another major portion of Chapter 6 focused on the idea of Metacognition, or our own knowledge and understanding of our cognitive processes. It introduced and explained how we can help ourselves by understanding and monitoring our study strategies, and why we may struggle to recall important information. It continues to teach us how we can find ways to read and comprehend material more effectively.
Chapter 13: Cognitive Development Throughout the Lifespan
The first portion of Chapter 13 fits right into what we were learning in Chapter 6 about the Memory as it focused more specifically about the memory development of humans over a lifespan, beginning by focusing on infants, then to children, adolescents, adults and even the elderly. It opens the reader’s eyes to the fact that infants and children possess cognitive skills and memory that we may not necessarily be aware of. Some of the same ideas were reiterated in this chapter as were mentioned in Chapter 6 yet differences in memory situations were presented based on the overall cognitive development of children so small.
2. This chapter fits into what we have already learned about the memory, both long term and working memory. We first learned about the processes and functions of each type of memory and Chapter 6 and 13 continued by teaching us about actual Memory Strategies that we can implement ourselves to actively assist in our own Memory Retrieval and performance within our daily lives.
3. I am still not clear on how being an introvert vs. and extrovert can really change the way in which you learn or should study. I feel as if I am very outgoing yet shy for the most part. I have to have a quiet room with limited distractions in order to study effectively. Does that mean that someone that is an extrovert would still be able to study effectively with having background noise and distractions better than I could? I would think that most people work best when given a quiet room with the least amount of distractions. Is this not how we implement testing for all of our classes? Are we hindering the work and recall of those students who may perform or recall better with background music during a quiz or test? If they study with background music (encoding process) won’t it benefit them to have music on during the test to help them recall what they studied? (encoding specifity principle – chapter 5)
4. I can apply the concepts from Chapter 6 and 13 in my own teaching by teaching my students the various types of memory strategies associated with rehearsal, organization, and imagery. Giving our students as many examples as we can of various memory strategies will assist them in finding one that works best for them so that they can utilize it on their own and have future success.
5. The author provided examples within the chapters of various memory strategies that utilize rehearsal, organization, and imagery concepts. It was funny to read about the examples because they are obvious ones that I think everyone at some point has used before but never realized there was actually a defined terminology for it as far as Memory Strategies go. I know that these strategies work because I have used them for myself and to teach my students.
6. This chapter is very important in explaining how there are many ways in which we can enhance our memory of new information. I think it is important for every person to understand, but for us as teachers especially so we can pass on all these “memory tricks” to our students and give them even more of a chance for future success. I also like the idea behind have several mnemonic strategies in various areas of learning. Every learner is different and so there should be a variety of strategies to help. It is also important because a strategy that works for one aspect of learning may not work as well for a different aspect or subject matter. There are strengths in using the most effective strategy with the right situation.
7. The ideas explained in these chapters can benefit any child, adolescent, or adult of any age, gender, or academic level in order to enhance their success in not only prospective and retrospective memory aspects of their lives. I will introduce and implement these strategies to my students as we learn information in class. I will also use these strategies for myself in my daily life to enhance my mindfulness.
8. I do not see any better way of assisting students in the learning using memory strategies. Its free and very useful knowledge that can be carried with you for a lifetime! There is nothing that could possibly be cheaper than simply teaching someone a small trick in how to remember new information for the long run.
Regarding number 3, I am also unsure how being an extrovert and an introvert affects our memory. I feel that I am a little bit of both and sometimes I work better with noise, while other times I need quiet. I do like the questions you raise about whether or not we should play music while students are testing to help them. My sister and I were just talking about this a few days ago. We both feel that listening to ipods can benefit students while they are trying to work because it really means less distraction for them. It sounds like you are questioning some of the same things that we were. You say that you will teach students memory strategies, which seems like it is really all we can do. Then, we must let them decide what really works for them.
ReplyDeleteHi Kelly. When I was reading your comments about #3, I was thinking about a class I subbed for last semester. The kids took several tests that morning and she allows them to have gum while testing. She keeps a big tub of bubble gum and lets them have a piece while they are working on these various timed exams. I was wondering if she allows gum chewing when they are encoding material too?
ReplyDeleteHi Kelly, I agree with you on the whole introvert/extrovert studying thing. By what the book tells us, when a person is using divided attention, they are do not perform as well as when they are giving something their undivided attention. People may not think they are attending to background noise, but I would venture to say that subconsciously they are. From the survey that I have been doing through my discussion questions, so far it seems as though most everyone studies best in a quiet environment whether they are an introvert or and extrovert.
ReplyDeleteIn question 4, you mention giving our students are many examples of strategies to improve their memory. I think this is vital for our students to want to learn the strategies. STudents enjoy learning and doing this they understand and enjoy, we should present a variety of strategies to our students so they can figure out which works best for them.
ReplyDelete