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.