1. Chapter 5 discusses long term memory. Long term memory is broken down into episodic (you), semantic (world) and procedural (how to). The chapter also discusses encoding (when the information enters the memory) and retrieval (locating the information in storage). Mood congruence also seems to be an imporant concept, if the mood is the same during encoding as retrieval then the information will be processed more efficiently and accurately.
2. This chapter can easily be connected to chapter 4 about short term/working memory. They have to work together cooperatively for our students to successfully storage the new information.
3. When first reading the chapter I was confused on the Pollyanna Principle so I made that part of my discussion questions and feel like I have a better understanding now that everyone has put their own spin on things.
4. I think as educators we have to decide what is the most important information we want our students to learn. Then we have to implement strategies to help our students take the information from their working memory and place it in their long term memory.
5. Matlin does a good job of giving examples how long term memory is used and its importance. I also see these things happen in my own classroom. If I spend very little time on something I can usually expect that my students will not remember the information in the future, but if I spend much more time and constantly revisit the concept the students are more likely to recall the information at a later time.
6. I think this is important to help us understand how we as adult learn as well as how our students learn. I think this helps me understand why my students something do not remember information that I have presented to them. I will make an effort to teach things in a variety of ways and multiple times to make sure the students learn the information for the long term.
7. The concept of long term memory would be beneficial for a teacher who teaches all grade levels and all ability levels. I know realize that if I want my students to truly grasp an idea and be able to understand it for the future I need to reinforce the concept continually to encode it into their long term memory.
8. I think continued research is important. We as individuals are all different and process the information differently so I think continued research of different methods of encoding and retrieval would be beneficial to educators.
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Hi Kate,
ReplyDeleteThis chapter is indeed connected to chapter 4 on working memory; we need to apply both long term and working memory in order to remember things.
I found your discussion question very interesting, first I taught it’s easy to answer, but after reading the part carefully, I found it difficult to come up with a correct answer regarding pleasant stimuli.
You mentioned that in your classroom, you always try to repeat things so the students will save it in their long term memory, I found it very informative and interesting, I always taught why are the teachers repeating stuff over and over again.