1. Chapter 8 focused of semantic memory, our general knowledge of the world, and schema. Schema explain how information is 1) selected, 2) abstracted, 3) inferred, and 4) integrated. Semantic memory is broken down into 4 different approaches or models, feature comparison, prototype, exemplar and network. Feature comparison, prototype and exemplar all focus on categorizing concepts while networking tries to make connections between concepts.
2. This information continues to help us understand how we learn, remember, store and retrieve information. With the help of Chapter 8 we are now putting concepts/information in categories for more efficient retrieval.
3. I am still struggling with the idea of schema and inferences. How can we shut out past experiences and not allow them to affect the way we interpret concepts? Some past experiences are beneficial to making inferences - How do we determine what is helpful and what will get in the way of our learning?
4. This can easily be applied to my teaching, with 100 students on the team I teach, I see a variety of different levels of background knowledge. As the teacher I am constantly reinforcing and giving support to the students to make sure they have the background knowledge they need so they can continue you on with understanding. By reinforcing information to the students the approaches of semantic memory are being taught, helping the students access the information efficiently and accurately.
5. Matlin provides case studies/examples and I have my own experiences in my classroom. In my classroom I have students who get distracted easily and have trouble staying focused. This made me think of the nodes in the networking model. If you can not access all of the nodes, how are you going to stay on task. This becomes very difficult for some students.
6. Helps me realize why a students may be off task and what I can do to help them get back on task. The different approaches of semantic memory are designed to help our students process/store/and recall information efficiently.
7. This will be beneficial in my classroom for all of my students. I think this will help me be especially aware of any students with ADD of ADHD, to help them categorize or connect using the different approaches to semantic memory.
8. This information is overwhelming but very important. If the information was more user friendly I could see the information being incorporated more in the classroom.
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In regards to what you stated in #3, I think you are right, some of our past experiences are beneficial to making inferences. The ability to choose what information is valuable must be connected to how the information was stored in long term memory. I think if it was stored through rich encoding methods and connecting it to existing knowledge then it has to help us determine what prior knowledge is helpful and what isn’t. I also wonder if this skill doesn’t improve greatly with age. I can see a big difference in my third graders by the end of the year when it comes to making inferences.
ReplyDeleteI agree with what Karen said about past experiences are beneficial to making inferences. We have the ability to choose what information we use and how that information is used. I think the idea that we learn from our mistakes may make this idea clearer. We must be careful to recognize which information is being misunderstood or incorrectly processed.
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