1. In Chapter 4 I learned about the working memory approach where phonological loop stores a limited number of sounds, visuospatial sketchpad stores visual and spatial information, central executive helps a person stay focused on one task or another, and episodic buffer temporarily stores information from the phonological loop, the visuospatial sketchpad, and long term memory.
2. Each chapter builds on the next, as it should. In the previous chapter, I learned about my consciousness or awareness and realized that I did things (like solving problems) without being aware of how I was doing it. This chapter helped me understand the different theories of short-term memory and why we can only remember a certain number of items and how we process information so that I now can understand why some kids have ADHD. In fact, I'm wondering if I might have this disorder.
3. I'm still not clear on episodic buffer and how it differs from central executive.
4. I have already applied this to my own teaching. I have noticed more about my students. In fact, today we were discussing different topics on controversial issues (preparing students for a persuasive essay). We were discussing one topic, then we moved onto another topic. After we were into the discussion on the second topic, a student raises her hand and says something about the first topic we discussed five minutes earlier. That reminded me of the central executive and daydreaming section I read.
5. This is convincing to me because I am one who is easily distracted since I often daydream while I am reading, etc. I also tried the demonstration on p. 112 "A Task That Requires Central-Executive Resources". I am a proven daydreamer.
6. This is important to know because now I understand myself better and I will also be able to understand why certain students' attention is the way it is.
7. I have two particular students that I can think of right now whom I would love to do a study on this topic. They are disorganized scatterbrained daydreamers (whereas I am an organized daydreamer). I wonder if there is a difference and if it will be something discussed in our Cognition book in later chapters?
8. Sorry, I don't know an answer to this question this time.
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When I read your question 3, I can understand being confused. These seem to be very similar concepts. I have to keep telling myself that the central executive just EXECUTES the task, and it tells us to do what has to be done. As for the episodic buffer, I think that is just a filter for the memories. Some memories get filtered through into long-term, while others remain on the surface of the filter. These that just stay on the surface are often lost.
ReplyDeleteI also appreciated your comment on the ADD/ADHD question where you were wondering if you could have this label. I think that as teachers, we almost have to have an acquired ADHD mode in which we function. Just think of all of the things that you have to be aware of for five minutes in your class. It almost makes your head hurt.
Hi Kim...I understand your #4 way to much. I have students who go back to what we were talking earlier because they were stuck not understanding the information or they were daydreaming. Do you answer their question and get the rest of the class off task(current info) or talk to the student after the lesson to help clarify their question? I have done both and have found out that discussing it after the lesson throws one person off instead of 25. I would like to know how another teacher might handle this.
ReplyDeleteHey Kim, I see your Central Executive got your blog rear in gear. Good for you. I love your response to #7. An organized daydreamer,huh. I love it. Your right though, I have a few students like this as well. Do you think that their Central Executive got fired on the job and therefore they are lost, or is it a result of something growing up. What about the left-brain vs. right-brain thing, what is going on there? I would like to study this as well, but how much does it pay???? JJ
ReplyDeleteLaura Beth - This is in response to your question to me about students getting off topic. I would try to answer the question as quickly as possible, or better yet, I try to pull other students into the discussion to see if anyone else has a better view or way of understanding. I absolutely LOVE class discussion, and never ever discourage it. Thanks for asking.
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