1. Chapter 7 discusses the characteristics of mental images (whether information is stored in picture-like analog codes or language-like propositional codes). It also discusses cognitive maps, which is a mental representation of the external environment (real-world settings).
2. This chapter fits in with what I've already read because the analog code relates very closely to the visuospatial sketchpad where mental images are apparent. In addition, the propositional code related to the phonological loop where language is involved.
3. I am still not clear on reinterpreting the ambiguous stimuli. From Demonstration 7.4, I could not see the parallelogram after visualizing a X superimposed directly on top of the H. I just pictures a bunch of lines going up, down, across, and diagonal. What am I missing?
4. I currently already apply the use of analog and propositional code to my teaching because I have students draw pictures of what comes to mind about their stories, their vocabulary words, etc., and I also have students write their ideas on paper as well, where we discuss in class.
5. The proof the author gives me is the picture of the duck on page 214, or is it a bunny? The analog viewpoint is whatever the person sees from that picture. I first saw the duck, but someone else pointed out the bunny ears.
6. I believe this is important because it helps to show that some people may see different view points on something that could be either one way or another. Teachers need to realize that students' view on something may be a little different than their own, but it may not necessarily be wrong.
7. I would use this to show students how everyone has different views on items. I think it is especially important for language arts because many stories have different meanings, just as many of the pictures that go with the story may have different meanings. The cool thing about language arts is that we can come up with many different viewpoints and it is okay.
8. Pictures speak a thousand words, so no I don't think there is any better way to accomplish this.
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Being in the Learning Culture and Society program I thought you displayed a good idea with #6. I have never thought about imagery and how we interpret images as a way of discussing one's view on something and how it can very. I believe that this could be a very useful activity and social education tool.
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