Chapters 6 and 13

1. To sum up Chapter 6 - Some memory strategies given were on mnemonics using imagery (pictures in the mind), mnemonics using organization (chunking, hierarchy, first-letter technique, and narrative technique), a comprehensive approach to memory improvement, and improving prospective memory (what is to be remembered in the future). In addition, metacognition is your knowledge and control of your cognitive processes, which consist of metamemory, tip-of-the-tongue phenomenon, and metacomprehension.

Chapter 13 - Cognitive Development throughout the lifespan talks about memory in infants, memory in children, individual differences of children's intelligence and eyewitness testimony, and memory in elderly people. It also discusses the lifespan development of metamemory in children and elderly people. Finally, it discusses the development of language in infants and children. Some skills improve as children mature to adulthood, but some decline as they reach old age.

2. This fits into what I've already learned because in Chapter 5, I was taught about long-term memory and the previous Chapter 4 taught about working memory. Both of those chapters gave information about the research and theory on memory. Chapter 6 took the research into effect by showing strategies to help with memory and reading.

3. I'm a little confused about the difference between metamemory and metacomprehension. I think I'm going to go back to the book and reread about those.

4. I am going to apply this to my own teaching by helping students know why it is important to learn different strategies of memorizing, and I will give them some practice. I am going to definitely use this before the ISAT tests coming up in March. I hope students will benefit from the metacomprehension skills in order to remember and comprehend what they've read.

5. I believe what the author has to say because I find myself consciously aware of what I'm thinking and I feel like I've been doing a better job at reading and staying focused without letting my mind wander. I believe my metacognition skills are improving. Now, if I can just apply these skills to be able to teach my students to do the same? That is the question, my dear Watson!

6. The importance of being able to know this information and apply it is so that we can make our students aware of the different memory strategies and have students figure out which memory strategy works best for them. The sooner we introduce these strategies to students, the sooner they will be cognitively aware and the more practice they will get as they grow old (like me). I was jipped and was never taught these cool memory skills as a youngster, so I will probably have Altheimers some day :( (Just Kidding)

7. I might use these strategies especially for my low-level students and ADHD students, but I think all students will benefit from the different memory strategies. I realized the memory image works really well for me.

8. There might be even other strategies that can be accomplished other than what the book talked about. I think I'm going to research this some more to see if there are other ways to help students learn memory strategies, especially for reading comprehension (metacomprehension).