Chapter 12 - I couldn't "decide" what to say!

1. Yes, this chapter was a challenge for me! I procrastinated in getting this posted because I couldn't decide what to say. Needless to say, making decisions is a challenge for me. This chapter talked about deductive reasoning (which does make sense to me) and decision making. If something is common sense, I can handle making a decision. However, with all of the different types of heuristics (general strategies that typically produce a correct solution) of decision making, I was led into confusion. There is the representativeness heuristic where we make decisions based on whether a sample looks similar in important characteristics to the population from which it is selected, (p. 413). There is the availability heuristic where you estimate frequency or probability in terms of how easy it is to think of relevant examples of something. Then there is the anchoring and adjustment heuristic where you begin with a first approximation (an anchor) and then make adjustments on the basis of additional information. When it comes to big decisions, I learned that I am a maximizer since I agonize over my decisions more so than a satisficer who makes decisions quickly.

2. Although I have learned a lot during the course of this class, this chapter still hasn't helped me in being a better decision maker. In fact, I think it confused me even more, especially after reading about all the different types of heuristics. I think if the book gave more examples on each type of heuristic, I might understand it better.

3. I was very clear on the framing effect, though, and I think I'll use this to help in teaching students about decision making through their wording. This would go along with language arts teaching very well. I would also have students read a debatable article in a magazine or newspaper and have them do some thinking, deductive reasoning, decision making, and debating, in addition to having them frame their own questions for discussion.

Week 10 - Chapter 11 - What's your problem?

1. I enjoyed this Chapter about problem solving. The topic fits in with all the previous chapters I've learned so far. Problem solving is more difficult for some than it is for others. It also depends on the type of problem. Problems cannot be solved, however, unless one pays close attention to the relevant information. In the very beginning chapter, we were introduced to top-down and bottom-up processing. These are both very important factors when problem solving. This chapter was interesting also, due to the discussion of creativity. I never really realized how important it is to let kids feel that they can have the satisfaction of just accomplishing something for the pure satisfaction (intrinsic motivation). I always felt an award was needed (whether it be a grade or some other materialistic item).

2. The only thing I really didn't understand so well was the hill-climbing heuristic of problem-solving. I don't understand how you can climb a hill (or make the right choice) without looking back at where you've been. It is almost like solving a problem without using any brain power -- you're just going to the next level and choosing the different route based on what you think might be the best (know prior knowledge is used). Is that such a good way of problem solving. I would like to see an example that could be used with this strategy.

3. I would apply these strategies to my own teaching by actually discussing the different problem-solving strategies. My students are old enough to understand how to problem solve. I think they would appreciate the fact that I am giving them some different ways they could solve their own problems. It would be interesting to give students some different demonstrations (like the ones in the book) and have them try to figure out the problems to see what strategies they use. I would have them try on their own at first, then work in groups. Then at the end, I would like to hear from each of the students or groups to find out what they learned and how they figured out their problem.

Chapter 8 - General Knowledge

1. The material from chapter 8 discusses four different approaches to semantic memory (encyclopedic knowledge): a. The feature comparison model (list of features), b. the prototype approach (organized based on a prototype), c. The exemplar approach (classifying a new stimulus with a previously learned example of a concept), and d. network models (a netlike organization of concepts with connections). It also discusses schemas and scripts, which is knowledge that includes information about familiar situations, behaviors, situations, events or persons.

2. Chapter five discussesd visual imagery and how it is relevant to the material on face recognition in long-term memory; chapter 6 discussed visual imagery as a helpful class of mnemonic devices for retrospective memory; chapter 7 discussed pictorial material by visualizing a picture in one's mind, which requires top-down processing. We must be able to have these images in order to be able to organize and categorize information, which is what we lead to in chapter 8 where our cognitive processes are guided by bottom-up and top-down processing.

3. Everything was pretty clear to me in this chapter. However, because they were so similar, it was just a little confusing understanding the differences between the first three approaches to semantic memory. The last one, network models, is very clear to me.

4. I would apply this to my own teaching by having students fill out graphic organizers in order to categorize and make connections about the text.

5. I believe what the author says about this because it makes sense to me. I tried demonstration 8.7 and I thought the sentences were all old, but they ended being all new.

6. This is important because students need to know different ways or teaching techniques they can use to help them organize information where they will remember it.

7. I can use this information all the time with all students (Graphic Organizers are a big help).