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).
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I agree with you that the 3 approaches that are different, but they still have some in comment, which is that they all use more than one example to find out the right answer.
ReplyDeleteI am not clear on what you mean by graphic organizers? I guess I have difficulty to Schemas in this matter, since it’s new to me and I can not use my exciting knowledge to know what it is ;)
Let me just say I love graphic organizers. I just love anyway of organizing things. I also think they can be a big help to students who are having trouble understanding the information and pulling out important information from things like stories. It is easy to understand how you can get confused between all of the different types of approaches because they are similar, but network model is definitely the easiest to understand.
ReplyDeleteI really support the idea of using graphic organizers. They really help students categorize the information that they learn when they read something new. I have worked with my friend's children on their homework and witnessed how beneficial the use of these graphic organizers can be when they read. It helps them put together the sequence of events and bring together the conclusion. By categorizing the information, they gain more comprehension from the material that they read.
ReplyDeleteI really like your idea of using graphic organizers. I find myself using them often in my Language Arts class. We use them with our essay writing, character webs, etc.
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