1. This chapter was about long-term memory and specifically episodic memory. It discussed levels of processing, for example, the self-reference effect. In this case you can remember something better if you connect it to yourself. Also, we learned that memory is better if the retrieval is similar to how it was encoded. When it is done this way, it there is no difference between recall and deeper semantic understanding. This chapter also discusses people with amnesia and how they are able to use implicit memory but not explicit memory. Then autobiographical memory is discussed including flashbulb memories which is controversial. Some believe that we remember big events such as 9/11 because of how connected we are to it emotionally, and some believe it is just because the frequency we discuss the topic and are forced to recall it.
2. Now we are bridging the gap from working memory to long term memory. This chapter explained how we need to learn information to change it from just working to long term and the context it needs to be presented it.
3. I think this chapter was explained really well. I still would like to know more about creating false memories and how our brain does that. I had a memory from my childhood of me breaking the front room window by kicking one of my mom's high heeled shoes off. This is a VERY vivid memory, but when I recently told my mom about it, she said that never happened. Why would I have this memory?
4. I am really going to focus on what my objective is in my lessons and make sure that I am assessing my students the same way. But, I have to think of what I really want the outcome to be. If I want them to be able to apply what I am teaching them to their life then I will need to create an assessment that mimics that somehow and then make sure I teach it to them that way.
5. I really liked how the studies in this chapter had several groups for all situations and they explored the memory over time. To me, that made the information more valid. They did not just have a control group, they had groups for all circumstances. Example: The people who were depressed compared to the non-depressed in the Pollyanna study. If the study only showed the non-depressed, it would not have been as valid.
6. This chapter not only helps me in my teaching, but in my own life. I found the Pollyanna Principle very interesting when reflecting on my life and my family member's lives. I have a little more understanding of why I have handled a situation a certain way (reaction and feelings about it years later) and my siblings have not handled it that way.
7. I need to use the information about explicit and implicit memory for all my students. I think too often in education we ask the students explicit questions when assessing. These recall and recognition types of questions will not show us what they students have learned, just that they can store some information for a short period of time. The implicit questions will help determine if the students have actually learned the skill. I became a pro at answering explicit questions in high school and sailed through school because I could find ways to memorize the information for a short period of time, but once I entered college and took courses that required me to answer implicit questions, I struggled.
8. Sure, instead of focusing on the recall and recognition, spend more time on the implicit learning. Also, connect the learning to the students' lives.
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I really connected to your response in number 7. I was also one of those students who could answer anything in high school. The questions that I answered where explicit in nature. When I got to college, I really could not just find the answer. More knowledge was implied and not always presented in an obvious form. Reflecting on this, I think that it is important for teachers to teach students how to learn in implicit manners. (I know, by telling them it would almost become explicit.) I think that the students almost need a guide as to how to find information and use their own minds rather than spit back the answers that were presented in class. This also requires higher level thinking, but I think that students of all ages would benefit from it.
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