1.How does this topic fit into what I have learned already in this course?
From the text book cognition I learned the cognitive processes and the skills needed to think and store information to help me in decision making, solve problems, and learn a second language. This week’s reading emphasizes how I can utilize technology to enhance the cognitive skills stated and develop higher level thinking. Computer scaffolding assists learners to support problem solving in mathematics, writing, and sciences by including real-world problems in to the learning environment. Technology also decreases the time teachers spend to give their students’ feedback; in an interactive computer application environment students suggest their answers or propose a solution, and teachers can give them feedback without giving up the answers to encourage students find more solutions to promote higher level thinking.
2.What am I still not clear on in this week's reading(s)?
In most readings including this week’s reading, some researchers argue that technology is a waste of time for teachers as well as students, in another way many other researchers support the presence of technology creates environments for students to develop higher level of thinking. I wonder what type of research needs to be done to convince some teachers that technology or computer supported instructions are supportive.
3.Under what conditions would I apply this material to my own teaching/work?
I have always used computers to train applications, for me education and computers are inseparable. Even if I teach other materials I would promote the use of computers and internet to complete assignments. For example if I am teaching use critical thinking in buying a computer I would send students to first learn the words associated with purchasing computers; memory, hard drive, CDROM, frequency online and write down three different definitions for each, and after that go online and look for computers that have most of the qualities that we discussed in class and evaluate what is worth for our money.
Wednesday, April 22, 2009
Thursday, April 16, 2009
How people learn Chapter 6 and 7(The Design of Learning Environments, Effective Teaching: Examples in History, Mathematics and Science)
1. How does this topic fit into what I have learned already in this course?
Cognitive processes perception, working memory, long-term memory, Metacognition, mental imagery are all put into consideration when we design instruction. In this week reading the design of learning environment and effective teaching learner-centered, knowledge-centered, assessment –centered and community –centered learning environments are introduced and how each environment is linked to different types of cognitive skills. The next chapter deals with how to teach different disciplines in relation to teaching methods in different subject areas like math, history and science. This chapter relates to our text with the cognitive skills students utilize to understand and practice the above subjects.
2. What am I still not clear on in this week's reading(s)?
I don’t think there is a distinct difference between learner centered and knowledge centered environments, they should go together, or I think knowledge centered should include learner-centered. When we try to implement knowledge-centered learning, we should consider learner-centered to understand the cultural values and past experiences of the students.
3. Under what conditions would I apply this material to my own teaching/work?
I think community-centered learning environment can be used in any conditions in academic environment as well as training environment; when people share or discuss their opinions, information or a certain skill flows among students with different backgrounds; students can benefit a great deal.
Cognitive processes perception, working memory, long-term memory, Metacognition, mental imagery are all put into consideration when we design instruction. In this week reading the design of learning environment and effective teaching learner-centered, knowledge-centered, assessment –centered and community –centered learning environments are introduced and how each environment is linked to different types of cognitive skills. The next chapter deals with how to teach different disciplines in relation to teaching methods in different subject areas like math, history and science. This chapter relates to our text with the cognitive skills students utilize to understand and practice the above subjects.
2. What am I still not clear on in this week's reading(s)?
I don’t think there is a distinct difference between learner centered and knowledge centered environments, they should go together, or I think knowledge centered should include learner-centered. When we try to implement knowledge-centered learning, we should consider learner-centered to understand the cultural values and past experiences of the students.
3. Under what conditions would I apply this material to my own teaching/work?
I think community-centered learning environment can be used in any conditions in academic environment as well as training environment; when people share or discuss their opinions, information or a certain skill flows among students with different backgrounds; students can benefit a great deal.
Wednesday, April 8, 2009
Reflection chapter10,13
1. How does this topic fit into what I have learned already in this course?
Language comprehension utilizes almost all cognitive processes I have learned so far. It starts with perception in chapter 2 in visual and auditory as well as attention and consciousness: when we start with perception in visual and auditory, we start with first reading or listening to a word or a letter to be able to comprehend. When we come to attention, we either have to use selective or divided attention when we hear a word. Consciousness is how we perceive the world around us this has major contribution on how we comprehend a word or a sentence. Language comprehension also utilizes working and long-term memory to understand what we read with working memory aiding current reading and long-term memory aiding what we know from the past to attach the new information. When we come to mental imagery, we try to picture or draw a diagram in our minds what we read to help us comprehend; and with general knowledge, our organized knowledge about the world assist us in comprehending what we are reading or listening. So language comprehension utilizes almost all of cognitive processes we’ve covered so far. Chapter 10 extends from 9 that dealt with comprehension. Chapter 10 emphasizes language production: speaking, writing, bilingualism that relays on comprehension because we cannot produce language if we cannot comprehend in that language, it also require several cognitive steps to speak, write and learn another language as well.
2. What am I still not clear on in this week's reading(s)?
The text indicates that bilinguals have advantage compared to monolinguals in so many ways, I think there proficiency plays a role, if you learn a second language for about3yrs or so there is no way you can write like the natives unless we are trained to speak, read, write parallel with the first language starting 1st grade. My question: if you cannot write like the natives I don’t see the advantage.
3. Under what conditions would I apply this material to my own teaching/work?
No wonder writhing is difficult; it requires all the cognitive skills we have covered so far. When creating a writing assignment, I will try to follow and implement the steps indicated in our text starting pre-writing, revising and understanding my audiences.
This is difficult because I don’t teach. But if I have children in near future I might think about sending them for second language lessons at a very young age.
Language comprehension utilizes almost all cognitive processes I have learned so far. It starts with perception in chapter 2 in visual and auditory as well as attention and consciousness: when we start with perception in visual and auditory, we start with first reading or listening to a word or a letter to be able to comprehend. When we come to attention, we either have to use selective or divided attention when we hear a word. Consciousness is how we perceive the world around us this has major contribution on how we comprehend a word or a sentence. Language comprehension also utilizes working and long-term memory to understand what we read with working memory aiding current reading and long-term memory aiding what we know from the past to attach the new information. When we come to mental imagery, we try to picture or draw a diagram in our minds what we read to help us comprehend; and with general knowledge, our organized knowledge about the world assist us in comprehending what we are reading or listening. So language comprehension utilizes almost all of cognitive processes we’ve covered so far. Chapter 10 extends from 9 that dealt with comprehension. Chapter 10 emphasizes language production: speaking, writing, bilingualism that relays on comprehension because we cannot produce language if we cannot comprehend in that language, it also require several cognitive steps to speak, write and learn another language as well.
2. What am I still not clear on in this week's reading(s)?
The text indicates that bilinguals have advantage compared to monolinguals in so many ways, I think there proficiency plays a role, if you learn a second language for about3yrs or so there is no way you can write like the natives unless we are trained to speak, read, write parallel with the first language starting 1st grade. My question: if you cannot write like the natives I don’t see the advantage.
3. Under what conditions would I apply this material to my own teaching/work?
No wonder writhing is difficult; it requires all the cognitive skills we have covered so far. When creating a writing assignment, I will try to follow and implement the steps indicated in our text starting pre-writing, revising and understanding my audiences.
This is difficult because I don’t teach. But if I have children in near future I might think about sending them for second language lessons at a very young age.
Thursday, April 2, 2009
Chapter-9 Reflection (Language I: Introduction to Language and Language Comprehension)
1. How does this topic fit into what I have learned already in this course?
Language comprehension utilizes almost all cognitive processes I have learned so far. It starts with perception in chapter 2 in visual and auditory as well as attention and consciousness: when we start with perception in visual and auditory, we start with first reading or listening to a word or a letter to be able to comprehend. When we come to attention, we either have to use selective or divided attention when we hear a word. Consciousness is how we perceive the world around us this has major contribution on how we comprehend a word or a sentence. Language comprehension also utilizes working and long-term memory to understand what we read with working memory aiding current reading and long-term memory aiding what we know from the past to attach the new information. When we come to mental imagery, we try to picture or draw a diagram in our minds what we read to help us comprehend; and with general knowledge, our organized knowledge about the world assist us in comprehending what we are reading or listening. So language comprehension utilizes almost all of cognitive processes we’ve covered so far.
2. What am I still not clear on in this week's reading(s)?
When the author talked about whole-word-approach and phonics approach, children trained with phonics approach are better spellers than children trained with whole- word approach. I have seen children memorize words from dictionaries when getting ready to compete in spelling competition. No matter which approach they were trained they still have to study words and their special cases where some sounds are silenced, I can’t really see the difference at an older age.
3. Under what conditions would I apply this material to my own teaching/work?
Language does not necessarily have to be spoken language like English, Chinese; language can be different in psychology, medical, technical. For example: if we are in the health care environment and you are not familiar with most of the words that health care professionals talk about then we don’t speak the language same goes for technical terms in computer applications; if I have to train students about SharePoint document library and picture library; they would have to be familiar with the language of this environment such as SharePoint, document library, picture library, permission setting, uploading, read only, full control and so on. Even though the language spoken in the training is English, and two or three words are used, it can easily confuse students. The cognitive processes used in the above practice are perceptual processes visual and auditory recognition: first encounter with the words and visual description of the application displayed, working memory: to make a sense of what’s being said, Long-term memory: to retain information in the future after they are familiar with them, general knowledge: knowledge about computers, applications that would help them relate the current lesson.
Language comprehension utilizes almost all cognitive processes I have learned so far. It starts with perception in chapter 2 in visual and auditory as well as attention and consciousness: when we start with perception in visual and auditory, we start with first reading or listening to a word or a letter to be able to comprehend. When we come to attention, we either have to use selective or divided attention when we hear a word. Consciousness is how we perceive the world around us this has major contribution on how we comprehend a word or a sentence. Language comprehension also utilizes working and long-term memory to understand what we read with working memory aiding current reading and long-term memory aiding what we know from the past to attach the new information. When we come to mental imagery, we try to picture or draw a diagram in our minds what we read to help us comprehend; and with general knowledge, our organized knowledge about the world assist us in comprehending what we are reading or listening. So language comprehension utilizes almost all of cognitive processes we’ve covered so far.
2. What am I still not clear on in this week's reading(s)?
When the author talked about whole-word-approach and phonics approach, children trained with phonics approach are better spellers than children trained with whole- word approach. I have seen children memorize words from dictionaries when getting ready to compete in spelling competition. No matter which approach they were trained they still have to study words and their special cases where some sounds are silenced, I can’t really see the difference at an older age.
3. Under what conditions would I apply this material to my own teaching/work?
Language does not necessarily have to be spoken language like English, Chinese; language can be different in psychology, medical, technical. For example: if we are in the health care environment and you are not familiar with most of the words that health care professionals talk about then we don’t speak the language same goes for technical terms in computer applications; if I have to train students about SharePoint document library and picture library; they would have to be familiar with the language of this environment such as SharePoint, document library, picture library, permission setting, uploading, read only, full control and so on. Even though the language spoken in the training is English, and two or three words are used, it can easily confuse students. The cognitive processes used in the above practice are perceptual processes visual and auditory recognition: first encounter with the words and visual description of the application displayed, working memory: to make a sense of what’s being said, Long-term memory: to retain information in the future after they are familiar with them, general knowledge: knowledge about computers, applications that would help them relate the current lesson.
Thursday, March 26, 2009
chapter 12 Deductive Reasoning and Decision Making
1.How does this topic fit into what I have learned already in this course?
At first it was how we perceive objects we see, sounds we hear, on the next chapter after that, we looked at how cognitive tasks attention and consciousness in relation to cognitive processes. This chapter extends to another part of cognitive process with bounded ability of our cognitive process in limited memory called Working memory. This chapter emphasizes about long-term memory opposite to working memory, when I learned about short-term memory that is a temporary storage for what my brain is working on current events but in case of long-term memory, it composes the experiences, events and information that we have stored over life time. Memory strategies builds on the concept I have learned so far, once I know what working-memory and long-term memory are, then this two chapters help me better utilize these memories with the idea of metacognition and metamemory in mind. Memory strategy relies on perception, attention, and consciousness and in the end metamemory and metacognition; if we organize how we learn what materials we remember in what circumstances then our memory improves and ultimately store information in the long-term memory. Mental imagery and Cognitive Maps also aids to our memory strategy or how we learn if we can picture or visualize an object or item that is not physically present. This chapter also indicates how mental image is stored either in analog-code or propositional code. Memory strategy can be productive if we know how we store information or how we draw mental images of items we need to remember. Chapter 8 talks about how general knowledge relates to our cognitive process. Chapter 7 explains mental imagery and cognitive maps on how we code and visualize images of information, general knowledge influences how our cognitive system processes information taken from the outside world. The section uses two major concepts to explain general knowledge Semantic memory and Schemas. Chapter 11 basically will utilize all the concepts I have learned so far. That is when we know how our working memory and long-term memory works and with a knowledge of metamemory and metacognition and create strategy how we could recall new materials then the real challenge comes on how do we use all of the above to solve a problem and be creative. Chapter 12 talks about Deductive Reasoning and Decision making; both require high level cognitive skills that utilize the skills I learned in the past readings starting with top-down and bottom up processing, working memory, long-term memory, metamemory, Heuristics to solve problems; to help us analyze, reason, and decide on problems we face at school, work, and daily lives.
2.What am I still not clear on in this week’s reading?
In Abstract reasoning problems, in the previous chapters we studied how to place concepts and new materials in the long term memory, but in some abstract reasoning problems we have to fight not to use prior information accompanied by examples and imagery about the item how do I teach this to children or how do I help students to ignore what you know before when you try to reason abstract problems? When I think about it we accumulate new information to help us solve a problem or to make a decision, I wonder if there are specific techniques to block prior knowledge attached with examples.
3.Under what conditions would I apply this material to may own teaching/work?
Decision making is what we do everyday either in working or studying. At work I can apply the decision making in finding the need for student assistant training. I would start with a questionnaire with staff and faculty in several aspects of the decision making; what applications are used frequently on public machines, how effective are student assistants in assisting students with information as well as software applications. I would try to use effective sampling method to select sample size that would represent the population fairly.
At first it was how we perceive objects we see, sounds we hear, on the next chapter after that, we looked at how cognitive tasks attention and consciousness in relation to cognitive processes. This chapter extends to another part of cognitive process with bounded ability of our cognitive process in limited memory called Working memory. This chapter emphasizes about long-term memory opposite to working memory, when I learned about short-term memory that is a temporary storage for what my brain is working on current events but in case of long-term memory, it composes the experiences, events and information that we have stored over life time. Memory strategies builds on the concept I have learned so far, once I know what working-memory and long-term memory are, then this two chapters help me better utilize these memories with the idea of metacognition and metamemory in mind. Memory strategy relies on perception, attention, and consciousness and in the end metamemory and metacognition; if we organize how we learn what materials we remember in what circumstances then our memory improves and ultimately store information in the long-term memory. Mental imagery and Cognitive Maps also aids to our memory strategy or how we learn if we can picture or visualize an object or item that is not physically present. This chapter also indicates how mental image is stored either in analog-code or propositional code. Memory strategy can be productive if we know how we store information or how we draw mental images of items we need to remember. Chapter 8 talks about how general knowledge relates to our cognitive process. Chapter 7 explains mental imagery and cognitive maps on how we code and visualize images of information, general knowledge influences how our cognitive system processes information taken from the outside world. The section uses two major concepts to explain general knowledge Semantic memory and Schemas. Chapter 11 basically will utilize all the concepts I have learned so far. That is when we know how our working memory and long-term memory works and with a knowledge of metamemory and metacognition and create strategy how we could recall new materials then the real challenge comes on how do we use all of the above to solve a problem and be creative. Chapter 12 talks about Deductive Reasoning and Decision making; both require high level cognitive skills that utilize the skills I learned in the past readings starting with top-down and bottom up processing, working memory, long-term memory, metamemory, Heuristics to solve problems; to help us analyze, reason, and decide on problems we face at school, work, and daily lives.
2.What am I still not clear on in this week’s reading?
In Abstract reasoning problems, in the previous chapters we studied how to place concepts and new materials in the long term memory, but in some abstract reasoning problems we have to fight not to use prior information accompanied by examples and imagery about the item how do I teach this to children or how do I help students to ignore what you know before when you try to reason abstract problems? When I think about it we accumulate new information to help us solve a problem or to make a decision, I wonder if there are specific techniques to block prior knowledge attached with examples.
3.Under what conditions would I apply this material to may own teaching/work?
Decision making is what we do everyday either in working or studying. At work I can apply the decision making in finding the need for student assistant training. I would start with a questionnaire with staff and faculty in several aspects of the decision making; what applications are used frequently on public machines, how effective are student assistants in assisting students with information as well as software applications. I would try to use effective sampling method to select sample size that would represent the population fairly.
Monday, March 16, 2009
Chapter11 Problem Solving and Creativity
I completed the summary and reflection before I saw the instructions on blackboard this morning so I will make the changes starting next week.
Chapter-11 Problem solving and Creativity
1.Summery
This chapter talks about problem solving. There are four phases of problem solving
a.Understanding the problem
b.Problem-solving strategies
c.Factors that influence problem solving
d.Creativity
Understanding the problem involves paying attention to its relevant information, with representing the problems using symbols, Matrices (A matrix is a chart that shows all possible combinations of items) diagrams and visual images. Situated cognition approach is also mentioned as a way of solving problems that we solve based on an information-rich environment opposing that traditional cognitive approach is too simple. Problem-solving strategies come next on the phase list based on heuristic (shortcut that typically produces a correct answer); the text starts with Hill-Climbing Heuristic that is a simple way of selecting the lead that takes you towards your goal. The next is Means-Ends Heuristic, contains two steps: divide problem in two sub-problems and reduce the difference between the initial state and the final state. This Heuristic forces you to identify the “ends” so that you will find the means to use to get to the goal. The final Heuristic is the analogy approach that uses previous experiences to solve new problem. The third phase in problem solving is Factors that affect problem solving: Expertise, Mental Set, Functional Fixedness, Insight Versus Non-insight problems. Expertise is where we try to solve a problem with our specific knowledge about the items (problems) given. Based on what kind of expertise experts differ from novices problem solving approach varies between both as well; knowledge base, Memory , representation are to name a few. Mental set is when we keep trying to use the same solution from previous problems on new problems, despite other simple approaches. Functional Fixedness, if our top-down processing is over-active with a tendency of relying on prior knowledge and expectation to solve new problems. The functions we assign to objects will stay the same hindering us from looking at features of a stimulus that might be useful to solve the problem. Creativity: two approaches for creativity, Divergent production, the number of varied responses made to each test item. Some test items require test takes to overcome functional fixedness allowing the test takers not to relay on top-down processing. Three criteria for creativity are that the solutions must be novel, high quality and useful.
2.How does it fit into what I have learned already in this course?
At first it was how we perceive objects we see, sounds we hear, on the next chapter after that, we looked at how cognitive tasks attention and consciousness in relation to cognitive processes. This chapter extends to another part of cognitive process with bounded ability of our cognitive process in limited memory called Working memory. This chapter emphasizes about long-term memory opposite to working memory, when I learned about short-term memory that is a temporary storage for what my brain is working on current events but in case of long-term memory, it composes the experiences, events and information that we have stored over life time. Memory strategies builds on the concept I have learned so far, once I know what working-memory and long-term memory are, then this two chapters help me better utilize these memories with the idea of metacognition and metamemory in mind. Memory strategy relies on perception, attention, and consciousness and in the end metamemory and metacognition; if we organize how we learn what materials we remember in what circumstances then our memory improves and ultimately store information in the long-term memory. Mental imagery and Cognitive Maps also aids to our memory strategy or how we learn if we can picture or visualize an object or item that is not physically present. This chapter also indicates how mental image is stored either in analog-code or propositional code. Memory strategy can be productive if we know how we store information or how we draw mental images of items we need to remember. Chapter 8 talks about how general knowledge relates to our cognitive process. Chapter 7 explains mental imagery and cognitive maps on how we code and visualize images of information, general knowledge influences how our cognitive system processes information taken from the outside world. The section uses two major concepts to explain general knowledge Semantic memory and Schemas. Chapter 11 basically will utilize all the concepts I have learned so far. That is when we know how our working memory and long-term memory works and with a knowledge of metamemory and metacognition and create strategy how we could recall new materials then the real challenge comes on how do we use all of the above to solve a problem and be creative.
3.What am I still not clear on?
Situated cognition argues that traditional cognitive approach is too simple, because in real life, our cognitive processes take advantage of an information-rich environment to solve a problem. So do we want to train our students/trainees with the beginning steps of problem solving and expose them to situated learning or do we just expose them directly to the problem in a situated environment and integrate the traditional cognitive approach?
4.How would I apply this to my own teaching/work?
I think I would apply situated cognition to help trainees solve a problem, especially when it is practical computer skills exposing trainees to the situated problem and ask for what steps they would use to solve the problem. Take everyone’s response and vote on which one leads to the shortest and clearest way of solving the problem.
5.What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
The author presented a research conducted on situated cognition that conform my belief that students would be prepared to solve problems if they are exposed to information-rich environment that help them learn/solve problems instead of the common classroom setting way of teaching. According to my experience real work problems are nowhere near the homework problems I did in school.
6.Why is this important? What does it help improve or explain or predict?
I think we are surrounded by problems at work or school, after we learn about working memory, memory strategies, long term memory we will need to apply what we learn about our metamemroy and metacognition to solve problems and problem-solving strategies; because life is not just about recalling what a book says or what a teacher says.
7.When would I actually use this- under what kind of circumstances and for what kind of students?
I think it depends on the age and skill level on how and where to use these approaches in problem solving. If I am teaching small children I will cut the steps on how to solve a problem before I lose their attention, but if I am working with adults with higher levels of thinking, I would explore all the steps I learn in this chapter with the emphasis on learner based learning.
8.Are there other ways to accomplish the same thing that are faster, cheaper and/or better?
When I looked at the Stereotypes and problem solving, gender stereotypes, when there is a research supporting that women‘s performance is influenced by stereotypes, I don’t know if there are any programs to motivate girls at young age to fight against the gender stereotypes. Why does test anxiety still exist among young girls when they have to take math and/or science test? If you teach math or science what are you doing to motivate your students? I think there should be programs that motivate girls’ performance in schools.
Chapter-11 Problem solving and Creativity
1.Summery
This chapter talks about problem solving. There are four phases of problem solving
a.Understanding the problem
b.Problem-solving strategies
c.Factors that influence problem solving
d.Creativity
Understanding the problem involves paying attention to its relevant information, with representing the problems using symbols, Matrices (A matrix is a chart that shows all possible combinations of items) diagrams and visual images. Situated cognition approach is also mentioned as a way of solving problems that we solve based on an information-rich environment opposing that traditional cognitive approach is too simple. Problem-solving strategies come next on the phase list based on heuristic (shortcut that typically produces a correct answer); the text starts with Hill-Climbing Heuristic that is a simple way of selecting the lead that takes you towards your goal. The next is Means-Ends Heuristic, contains two steps: divide problem in two sub-problems and reduce the difference between the initial state and the final state. This Heuristic forces you to identify the “ends” so that you will find the means to use to get to the goal. The final Heuristic is the analogy approach that uses previous experiences to solve new problem. The third phase in problem solving is Factors that affect problem solving: Expertise, Mental Set, Functional Fixedness, Insight Versus Non-insight problems. Expertise is where we try to solve a problem with our specific knowledge about the items (problems) given. Based on what kind of expertise experts differ from novices problem solving approach varies between both as well; knowledge base, Memory , representation are to name a few. Mental set is when we keep trying to use the same solution from previous problems on new problems, despite other simple approaches. Functional Fixedness, if our top-down processing is over-active with a tendency of relying on prior knowledge and expectation to solve new problems. The functions we assign to objects will stay the same hindering us from looking at features of a stimulus that might be useful to solve the problem. Creativity: two approaches for creativity, Divergent production, the number of varied responses made to each test item. Some test items require test takes to overcome functional fixedness allowing the test takers not to relay on top-down processing. Three criteria for creativity are that the solutions must be novel, high quality and useful.
2.How does it fit into what I have learned already in this course?
At first it was how we perceive objects we see, sounds we hear, on the next chapter after that, we looked at how cognitive tasks attention and consciousness in relation to cognitive processes. This chapter extends to another part of cognitive process with bounded ability of our cognitive process in limited memory called Working memory. This chapter emphasizes about long-term memory opposite to working memory, when I learned about short-term memory that is a temporary storage for what my brain is working on current events but in case of long-term memory, it composes the experiences, events and information that we have stored over life time. Memory strategies builds on the concept I have learned so far, once I know what working-memory and long-term memory are, then this two chapters help me better utilize these memories with the idea of metacognition and metamemory in mind. Memory strategy relies on perception, attention, and consciousness and in the end metamemory and metacognition; if we organize how we learn what materials we remember in what circumstances then our memory improves and ultimately store information in the long-term memory. Mental imagery and Cognitive Maps also aids to our memory strategy or how we learn if we can picture or visualize an object or item that is not physically present. This chapter also indicates how mental image is stored either in analog-code or propositional code. Memory strategy can be productive if we know how we store information or how we draw mental images of items we need to remember. Chapter 8 talks about how general knowledge relates to our cognitive process. Chapter 7 explains mental imagery and cognitive maps on how we code and visualize images of information, general knowledge influences how our cognitive system processes information taken from the outside world. The section uses two major concepts to explain general knowledge Semantic memory and Schemas. Chapter 11 basically will utilize all the concepts I have learned so far. That is when we know how our working memory and long-term memory works and with a knowledge of metamemory and metacognition and create strategy how we could recall new materials then the real challenge comes on how do we use all of the above to solve a problem and be creative.
3.What am I still not clear on?
Situated cognition argues that traditional cognitive approach is too simple, because in real life, our cognitive processes take advantage of an information-rich environment to solve a problem. So do we want to train our students/trainees with the beginning steps of problem solving and expose them to situated learning or do we just expose them directly to the problem in a situated environment and integrate the traditional cognitive approach?
4.How would I apply this to my own teaching/work?
I think I would apply situated cognition to help trainees solve a problem, especially when it is practical computer skills exposing trainees to the situated problem and ask for what steps they would use to solve the problem. Take everyone’s response and vote on which one leads to the shortest and clearest way of solving the problem.
5.What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
The author presented a research conducted on situated cognition that conform my belief that students would be prepared to solve problems if they are exposed to information-rich environment that help them learn/solve problems instead of the common classroom setting way of teaching. According to my experience real work problems are nowhere near the homework problems I did in school.
6.Why is this important? What does it help improve or explain or predict?
I think we are surrounded by problems at work or school, after we learn about working memory, memory strategies, long term memory we will need to apply what we learn about our metamemroy and metacognition to solve problems and problem-solving strategies; because life is not just about recalling what a book says or what a teacher says.
7.When would I actually use this- under what kind of circumstances and for what kind of students?
I think it depends on the age and skill level on how and where to use these approaches in problem solving. If I am teaching small children I will cut the steps on how to solve a problem before I lose their attention, but if I am working with adults with higher levels of thinking, I would explore all the steps I learn in this chapter with the emphasis on learner based learning.
8.Are there other ways to accomplish the same thing that are faster, cheaper and/or better?
When I looked at the Stereotypes and problem solving, gender stereotypes, when there is a research supporting that women‘s performance is influenced by stereotypes, I don’t know if there are any programs to motivate girls at young age to fight against the gender stereotypes. Why does test anxiety still exist among young girls when they have to take math and/or science test? If you teach math or science what are you doing to motivate your students? I think there should be programs that motivate girls’ performance in schools.
Wednesday, March 4, 2009
Chapter 8 General knowledge
Chapter 8 (General Knowledge)
1.Summery
This chapter talks about general knowledge and the effects it has on our cognitive process. This knowledge sways our cognitive processes; memory and spatial cognition. It explains general knowledge in terms of semantic memory and schemas.
In Semantic memory, our organized knowledge about the world the chapter follows 4 theories to clarify how we store knowledge about the world. Semantic memory influences majority of our cognitive activities. First theory is feature comparison model, in this model; ideas are stored according to necessary features or characteristics. The next approach is the prototype approach; we compare an item or an idea with a prototype or a more general description of a concept. The 3rd approach is the exemplar approach; this approach claims that when we learn about a concept, we also learn specific examples attached with the concept. Network model is the last theory for semantic memory, in this model; we see concepts as interconnected units based on what is related to the concepts.
Schemas: knowledge about a situation or an event. Schemas provide expectation on what should happen based on“generic” information about an event or a situation. The chapter continues on schemas and memory selection, where we remember a concept when it matches the schema; and we may also remember an item when it doesn’t match the schema. The second topic on schemas is Boundary extension; this theory claims that we tend to expand the boundary of a situation or event even when the material was not there or the event didn’t occur. The next aspect of schemas is memory abstraction; this happens when we store the meaning of the information without an exact words and grammatical structures.
2.How does it fit into what I have learned already in this course?
At first it was how we perceive objects we see, sounds we hear, on the next chapter after that, we looked at how cognitive tasks attention and consciousness in relation to cognitive processes. This chapter extends to another part of cognitive process with bounded ability of our cognitive process in limited memory called Working memory. This chapter emphasizes about long-term memory opposite to working memory, when I learned about short-term memory that is a temporary storage for what my brain is working on current events but in case of long-term memory, it composes the experiences, events and information that we have stored over life time. Memory strategies builds on the concept I have learned so far, once I know what working-memory and long-term memory are, then this two chapters help me better utilize these memories with the idea of metacognition and metamemory in mind. Memory strategy relies on perception, attention, and consciousness and in the end metamemory and metacognition; if we organize how we learn what materials we remember in what circumstances then our memory improves and ultimately store information in the long-term memory. Mental imagery and Cognitive Maps also aids to our memory strategy or how we learn if we can picture or visualize an object or item that is not physically present. This chapter also indicates how mental image is stored either in analog-code or propositional code. Memory strategy can be productive if we know how we store information or how we draw mental images of items we need to remember. Chapter 8 talks about how general knowledge relates to our cognitive process. Chapter 7 explains mental imagery and cognitive maps on how we code and visualize images of information, general knowledge influences how our cognitive system processes information taken from the outside world. The section uses two major concepts to explain general knowledge Semantic memory and Schemas.
3.What am I still not clear on?
In constructive model of memory, the text indicates that “people integrate information from individual sentences in order to construct larger ideas.” And that we cannot untangle them in to original components once they are fused. How about when we used feature comparison model, when we compare according to necessary features of an item for example if we are asked about a cat fused with other components, would we just remember the fur, four legs, has a tail or the word cat all fused with larger ideas?
4.How would I apply this to my own teaching/ work?
I would apply the Network Models if I am teaching about a concept. For example if I am teaching about the element Nitrogen in chemistry I would first introduce its’ symbol, what state it exists at a normal temperature liquid, gas or solid; and then what kind of compounds there are that composes the element. Finally I would network it with other concepts such as: what industries use it as a raw material, what medications contain nitrogen and so on. So in this case all the concepts are networked that students not only remember the element but also how it relates to all the concepts stated.
5.What proof does the author offer that makes me believe this is valid? Do I believe it?
The author included several researches to make her point; I have not seen specific research on most of the topics covered in this chapter, students of specific ages rather than general research. This would help the readers relate the topics to specific age group or grade level to be able to apply the concepts of cognition to teaching.
6.Why is this important? What does it help improve or explain or predict?
As I stated in question #2, it is all about how our cognition works; understanding how general knowledge, semantic memory and schemas work with our cognitive process will help us extend our long term memory when we are faced with new information or concept.
7.When would I actually use this- under what kind of circumstances and for what kind of students?
Depending on the skill level of metacognition of my students I would use it in different subject areas. For example at a very young age I would use Feature comparison model to design my lesson; in another example, say in teaching chemistry about the element Nitrogen I would use network model to design my lesson. So it all depends on the students’ capability of metacognition.
8.Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?
A better way to approach this would be; to ask questions on how are these approaches of semantic memory applied to small children, or college students I wonder if there exist research on the materials based on age group or the author did not bother to include that so that “classic research” can be included; I guess I would have to do my homework before criticizing the author for not including age or group specific research.
1.Summery
This chapter talks about general knowledge and the effects it has on our cognitive process. This knowledge sways our cognitive processes; memory and spatial cognition. It explains general knowledge in terms of semantic memory and schemas.
In Semantic memory, our organized knowledge about the world the chapter follows 4 theories to clarify how we store knowledge about the world. Semantic memory influences majority of our cognitive activities. First theory is feature comparison model, in this model; ideas are stored according to necessary features or characteristics. The next approach is the prototype approach; we compare an item or an idea with a prototype or a more general description of a concept. The 3rd approach is the exemplar approach; this approach claims that when we learn about a concept, we also learn specific examples attached with the concept. Network model is the last theory for semantic memory, in this model; we see concepts as interconnected units based on what is related to the concepts.
Schemas: knowledge about a situation or an event. Schemas provide expectation on what should happen based on“generic” information about an event or a situation. The chapter continues on schemas and memory selection, where we remember a concept when it matches the schema; and we may also remember an item when it doesn’t match the schema. The second topic on schemas is Boundary extension; this theory claims that we tend to expand the boundary of a situation or event even when the material was not there or the event didn’t occur. The next aspect of schemas is memory abstraction; this happens when we store the meaning of the information without an exact words and grammatical structures.
2.How does it fit into what I have learned already in this course?
At first it was how we perceive objects we see, sounds we hear, on the next chapter after that, we looked at how cognitive tasks attention and consciousness in relation to cognitive processes. This chapter extends to another part of cognitive process with bounded ability of our cognitive process in limited memory called Working memory. This chapter emphasizes about long-term memory opposite to working memory, when I learned about short-term memory that is a temporary storage for what my brain is working on current events but in case of long-term memory, it composes the experiences, events and information that we have stored over life time. Memory strategies builds on the concept I have learned so far, once I know what working-memory and long-term memory are, then this two chapters help me better utilize these memories with the idea of metacognition and metamemory in mind. Memory strategy relies on perception, attention, and consciousness and in the end metamemory and metacognition; if we organize how we learn what materials we remember in what circumstances then our memory improves and ultimately store information in the long-term memory. Mental imagery and Cognitive Maps also aids to our memory strategy or how we learn if we can picture or visualize an object or item that is not physically present. This chapter also indicates how mental image is stored either in analog-code or propositional code. Memory strategy can be productive if we know how we store information or how we draw mental images of items we need to remember. Chapter 8 talks about how general knowledge relates to our cognitive process. Chapter 7 explains mental imagery and cognitive maps on how we code and visualize images of information, general knowledge influences how our cognitive system processes information taken from the outside world. The section uses two major concepts to explain general knowledge Semantic memory and Schemas.
3.What am I still not clear on?
In constructive model of memory, the text indicates that “people integrate information from individual sentences in order to construct larger ideas.” And that we cannot untangle them in to original components once they are fused. How about when we used feature comparison model, when we compare according to necessary features of an item for example if we are asked about a cat fused with other components, would we just remember the fur, four legs, has a tail or the word cat all fused with larger ideas?
4.How would I apply this to my own teaching/ work?
I would apply the Network Models if I am teaching about a concept. For example if I am teaching about the element Nitrogen in chemistry I would first introduce its’ symbol, what state it exists at a normal temperature liquid, gas or solid; and then what kind of compounds there are that composes the element. Finally I would network it with other concepts such as: what industries use it as a raw material, what medications contain nitrogen and so on. So in this case all the concepts are networked that students not only remember the element but also how it relates to all the concepts stated.
5.What proof does the author offer that makes me believe this is valid? Do I believe it?
The author included several researches to make her point; I have not seen specific research on most of the topics covered in this chapter, students of specific ages rather than general research. This would help the readers relate the topics to specific age group or grade level to be able to apply the concepts of cognition to teaching.
6.Why is this important? What does it help improve or explain or predict?
As I stated in question #2, it is all about how our cognition works; understanding how general knowledge, semantic memory and schemas work with our cognitive process will help us extend our long term memory when we are faced with new information or concept.
7.When would I actually use this- under what kind of circumstances and for what kind of students?
Depending on the skill level of metacognition of my students I would use it in different subject areas. For example at a very young age I would use Feature comparison model to design my lesson; in another example, say in teaching chemistry about the element Nitrogen I would use network model to design my lesson. So it all depends on the students’ capability of metacognition.
8.Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?
A better way to approach this would be; to ask questions on how are these approaches of semantic memory applied to small children, or college students I wonder if there exist research on the materials based on age group or the author did not bother to include that so that “classic research” can be included; I guess I would have to do my homework before criticizing the author for not including age or group specific research.
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