chapter6 & 13 memory strategies and metacognition

Chapter 6- Memory Strategies
1. Memory strategies: are strategies that develop our encoding and retrieval.
Memory strategies are related to repetition. Mnemonics Using Imagery is when we try to visualize something that is not physically there. Visual imagery is effective when the items to be recalled are interacting with each other. Another method in mnemonics is Keyword method; this method uses the link between similar sounding words, old and new words. The old one helps recall the new. The Loci method is a method where we associate the physical locations of the items to be recalled.
Mnemonics Using Organization: retrieving materials we learn is much easier if we have them in an organized manner. There are four techniques to organize mnemonics: a. Chunking
b. Hierarchy c. First-letter Technique d. Narrative Technique.
The next approach to memory improvement is the comprehensive approach that is health, mental condition, getting enough sleep.
Metacognition is what we know about our cognitive process. Metamemory is what we know about our memory, we can predict on how many items we recall from a given list of items. The chapter also talks about the difficulties we might have about our metamemory on concepts rather than recalling list of words. Our knowledge about what affects our memory plays an important role in our quest for the best memory strategy. Ch-13 focuses on children’s memory as early as two days old. It starts with recognizing mother and goes on with conjugate reinforcement in infants, children’s working memory, long-term memory; it concludes that children’s recognition skills way better than recall skills.
Metacognition in children: children have no idea on how their memory works. It emphasizes that how important it is to get children understand “realizing the necessity of effort “. That is to assist them to realize in working on the materials they couldn’t remember rather than repeating the materials they can already remember.
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.
3. What am I still not clear on?
According to the text, people can predict which items they recall, but it also says that there exists metamemory inaccuracy that is over estimating how much we remember. How do we assess our metamemory accuracy without making mistakes on exam?
4. How would I apply to my own teaching/work?
Most of the work I do involves concepts rather than basic level of recalling items. I can use rehearse the task over and over again to recall for next time. Challenge trainees to assess how they learn best and practice the method for all upcoming training.
5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
The author provides several studies to proof point. The author provides “classic research” on Metamemory on an item-by-item basis; she did not present a non-classic study to support her claim that this actually is classic study. The author assumes that readers already know about several psychology studies.
6. Why is this important? What does it help improve or explain or predict?
It is very important in terms of teaching how to use memory strategies to retain information from grade-school level to college-level. I believe if we train children as early as middle school on how to organize their memory and in the end metamemory and metacognition, it could help college students struggle less. The question is will there be enough time to integrate learning materials and metamemory skills?
7. When would I actually use this-under what kind of circumstances and for what kind of students?
I would definitely use this with students with no knowledge of how they recall and how they learn. I would first give part of the first material and then challenge the students to come up with their own way of mastering the material according to their individual metamemory assessments.
8. Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?
It would be very nice there were some case-studies on specific classes such as language learning, math and science; where these strategies can be used and actually got results. For example case-studies such as in such and such school, social study class this strategy showed a higher metamemory or metacognitive skills.