1. Being a newer teacher, that is one who has taken his standardized certification test recently, I found this chapter to be right on course. In the content area and the APT, they have included questions concerning technology in the classroom. I found that this information is a good strong basis for setting up a multi-level comprehensive educational game plan. Most students today carry some form of electronic device, it is imperative that we as teachers take advantage of this generations tech savvy. In the last chapters we talked about the different learning centers. The text focused on how we can use different sorts of technology to help foster those groups and maximize their potential. It also gives us different ways to see how our students learn, how they in-take stimuli and then reproduce it. Everything I is about how computers, personal learning devices, and other cutting edge technology is the future. If we have been charged to educate the future generations, incorporation of these themes (tech advantages) must be implemented and used.
2. I am actually okay on understanding what is going on. In this book, things seem to be clearer for me to understand. Like the Cognition book, they give examples of research, but I believe this book makes its practicality more realistic and visual and that is very helpful for me.
3. In my job I use so much tech stuff that it is ridiculous. We incorporate high end electronic devices that measure your heart rate, your flexibility level, your bicep strength, your body mass, and other vital signs. This machine can give you a estimated work-up of yourself and things you may be at risk for it you don't meet certain levels. In addition, based on your numbers this machine can make conditioning and fitness programs. Another one that we implement is heart rate monitors and we have the ability to download this information from the set that records this for our students. I have no incorporated the use of a Playstation in my teaching..the use of Dance, Dance, Revolution is huge at my high school. In this new flat modern world, there are two languages everyone speaks...money and technology. I am doing what I can to make PE more enjoyable while also exposing my students to the different things they can and will see in the adult world.
Thursday, April 23, 2009
Thursday, April 16, 2009
Sometimes I Share,,,,,,Sometimes I Don't
1. I am so glad that I bought this book (How People Learn), I would have struggled reading it on that web page. This week's reading was very interesting. Being that I teach PE, I am technically in what they call a non-traditional class setting.(Some people don't even consider me as a teacher) It was very interesting to learn about different environments in which learning can take place. I go and watch the traditional classroom teachers and watch the different approaches they take toward their students. Assessment is huge, I believe it is necessary, but I do believe you must have multiple ways of assessments. Just like we learned in the cognition book, everyone has different ways of storing, processing, and applying retained stimuli. It only makes sense that some will need different ways to be measured on how and what they learned. This chapter did a good job of linking processes to application.
2.I did not understand the first part of chapter 7. I know it was lead in to the rest of the chapter, but for some reason it just seemed over my head.
3. The application of chapter 6. Chapter 7 really did not do anything for me. I would love to incorporate the different learning environments into PE. Knowledge based learning and community based learning would be huge when it comes to physical education. In the suburbs around Chicago many of the school districts already are doing things like this. They have taken their curriculum and expanded it to reach not only students, but also staff and family members. Here at Alton, we participate in community based learning by having outside people (YMCA, YWCA, Conditioning Coaches) come in and give lessons to our students and explain the importance of living healthy. Where we fall short is in our assessments. We basically only have one,how long can you stay in your target heart rate. Another problem I am working on fixing is including the community as more than just a sponsor, but also as an active participant. I am going to do a little trial and error with the different environments and assessments and see how it goes. I will report back.
2.I did not understand the first part of chapter 7. I know it was lead in to the rest of the chapter, but for some reason it just seemed over my head.
3. The application of chapter 6. Chapter 7 really did not do anything for me. I would love to incorporate the different learning environments into PE. Knowledge based learning and community based learning would be huge when it comes to physical education. In the suburbs around Chicago many of the school districts already are doing things like this. They have taken their curriculum and expanded it to reach not only students, but also staff and family members. Here at Alton, we participate in community based learning by having outside people (YMCA, YWCA, Conditioning Coaches) come in and give lessons to our students and explain the importance of living healthy. Where we fall short is in our assessments. We basically only have one,how long can you stay in your target heart rate. Another problem I am working on fixing is including the community as more than just a sponsor, but also as an active participant. I am going to do a little trial and error with the different environments and assessments and see how it goes. I will report back.
Thursday, April 9, 2009
Did I Say That? What I meant was......
1. This chapter was a carry over from the previous week discussing language. While I thought last week was a little bit more clearer, this weeks work did correlate after I read it twice. Transitioning from reading language to actually speaking it was the final connection I think that could have been made. I never thought of such things as slip of the tongue errors being a cognitive process or break down of a cognitive process until reading this text. The chapter went into more depth about terms that were mentioned in last weeks readings. Discourse and narrative being the two main ones. From there it transitioned from writing back to bilingualism.
2. One thing that I was confused about was the transitioning of chapter 10. Why did it go from talking about speech to briefly talking about writing, back to speech (acquisition of second language and profeiciency)? From what we have learned throughout this semester, this caused interference that hindered my ability to fully comprehend what was going on in the reading. LOL (Gotta love application)
3. How do you apply this in your work? The beginnings of my teaching career, I started off in two bilingual schools. It is very interesting to see the dynamics of bilingualism at work, especially with Hispanics. I believe that them learning both languages actually makes them better speakers. It is amazing how they will be having a whole conversation in Spanish and drop in the occassional english words. I encourage this learning for I think it makes better students.
2. One thing that I was confused about was the transitioning of chapter 10. Why did it go from talking about speech to briefly talking about writing, back to speech (acquisition of second language and profeiciency)? From what we have learned throughout this semester, this caused interference that hindered my ability to fully comprehend what was going on in the reading. LOL (Gotta love application)
3. How do you apply this in your work? The beginnings of my teaching career, I started off in two bilingual schools. It is very interesting to see the dynamics of bilingualism at work, especially with Hispanics. I believe that them learning both languages actually makes them better speakers. It is amazing how they will be having a whole conversation in Spanish and drop in the occassional english words. I encourage this learning for I think it makes better students.
Thursday, April 2, 2009
Shhhhh! Quiet....Read the words on my lips, no new linguistics
1. This topic fits into what I have previously learned by completing the circle. We have talked about thought processes, comprehension, interferences, and more, but never from the view of language. In our society, in human society, language is the key factor in everything. It is how we communicate, it is how we understand, and how we remember. It gives names to objects, places, and people. Whether it be verbal or through reading this chapter gives a circular outline to other areas: working memory, semantic memory, comprehension, and other cognitive processes that help shape our everyday lives.
2.Surprisingly this is the first time that I think I understand everything that I read. Part of that is because I was looking for articles on everything in the chapter so I got a whole lot of supplemental information that was very helpful.
3. The topic of language is so broad,that it is hard to define where I would use it in my work. So I am going to talk about the factors affecting comprehension: I have a tendency to be very sarcastic. With this tendency I often use negatives in the sentence structure. Through the reading I now realize that than can affect how my students comprehend words (instructions). In accordance with the negatives, the use of nested structures tend to overload my students. Amazingly, I tell myself all the time since I have started this class to not complicate students and overload their stimuli receptors. Ambiguous wording in sentence structure hurts comprehension because it does not allow students to use simple processing to access memory or learn new concept. In PE, where there are common terms that have different meaning depending on how they are being referenced this is an important aspect that I am going to monitor more diligently.
Thursday, March 26, 2009
I made a decision-then got classified !
1. This chapter was a little different from the rest. In this chapter we discussed decision making and the factors that affect it. One major area I thought was interesting was the biases. Belief bias is a major factor in decision making because we can let what we think we know or believe not let us make informed decisions. Another bias is confirmation bias. This says that most people tend do prove the affirmative than to deny it. I believe this falls in line with how we take in stimulus and remember. In an earlier chapter, Maitlin described how human memory is more efficient when it is dealing with positive stimuli. Therefore, I believe we have a built in mechanism to go after the positive.
4. What I would like to apply to my own work is bringing together both two points of decision making discussed in this chapter. Overconfidence and Availability Hueristic. At my school I have ran into many students that make poor decisions based on being overconfident either in their own ability or in the lack of ability of authority in school. It would be very interesting to teach this technique of availability hueristic and see if decision making improves. Instituting the frequency of something and the familiarity of an event are both techniques that can help this overall decision making process. It would be interesting to see how they respond.
8. I believe that decision making processes can be improved through a combination of theory and practical application. In schools today we spend so much money on character education--what to do, what not to do...but it is not in-depth. There are very few programs that allow for practical application. Mentors, Parents, Teachers, and high level school officials can implement decision making program and opportunities that will make children/students more successful. This would not take any more money than what is available now, just a redistribution of current funds and a more in-depth policy to implement it.
4. What I would like to apply to my own work is bringing together both two points of decision making discussed in this chapter. Overconfidence and Availability Hueristic. At my school I have ran into many students that make poor decisions based on being overconfident either in their own ability or in the lack of ability of authority in school. It would be very interesting to teach this technique of availability hueristic and see if decision making improves. Instituting the frequency of something and the familiarity of an event are both techniques that can help this overall decision making process. It would be interesting to see how they respond.
8. I believe that decision making processes can be improved through a combination of theory and practical application. In schools today we spend so much money on character education--what to do, what not to do...but it is not in-depth. There are very few programs that allow for practical application. Mentors, Parents, Teachers, and high level school officials can implement decision making program and opportunities that will make children/students more successful. This would not take any more money than what is available now, just a redistribution of current funds and a more in-depth policy to implement it.
Thursday, March 19, 2009
I got problems, Can you solve them?
1. This chapter is about problem solving and problem solving techniques. The author goes into how we identify problems, but I found the area of how we processes them more interesting. I found the examples in the Means-Ends Heuristic to be very sound from my way of thinking. I believe that by breaking problems down into smaller digestible sub-problems. This allows for multiple ways of trying to work through the problem. In my own personal opinion, I believe this is what allows students to absolve themselves from certain situations. They break it down then rationalize why the problem occurred and keep working a conclusion until they find one that doesn't place honest on them.
2.I found this chapter very interesting and relating to chapter 8. I thought the information we learned about how we store knowledge gave me a better understanding of how we solve problems. Though the author did make this relation in the book, how we intake general knowledge will have a profound effect on how solve problems, I thought that he could have went deeper. How does the different approaches of how we store stimuli affect how we problem solve? Is there a difference?
3. What am I still not clear on? Functional Fixedness! I have read and I think I understand the basic premise of functional fixedness. Yet, I cannot think of an example where it has happened. Does that mean my mind is not fully wrapping itself around the ideal? Then I began to wondering since I network my knowledge maybe I see a lot of things having multiple uses so this process doesn't happen to me as much.
2.I found this chapter very interesting and relating to chapter 8. I thought the information we learned about how we store knowledge gave me a better understanding of how we solve problems. Though the author did make this relation in the book, how we intake general knowledge will have a profound effect on how solve problems, I thought that he could have went deeper. How does the different approaches of how we store stimuli affect how we problem solve? Is there a difference?
3. What am I still not clear on? Functional Fixedness! I have read and I think I understand the basic premise of functional fixedness. Yet, I cannot think of an example where it has happened. Does that mean my mind is not fully wrapping itself around the ideal? Then I began to wondering since I network my knowledge maybe I see a lot of things having multiple uses so this process doesn't happen to me as much.
Thursday, March 5, 2009
I know how to do it, but what all does doing it entail?
1. This chapter is about our ability to store and process. We begin first with everyday tasks (semantic memory), the second part is what we include in our scenes of know how. It is the study of both intake and output, and how this effects our decision making processes.
2. A continuance of memory function in the brain chapter 8 really focuses in how we store and access our general knowledge. The first part talks about the structure of semantic memory. The second part of the chapter handled schemas or the scenes we store in our head.
3. What I am really not clear on is how they have labeled all these types of semantic memory types individually, but 3 of them have rather minute differences. Throughout the book, I notice that this is a on going thing with certain processes in the mind. Is this just a book filler? It just seems like a lot of the processes are similar if not identical.
4. I normally operate based on the network models when it comes to semantic memory. I store stimuli and link different things to that stimuli as well as other stimuli. To me this allows for me to erase the chaos known as my memory. Most of my players use exemplar, and while it is good for them-it tends to lead me to ramble because while they are asking for examples, examples are linked in my head which often get me off subject. This made for a very long season...though the girls joke about me now.
5. The way the author linked the networks to a information web- or a graphic web, was a very good visual. When I sat down and thought out my processes and wrote them down, I realized that this was how I think. He helps me visualize through description (Chapter 7), almost giving a picture of the internet,but in our minds.
6. The information in this chapter is good when dealing with students. So many many times students like us come in with pre-determined ideas. Their schemas help them in deciding what new information they are going to accept and which they are not. I thought the that back half of the section was huge, especially when dealing with these new kids who have access to so much more information than students of the past.
7. I have used this a lot since the second half of the season. In the beginning, I thought my girls did a good job of listening and doing what I asked. The second half, I notice more of a hesitance, often telling me, we don't do it like this. Then we had the problem of two peoples ideas of what success is and how to get it. Someone said on blackboard, the problem with schemas that are wrong, every time they are repeated they are reinforced. It took a while to get past this, but this information gave me a different perspective.
8. How to improve on these techniques and information. One thing I do now is try and give plenty of example. Changing up in this category is not hard, it all comes down to how you give and take stimuli. There are mental imagery exercises available to help control how you deal with semantic memory.
2. A continuance of memory function in the brain chapter 8 really focuses in how we store and access our general knowledge. The first part talks about the structure of semantic memory. The second part of the chapter handled schemas or the scenes we store in our head.
3. What I am really not clear on is how they have labeled all these types of semantic memory types individually, but 3 of them have rather minute differences. Throughout the book, I notice that this is a on going thing with certain processes in the mind. Is this just a book filler? It just seems like a lot of the processes are similar if not identical.
4. I normally operate based on the network models when it comes to semantic memory. I store stimuli and link different things to that stimuli as well as other stimuli. To me this allows for me to erase the chaos known as my memory. Most of my players use exemplar, and while it is good for them-it tends to lead me to ramble because while they are asking for examples, examples are linked in my head which often get me off subject. This made for a very long season...though the girls joke about me now.
5. The way the author linked the networks to a information web- or a graphic web, was a very good visual. When I sat down and thought out my processes and wrote them down, I realized that this was how I think. He helps me visualize through description (Chapter 7), almost giving a picture of the internet,but in our minds.
6. The information in this chapter is good when dealing with students. So many many times students like us come in with pre-determined ideas. Their schemas help them in deciding what new information they are going to accept and which they are not. I thought the that back half of the section was huge, especially when dealing with these new kids who have access to so much more information than students of the past.
7. I have used this a lot since the second half of the season. In the beginning, I thought my girls did a good job of listening and doing what I asked. The second half, I notice more of a hesitance, often telling me, we don't do it like this. Then we had the problem of two peoples ideas of what success is and how to get it. Someone said on blackboard, the problem with schemas that are wrong, every time they are repeated they are reinforced. It took a while to get past this, but this information gave me a different perspective.
8. How to improve on these techniques and information. One thing I do now is try and give plenty of example. Changing up in this category is not hard, it all comes down to how you give and take stimuli. There are mental imagery exercises available to help control how you deal with semantic memory.
Thursday, February 26, 2009
I can see it, but I do not necessarily know where it is at
1. This week's reading was filled with studies upon studies regarding mental imagery. Mental imagery and cognitive maps. How do we see things? From what vantage point do we store this stimuli? What helps promote or hinder this imagery from happening. My blog this week is focusing on cognitive mapping because this is something that really catches my attention.This continues along the lines of delving deeper into the mental process. In the past we learned about how the brain processes stimuli as a whole. Rotation, distance, shape, and lastly interference were the major focus in the opening part of the chapter. The second half dealing with cognitive mapping.
2.Like JJ stated, I believe it is just another chapter in the sage. We are moving to different functions of the brain, but what I am seeing is that their inner functions are alike. This is the second chapter where we have talked about storing stimuli and the interference that can occur. This chapter also talks about how you can store an image and have some change to it, and it may not be recalled the same. This was talked about in the standpoint of misinterpreted memory in the last chapter. So things just continue to build upon previously read chapters.
3. I am still confused on the theory of the rotational figures. If you have a mental image in your head, then if you rotate it it should still be the same figure! Yet, the studies say most will not recall the same image that they originally saved. Just hard for me to swallow that concept.
4. The Landmark effect. In one of my offenses I run everyone player knows that there is a set spot these need to be. What I have learned is that the players struggled where to cut and at what angle when they were not on there landmarks. I can see where if you have a solid point of reference you have a better chance of moving from or to it in a more efficient manner than having a non-landmark.
5.Imagery interference---My girls played plenty of games this season that came down to the final shot. I have always told them to visualize their actions (winning shots) and things of those nature. In two out of those three games, I had a player throw the ball right to the other team. When inquiring why this was her response was ---Coach I was trying to mentally visualize me making the pass for the win and I didn't even see the defender standing there. I believe that was a perfect example of imagery interference.
6.Cognitive mapping is important because it gives our minds a point of reference. We have looked at points of reference in both memory and now in mental imagery. It is important to know this especially when teaching younger ages because that is how most base their experiences. Another good thing to know is understanding the rotation of images may not reproduce the same image that was saved. So if you have this base understanding you can predict certain results and learning styles from your students.
7.Again the cognitive mapping I use an awful lot in setting my basketball plays. Spacing is a necessity on a basketball floor. I have learned, as many of you have I assume that children have problems with concepts, but they are pretty good at places and things. Reference points are something everyone can use. We do Dance,Dance, Revolution without the pads, we just use stepper boxes and kids have to use cognitive mapping(smaller scale) to make the movements. I find it very effective.
8. Since I have really focused on the cognitive mapping- One technique I really liked was how the teacher was teaching her students places on the map and using their body as a reference point. In PE and most sports in general it is this very concept that the rules are played by. I know a basketball court and I know the rim doesn't move, so without knowing the distance to the basket, mentally it is mapped in my mind so I don't overshoot or run out of bounds. So for young children especially I think playing sports is a way to help improve this cognitive function.
2.Like JJ stated, I believe it is just another chapter in the sage. We are moving to different functions of the brain, but what I am seeing is that their inner functions are alike. This is the second chapter where we have talked about storing stimuli and the interference that can occur. This chapter also talks about how you can store an image and have some change to it, and it may not be recalled the same. This was talked about in the standpoint of misinterpreted memory in the last chapter. So things just continue to build upon previously read chapters.
3. I am still confused on the theory of the rotational figures. If you have a mental image in your head, then if you rotate it it should still be the same figure! Yet, the studies say most will not recall the same image that they originally saved. Just hard for me to swallow that concept.
4. The Landmark effect. In one of my offenses I run everyone player knows that there is a set spot these need to be. What I have learned is that the players struggled where to cut and at what angle when they were not on there landmarks. I can see where if you have a solid point of reference you have a better chance of moving from or to it in a more efficient manner than having a non-landmark.
5.Imagery interference---My girls played plenty of games this season that came down to the final shot. I have always told them to visualize their actions (winning shots) and things of those nature. In two out of those three games, I had a player throw the ball right to the other team. When inquiring why this was her response was ---Coach I was trying to mentally visualize me making the pass for the win and I didn't even see the defender standing there. I believe that was a perfect example of imagery interference.
6.Cognitive mapping is important because it gives our minds a point of reference. We have looked at points of reference in both memory and now in mental imagery. It is important to know this especially when teaching younger ages because that is how most base their experiences. Another good thing to know is understanding the rotation of images may not reproduce the same image that was saved. So if you have this base understanding you can predict certain results and learning styles from your students.
7.Again the cognitive mapping I use an awful lot in setting my basketball plays. Spacing is a necessity on a basketball floor. I have learned, as many of you have I assume that children have problems with concepts, but they are pretty good at places and things. Reference points are something everyone can use. We do Dance,Dance, Revolution without the pads, we just use stepper boxes and kids have to use cognitive mapping(smaller scale) to make the movements. I find it very effective.
8. Since I have really focused on the cognitive mapping- One technique I really liked was how the teacher was teaching her students places on the map and using their body as a reference point. In PE and most sports in general it is this very concept that the rules are played by. I know a basketball court and I know the rim doesn't move, so without knowing the distance to the basket, mentally it is mapped in my mind so I don't overshoot or run out of bounds. So for young children especially I think playing sports is a way to help improve this cognitive function.
Thursday, February 19, 2009
Week 6-- Is your memory growing up to be healthy and strong?
1. This week’s learning has been basically divided into three separate parts. The first part really focuses on memory strategies. The author lists such techniques as practice, distributed-practice effect, the testing effect and the use of mnemonics. The second part of the chapter deals with meta-cognition. Meta-cognition refers to ones knowledge and control of cognitive processes. The third part deals with the total life span development of memory. Overall, I really like the second on meta-cognition. Meta-memory was a huge topic in this area. It discussed ones control over their memories.
2. The use of memory strategies and cognition fit along the lines of previously learned knowledge in the form of built upon suggestions. On page 180 they give suggestions from previous chapters (break downs from what we learned and how it should be theoretically avoided to increase memory. The discussed imagery, which in one of the major ways we intake stimuli to process. Overall, these chapters go deeper into the process of in-taking, managing, storing, and recalling the stimuli we have saved known as memory.
3.What I am really not sure on is why they state that many children have memory problems. I know that they say it is because parts of their brain are not fully developed. Yet I have seen many children sing back entire songs they have heard on the radio or seen on tv. I have also seen young children learn dances that are being performed by others or by people on tv. So if this is the case, is that statement that they make in chapter 13 truely accurate?
4. On my team I have a number of children diagnosed with ADHD and they do have problems with memory. Not their short term (working) but things that were done 1 or 2 days ago. Even teaching part-whole-part method, they still seem not to be able to quickly recall movements or details. They did not totally forget, the response time was just in delay with everyone else. This maybe due to the extra stress of not being able to focus. When one is not being able to focus it is basically the same as having undivided attention, and the books states you want to avoid that to increase memory.
5. The tables in 6.6 go perfectly in tuned with my previous example above. In our last game, the team trapped us all over the court. For the previous four days, all I covered was our press breaker. At one point in the game I asked the girls do you remember what we are suppose to do, most nodded yes. Two plays later, one player (one described above) came back and said, "oh coach, I remember now...We are suppose to do this, this and this" I thought that chart displayed that cognitive recall example perfectly.
6. In my line of work it is very important. It allows me to get a better grasp of what I can teach. I do believe that all kids can learn somethings, but all kids can't learn everything. With this understanding I am now going into the off-season working toward simplifying plays and concepts. I tend to focus more on the mental imagery becasue I have found it more effective when my players have a picture to draw a reference point in their head from.
7. Seven is actually a repeat of number six. I am using this to try and install a new offense using less overall literal concepts and more visual concepts. Words are normally not triggered by pictures (mental imagery), but images often trigger words. I believe that by instituting an offense that my players can draw reference from it will bring forth a quick and more effecient and effective recall of memory.
Thursday, February 12, 2009
I almost forget-then looked inthe back of my mind and found it
1. This chapter is about the process of long term memory. From beginning to end it describes the processes that make up your long term memory. Matlin divides this chapter into two parts, how we take in stimuli and encode it to memory, and then the second part handles how we retrieve it. The chapter concludes with the relationship of self and memory.
2. Long-Term memory fits into the stairway lessons that we previously have been learning. Last chapter we focused on working memory, the stimulus that you receive and may forget a moment later. This chapter focuses on the stimulus that stays. Having an understanding of how the mind sorts stimulus and allows our attention processes to work give me a better understanding of long term memory.
3. What confuses me is the underlying tone the author seems to give about all memory being the same. I liked how they used "it is a convenient way to partition the research"(p.121).It basically seems like the all the processes are similiar (different names but same process). Then another thing not quite clear about is why there is an autobiographical memory, don't all memories have to involve you?
4. Procedural memory in sports in absolutely huge. It is normally your small basic stuff, your fundamentals. These types of memories are normally implicit. This works in the form of muscle memory for basketball players. Without actively thinking about how to do a lay-up, the girls just recall how to do it and do it. --- Another example is memory of knowing where the out of bounds line is, it is not something you actively think about, but you react when you are close to that line.
5. I really do not like this question. The author of course backs up the information they give, that is rule when doing a text book. Now the author does do a good job of giving examples. Again, in procedural memory this easily fits into the game of basketball. Another section I think that is proved very well is the pollyanna Principle. I agree that pleasant stimuli is processed more effeciently than negative. This is backed up with the discussion of mood and emotion.
6. What I found important is the fact that the author stated he is not quite convinced that short term (working) and long term memory are not the same. I believe this to be quite true. Although the book describes the difference processes for each memory faze, the descriptions are quite the same. The way stimuli is processed, how it is viewed, how it is recalled. These last two chapters have done a good job pushing that opinion I thought.
7. You use your memory in all sorts of situation. Our working memory is for at this moment tasks. Depending on our interest in the task or the number of times we do it, this will carry over into our long term memory. On the floor, as a coach I watch the first few minutes of the game and I am using my working memory to view and process what is going on. To counteract what is going on, I normally access my long term memory whether it be implicitly or explicitly.
8. There are many things that can be done to help improve memory. Not how much is stored, but how we interpret stimuli, but how to recall it faster. The use of high-tech memory aids for are now available. One thing I have tried to get my girls to do is watch as much film as possible and take in as much stimuli as the mind can handle and process. This allows the process functions to have to work even more making (I believe) memory more accessible and helpful.
5. I really do not like this question. The author of course backs up the information they give, that is rule when doing a text book. Now the author does do a good job of giving examples. Again, in procedural memory this easily fits into the game of basketball. Another section I think that is proved very well is the pollyanna Principle. I agree that pleasant stimuli is processed more effeciently than negative. This is backed up with the discussion of mood and emotion.
6. What I found important is the fact that the author stated he is not quite convinced that short term (working) and long term memory are not the same. I believe this to be quite true. Although the book describes the difference processes for each memory faze, the descriptions are quite the same. The way stimuli is processed, how it is viewed, how it is recalled. These last two chapters have done a good job pushing that opinion I thought.
7. You use your memory in all sorts of situation. Our working memory is for at this moment tasks. Depending on our interest in the task or the number of times we do it, this will carry over into our long term memory. On the floor, as a coach I watch the first few minutes of the game and I am using my working memory to view and process what is going on. To counteract what is going on, I normally access my long term memory whether it be implicitly or explicitly.
8. There are many things that can be done to help improve memory. Not how much is stored, but how we interpret stimuli, but how to recall it faster. The use of high-tech memory aids for are now available. One thing I have tried to get my girls to do is watch as much film as possible and take in as much stimuli as the mind can handle and process. This allows the process functions to have to work even more making (I believe) memory more accessible and helpful.
Thursday, February 5, 2009
What can you remember--
1.This chapter is about working memory, the short version. It focuses on the processes of how memory is acquired and then stored. The chapter does a good job of detailing what types of things are easily remembered and which things are not. One thing I thought the author detailed was how each individual process worked and then contributed to the overall workings of memory.
2. This information in chapter 4 relates to what I have previously learned by going into more detail of brain function. There is huge correlation to how the mind takes in audio and visual stimuli, how it processes, and in this chapter how it stores it. Like most text books, it focuses on scaffold learning (just used my long-term memory for something I learned in college). I gained a better understanding of the individual processes that go into the totality of working memory because of prior knowledge of how the brain processes, then perceives. All concepts I have learned in previous chapter.
3.What I am still not clear on is how can short term disappear so easily ("can leave before we learn it") but long-term can stay. Then another thing that perplexes me is how something in our short term can trigger something in our long term and they don't necessarily have to be similiar. The book did not go deep into this correlation, but I also know that the next chapter focuses on long-term and there my answer may lie.
4. The concept of short term memory shows up in my coaching everyday. I try and balance so many things my short term memory is easily overwhelmed. Reading about the process makes things a lot easier to understand and process. Trying to remember names from other teams players, what kinds of plays they run, even the tendencies of their players. In addition to that, I try to run practice, monitor all the things that are going on, and remember what the keys are for the day. One thing that I will take from this chapter is that I need to write things down more. Because I am a behaviorist, my short term picks up on behaviors and not people, and I think that hurts my memory process during coaching.
5. There are many points in this book which the author uses to back-up statements. One thing that I found I struggle with is acoustic confusion. Working in urban centers you normally get students with hard to pronounce yet very similar names. The author states that when you have letter that sound alike, you will make errors in your memories because of the confusion. I suffer from this, recalling the wrong name for the wrong child (because their names are similar, but yet not common enough to recall quickly).
6. This chapter is very important for coaches (educators) because it gives us reason for our rhyme when it comes to memory. In my everyday, I have to remember my players names, their tendencies, try and game plan for a team we may not have seen in a month or in some cases a year depending on what time of the season it is. I know have a better understanding of how my mind processes information and stores it. Now that i am aware of it, I can take better steps to maximize my memory, both short and long term.
7. Previously I have focused on my memory, but in this question I will focus it toward my players. One thing that we often use is visualspatial sketchpad. When teaching plays and moves, I use markers (spots on a basketball floor) to introduce moves and execution points. My players at first when learning put the markers and moves into short term memories, then through repitition it transfers into long term memories. I also keep good mind of the depression in my players. When they are down, I notice our execution (which comes from memory) severly goes down. Never quite understood why being sad would affect this until I read chapter. But I thought about how that preoccupies the mind, and it can be harmful.
8. There are many memory devices that are avalible for all ages of people. You can start with the board and card games for younger aged children which are fairly cheap. For teen-agers there are video games and computer programs. All these are cheap, fast ways to work on memory. Many studies show that simply reading and forcing the mind to continually problem solve and think helps the memory as well as eating certain foods. The cheapest one that I have found is repetition, I have been using it for years! LOL!
2. This information in chapter 4 relates to what I have previously learned by going into more detail of brain function. There is huge correlation to how the mind takes in audio and visual stimuli, how it processes, and in this chapter how it stores it. Like most text books, it focuses on scaffold learning (just used my long-term memory for something I learned in college). I gained a better understanding of the individual processes that go into the totality of working memory because of prior knowledge of how the brain processes, then perceives. All concepts I have learned in previous chapter.
3.What I am still not clear on is how can short term disappear so easily ("can leave before we learn it") but long-term can stay. Then another thing that perplexes me is how something in our short term can trigger something in our long term and they don't necessarily have to be similiar. The book did not go deep into this correlation, but I also know that the next chapter focuses on long-term and there my answer may lie.
4. The concept of short term memory shows up in my coaching everyday. I try and balance so many things my short term memory is easily overwhelmed. Reading about the process makes things a lot easier to understand and process. Trying to remember names from other teams players, what kinds of plays they run, even the tendencies of their players. In addition to that, I try to run practice, monitor all the things that are going on, and remember what the keys are for the day. One thing that I will take from this chapter is that I need to write things down more. Because I am a behaviorist, my short term picks up on behaviors and not people, and I think that hurts my memory process during coaching.
5. There are many points in this book which the author uses to back-up statements. One thing that I found I struggle with is acoustic confusion. Working in urban centers you normally get students with hard to pronounce yet very similar names. The author states that when you have letter that sound alike, you will make errors in your memories because of the confusion. I suffer from this, recalling the wrong name for the wrong child (because their names are similar, but yet not common enough to recall quickly).
6. This chapter is very important for coaches (educators) because it gives us reason for our rhyme when it comes to memory. In my everyday, I have to remember my players names, their tendencies, try and game plan for a team we may not have seen in a month or in some cases a year depending on what time of the season it is. I know have a better understanding of how my mind processes information and stores it. Now that i am aware of it, I can take better steps to maximize my memory, both short and long term.
7. Previously I have focused on my memory, but in this question I will focus it toward my players. One thing that we often use is visualspatial sketchpad. When teaching plays and moves, I use markers (spots on a basketball floor) to introduce moves and execution points. My players at first when learning put the markers and moves into short term memories, then through repitition it transfers into long term memories. I also keep good mind of the depression in my players. When they are down, I notice our execution (which comes from memory) severly goes down. Never quite understood why being sad would affect this until I read chapter. But I thought about how that preoccupies the mind, and it can be harmful.
8. There are many memory devices that are avalible for all ages of people. You can start with the board and card games for younger aged children which are fairly cheap. For teen-agers there are video games and computer programs. All these are cheap, fast ways to work on memory. Many studies show that simply reading and forcing the mind to continually problem solve and think helps the memory as well as eating certain foods. The cheapest one that I have found is repetition, I have been using it for years! LOL!
Thursday, January 29, 2009
Chapter 3--Are you paying attention
1.Attention and Consciousness. This chapter was all about how we process the information and world around us (attention) and how we act based on that information (consciousness). The images and perceptions that are taken in through a multitude of sensory intakes are processes by our brain and how we deal with these images, thougths, and perceptions is our conscious.
2. I felt more comfortable with the correlation of this chapter then I did with chapter 1 and chapter 2. The attention processes falls right in line with visual and auditory recognition. This chapter goes into more depth on the processes used to obtain visual and auditory information and then what we do with it.
3. For perception and consciousness I actually get. It could be because I was discussion leader this week and I have had more time to see different points of view and have had to facilitate further discussion on it.
4. I have found that the attention processes are huge when coaching, especially in in-game situation. There are many times during time-outs when I have limited time to pass on a message I will have 5 players coming out of the huddle hearing 5 different things. Last night in a one-point game I drew up a play and 3 people came out of the huddle and did the wrong thing. I believe that they were a victim of divided attention. They were trying to catch their breath, get someone to get them some water, and listen to what I was saying while drawing a diagram. When I write that out it seems like a lot, but during the game it just happened. Me using divided, some in my huddle used selective, and others.....I just don't know. LOL!!
5. The multi-tasking was enough to catch me. The author uses a lot of examples of everyday things. The examples of the car phone, the phone on one ear while listening to another conversation (dichotic), and more when describing our consciousness. Another thing that was a good example was the white bear in thought suppression.
6.Is this type of knowledge important? Yes, I believe that it is important to know especially when dealing with students. We as educators have to understand that students today take in information in many different ways. Some learn through selective attention while others may be able to multi-task and use divided. Another thing I learned is that how we take in information helps how we percieve things and those perceptions are played out through our conscious.
7.I try and apply this at basketball practice and games. I have found it hard to keep my girls focused during games for long periods of time. One thing I have done though is mentally chart how most of them take in information. I watch for eye movement, for signs that they are easily taken off task by someone in the stands or perhaps the perception that I am upset or disappointed (this is a big one). It is hard to say what kind of circumstances would each student need because attention processes are individualized to each person. I would say that this generation is a lot more in tuned to using divided attention due to the advancement of technology, but there is not set criteria.
8. I don't believe that question 8 applies.
2. I felt more comfortable with the correlation of this chapter then I did with chapter 1 and chapter 2. The attention processes falls right in line with visual and auditory recognition. This chapter goes into more depth on the processes used to obtain visual and auditory information and then what we do with it.
3. For perception and consciousness I actually get. It could be because I was discussion leader this week and I have had more time to see different points of view and have had to facilitate further discussion on it.
4. I have found that the attention processes are huge when coaching, especially in in-game situation. There are many times during time-outs when I have limited time to pass on a message I will have 5 players coming out of the huddle hearing 5 different things. Last night in a one-point game I drew up a play and 3 people came out of the huddle and did the wrong thing. I believe that they were a victim of divided attention. They were trying to catch their breath, get someone to get them some water, and listen to what I was saying while drawing a diagram. When I write that out it seems like a lot, but during the game it just happened. Me using divided, some in my huddle used selective, and others.....I just don't know. LOL!!
5. The multi-tasking was enough to catch me. The author uses a lot of examples of everyday things. The examples of the car phone, the phone on one ear while listening to another conversation (dichotic), and more when describing our consciousness. Another thing that was a good example was the white bear in thought suppression.
6.Is this type of knowledge important? Yes, I believe that it is important to know especially when dealing with students. We as educators have to understand that students today take in information in many different ways. Some learn through selective attention while others may be able to multi-task and use divided. Another thing I learned is that how we take in information helps how we percieve things and those perceptions are played out through our conscious.
7.I try and apply this at basketball practice and games. I have found it hard to keep my girls focused during games for long periods of time. One thing I have done though is mentally chart how most of them take in information. I watch for eye movement, for signs that they are easily taken off task by someone in the stands or perhaps the perception that I am upset or disappointed (this is a big one). It is hard to say what kind of circumstances would each student need because attention processes are individualized to each person. I would say that this generation is a lot more in tuned to using divided attention due to the advancement of technology, but there is not set criteria.
8. I don't believe that question 8 applies.
Thursday, January 22, 2009
We are coming off a loss in East St. Louis where after my first time out--I explained the definition of perception-and how it plays a major role in how we play on the road.
1. This reading can be summarized into two sections, the visual and the audio. Both have to deal with how we perceive objects,places, people, and events. How ever each one has it's own characteristics and triggers different cognitive responses. No one response will be alike between people because it is based on previous knowledge and experiences.
2. I am taking this class and applying it to my coaching. So what this chapter adds to the previous (the introduction) is still unclear because I took chapter one for what it was, an intro. One thing that did correlate was the multi-media chart. Reading the chart helped me get a better grasp of the different skill sets (visual and audio recognition).
3. I am still not quite sure I fully get the skill set question on the discussion questions. I understand what they are saying, but when I try and work it out to an applicable situation I find it hard. Using the chart, which was after the skill set question helped, but its still a little murky for me.
4. I explained in the discussion questions (face recognition) and personalization are two very huge things in coaching. To make sure that there is optimal attention for learning face recognition is required. In addition to that the use of personalization (though in the reading it was termed for multi-media use) I believe that this is what engages the student or player to become receptive to what it is I am trying to teach. Tonight, I purposely didn't give my normal smiling feel good pep talk to see if there was let down in performance based on the lack of personalization--and there was!
5. Yes, I believe that the offer makes good points about visualization. Do I believe them? Yes, I do. One example is the inattentional blindess. The theory states that when we pay attention to some scene and object may appear and we not notice it. Tonight with 11 seconds to go, we were passing the ball around running out the clock when one player got it and just threw it because that was had been happening, what she didn't notice that this time an opposing player jump into the scene and my player threw the ball right to her. That was proof enough for me!!!
6. It shows that when we become accustomed to something in some formation or style, we can overload our top down processes and not notice that the formation or style has changed. This happens all the time in the sports world. It just helps prove that all though the brain is a high functioning organ, it can become a victim of prediction also.
7.In my girls, you see this anytime that they get into a stressful situation. A couple of negative things may have changed momentum, it may have gotten more physical, or even something simple like not listening. The author states our perceptions are based on knowledge and experience- my girls knowledge is limited and their experience is formed around years and years of losing. This makes it hard for the to understand the concept of and eventually winning games.
8. Not quite sure what they are asking-- I would say to avoid this problem in visual object recognition one would have to train the brain and the eye. You would have to understand how you think and that you would have to be aware of the fact that other objects may appear and it is possible you don't always recognize them. This only comes from time and experience....so it seems there is no quick fix to this.
1. This reading can be summarized into two sections, the visual and the audio. Both have to deal with how we perceive objects,places, people, and events. How ever each one has it's own characteristics and triggers different cognitive responses. No one response will be alike between people because it is based on previous knowledge and experiences.
2. I am taking this class and applying it to my coaching. So what this chapter adds to the previous (the introduction) is still unclear because I took chapter one for what it was, an intro. One thing that did correlate was the multi-media chart. Reading the chart helped me get a better grasp of the different skill sets (visual and audio recognition).
3. I am still not quite sure I fully get the skill set question on the discussion questions. I understand what they are saying, but when I try and work it out to an applicable situation I find it hard. Using the chart, which was after the skill set question helped, but its still a little murky for me.
4. I explained in the discussion questions (face recognition) and personalization are two very huge things in coaching. To make sure that there is optimal attention for learning face recognition is required. In addition to that the use of personalization (though in the reading it was termed for multi-media use) I believe that this is what engages the student or player to become receptive to what it is I am trying to teach. Tonight, I purposely didn't give my normal smiling feel good pep talk to see if there was let down in performance based on the lack of personalization--and there was!
5. Yes, I believe that the offer makes good points about visualization. Do I believe them? Yes, I do. One example is the inattentional blindess. The theory states that when we pay attention to some scene and object may appear and we not notice it. Tonight with 11 seconds to go, we were passing the ball around running out the clock when one player got it and just threw it because that was had been happening, what she didn't notice that this time an opposing player jump into the scene and my player threw the ball right to her. That was proof enough for me!!!
6. It shows that when we become accustomed to something in some formation or style, we can overload our top down processes and not notice that the formation or style has changed. This happens all the time in the sports world. It just helps prove that all though the brain is a high functioning organ, it can become a victim of prediction also.
7.In my girls, you see this anytime that they get into a stressful situation. A couple of negative things may have changed momentum, it may have gotten more physical, or even something simple like not listening. The author states our perceptions are based on knowledge and experience- my girls knowledge is limited and their experience is formed around years and years of losing. This makes it hard for the to understand the concept of and eventually winning games.
8. Not quite sure what they are asking-- I would say to avoid this problem in visual object recognition one would have to train the brain and the eye. You would have to understand how you think and that you would have to be aware of the fact that other objects may appear and it is possible you don't always recognize them. This only comes from time and experience....so it seems there is no quick fix to this.
Subscribe to:
Posts (Atom)