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.

8. There are studies on memory and mnuemonic affects on learning all the time. I believe that spaced out repition of plays (mon-wed-frid) workouts, along with the imagery will help meta-cognition and the recall of the memory. As with everything there are games and computer software out there to help promote this. One memory aid I am investing in to find this out is called the intelligym system. We will see what type of effect it has.