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.
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In response to what you mentioned earlier students are often just relying on their teacher to give them the info that they need. I have noticed that students don't question the teacher much anymore and think out of the box as much. I try to teach my Calculus students that they need to be aware that teachers make mistakes also and they always need to be sure that the information that is shown is backed up by their previous knowledge of the subject. I think that this was what your athletes were doing possibly?? It shows that they are independent and in charge of their own learning or performance in the sport.
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