1. How can I summarize this reading in a few sentences?

This reading explains in great detail the system of mnemonics, including keyword method, method of loci, chunking, hierarchy technique, and first letter technique. The chapter also explains how memory can be improved through techniques approach, and involving attention/focus, practice, imagery, and the multi modal approach.

The chapter also focuses on metacognition, or the way that people think about their cognitive process. The chapter describes factors that affect memory, such as the allocation of time based on the difficulty of the task. Also, the tip of the tongue phenomenon, including the feeling of knowing

2. How does it fit into what I have learned already in this course?

Chapter 6 and 13 did an excellent job of reviewing the information from previous chapters to build on the effects/styles/ and approaches we have already discussed. In chapter 6, the Tip of the Tongue phenomenon is affected by consciousness (discussed in chapter 3).

3. What am I still not clear on?

In the metamemory on total score basis, it shows how people in the top and third quartile were accurate in their test score prediction, but the lower group did not know their limitations and often had overconfidence, not knowing if they know the material or not. While this effect has been reported, what about the students who under predict their scores- how does this affect the metamemory?

4. How would apply this to my own teaching/work?

The system of mnemonics and the understanding of metamory/metacognition greatly affects the way that we as teachers plan lessons and teach material for recall. If we are asking students to memorize a series of information that is of low level processing, teaching them the system and options of mnemonics increases their ability to recall the information for a test setting or random classroom review. Likewise, understanding metamemory helps us to help our students comprehend how they are doing and how they think about the tasks they need to accomplish. If students are overconfident that they know material, problems arise in the difference between what they know and what they don't know.

5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?

The author provides examples, for a lot of the principles identified in the chapters. Through personal experience, I am able to confirm that his points are valid on mnemonics and the metamemory system. However, most of his tests are [performed with college level students, which raises my skepticism towards things like the metamemory on total score basis. College students often have different mindsets than children and adults, therefore I don't believe his study on the subject can generalize the effects on children and adults.

6. Why is this important? What does it help improve or explain or predict?

This information is important because it helps us to understand our students on a higher level, opening the ability to teach them effective methods for learning and studying, rather than just presenting them with the material that they must learn and study. By teaching them how to learn/think of a task mentally, they are able to apply these techniques to any material and improve their success throughout their career.

7. When would I actually use this – under what kind of circumstances and for what kind of students?

I would use this information with everyone- no age limit defining use. For students I would teach them mnemonics to remember ROY G BIV, as a college student I use the system myself, and as an adult I might use the memory strategies to help colleagues remember my first name upon meeting them for the first time.

8. Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?

Well... I am not very good at the palm pilot business or writing stuff in my phone, so technological advancements do not seem ideal for me personally. The personal recorder seems effective, but time consuming, knowing that you have to replay and listen to everything twice- definitely not faster or more efficient. I would say that writing notes is the best way to accomplish the task, other than using memory strategies. If i don't have to memorize a grocery list, why should I? Writing stuff on a piece of paper takes less time than devising a mnemonic and is more reliable!