chapter 8

1. How can I summarize this reading in a few sentences?
This chapter is about our general knowledge broken into the two sections of structure of semantic memory and schemas and scripts. In semantic memory, there are 4 possible approaches or models that we use to classify and connect a new stimulus to our past knowledge. In the section on schemas and scripts, it was explained how information is selected (when we apply more than what is given), abstracted (how we remember verbatim in whole context vs summarizing the gist of the info) inferred (how stereotypes and persuasion effect our understanding) and integration (delayed recall and limited memory capacity).

2. How does it fit into what I have learned already in this course?
Semantic memory and Schemas build on the concepts of:
ch. 2- senses gather stimuli from outside world and we are left to interpret this
ch. 3- attention difficulties and assigning order of importance
ch. 4-7 - working memory, long term memory, information organization, and rotation/spatial representation of information all effects our semantic memory.

3. What am I still not clear on?
I would like to know how levels of categorization (superordinate, basic, and subordinate) affect students recall rate and accuracy in answering classification questions. Are their negative to being more specific in classifications?

4. How would apply this to my own teaching/work?
We are constantly using scaffolding to build prior knowledge, which in essence employs the semantic memory approaches as well as taking into account student's schema and ways of processing the information into their memory.

5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
I believe most of what the author is describing through the examples and my own past experiences. However, when he says: "Once sentences are fused in memory, we cannot untangle them into their original component and recall those components verbatim". I don't believe this is true because in the case of a play, actors recall specific dialogs and scenes verbatim without reciting the entire play. I think that different memories work in different ways and that this sentence is not an accurate portrayal of this possibility.

6. Why is this important? What does it help improve or explain or predict?
This helps to explain how physical use of graphic organizer can mentally help students sort out classification in their semantic memory! It also provided me with a greater understanding of why students may take longer to classify certain categorical information based on the amount of nodes they have acquired and the approach they are using. The information on script also helps to explain why certain reading questions trick students because of the expected vs unexpected information.

7. When would I actually use this – under what kind of circumstances and for what kind of students?
I would take this information into consideration for my whole class, but specifically work on exercises that focus on semantic processing with students with learning and attention disorders to strengthen the links in their webbing or listing processes.

8. Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?
For semantic memory, you could physically make classification systems, but this would not be faster/cheaper/ or better. However, if you were not sure about the classification of a certain stimuli, you could make a semantic chart to identify if the stimuli meets to pro typical image and or qualification listed. Although this process takes longer, it is a more accurate way of answering the question if their is not a preconceived web or list already derived in your head.