Group Members: TURN IN
Discuss the two topics below and answer the questions. You won't have time to fully answer them here (it would help to do that for your own studying). Jot down a few phrases on the back of this sheet as your group is talking. It may help to ask one person to keep an eye on the clock so you spend half your time on each question.
| Main question: Using the section on "Rehearse Regularly" (p. 250), how does a person process information differently when rehearsing regulary (using the spacing effect) than when they are cramming? Describe your answer in terms of the models of memory. |
| Use these questions to help answer the main one above:
1. How will the sensory information be different? 2. Describe how the processing is changing from the first time you look at the material to the third, fourth, fifth, etc times you are looking at it. In later times, what are you bringing up from long term memory (LTM)? 3. In the differences you describe, is it more the encoding or the retrieval process that is making the difference? |
| Two kindergartners, one from an individualist culture, the other from a collectivist culture, are in the same preschool class. Main question: Using the model of memory, how do they may process their day (we'll call it day 1) differently at home with their parents. (Use "Culture, Education, and Memory" section; it helps to imagine different preschool activities: fingerpainting, nap time, etc) (it also may help to read collectivist/individualist information in other parts of the text, e.g. p. 207) |
| Use these questions to help answer one above:
o How was their sensory information different? Was it? o What kinds of chunking and organizing, if any, were they doing in short term memory during day 1? while talking with a parent that night? o What differences in long term memory did they bring into the processing of this experience? What part of long term memory (LTM) are they located in? o How has the memory been organized in long term memory after day 1? How does the conversation with a parent change LTM? o In the differences you describe, is it more the encoding or the retrieval process that made the difference? The teacher is from an individualist culture. The next day in class (day 2) when she asks questions, how may the child's responses be different? when teacher asks questions on day 2? |
| p. 223 John had finally asked Mary out for dinner and dancing. That Saturday evening, he anxiously tried to kill time before the magic hour of 9:00 P.M., when he and his older sister Juanita picked Mary up. He planned to take them to eat lobster at a nice restaurant with mariachis, and afterward drive around for a while. he wanted to buy a stuffed animal for Mary from the children who sell toys on every street corner, then take her to a popular disco to dance until at least 5:00 in the morning. John's sister was so excited about accompanying the couple for the evening she decided to wear her favorite dress. John was ready at 8:55 PM. he told his sister to hurry, and they arrived at Mary's house about 9:20 PM to start the awaited evening. |
| After reading the story about John's date in Table 6.1, Amado, a
Mexican-American student, remembered it better than did all of his non-Mexican
classmates. Main question: How may Amado and his
classmates have processed the information differently?
(Remember, we are asking about people reading the story, not John and
Mary themselves.
o Where are cultural scripts located in long term memory? o How was their sensory information different? Was it different? o What kinds of chunking and organizing, if any, were they doing in short term memory? o What differences in long term memory did they bring into the processing of this experience? What part of LTM are they located in? o Are there changes to their LTM as a result of this experience? o In this case, was it more the encoding or the retrieval process that made the difference? |
If time remains, choose a second study skill,....