Chapter+3++Cognitive+Architecture


 * LEARNING AIDS**





This is a chart displaying the various memory structures discussed in Martinez' text. (Brittany)



This is a table that demonstrates the likenesses between the human mind and a digital computer, as discussed throughout Chapter three. (Erin)
 * || ** Human Mind ** || ** Digital Computer ** ||
 * ** Multiple kinds of Memory (36) ** || Sensory Register, STM, LTM || RAM, ROM, Hard-Drive ||
 * ** Stores and Transforms Information (36-37) ** || Inference – Mind extends what is known to draw new conclusions || Computation – Transform info to yield a valuable product ||
 * ** Open Systems that interact with realities outside self (37) ** || Acquire info from outside and use it to act on the world || Input/Output ||
 * ** Multimodal and Interconnected (46-47) ** || LTM is like a “fully cross-referenced encyclopedia” || Internet offers “direct and virtually instantaneous access to information in multimodal form” ||
 * ** Can contain false and misleading information (48) ** || Episodic memory is not always entirely accurate || Internet information can be inaccurate and unsupported ||
 * ** Records Information (56-57) ** || Learning || Saving ||
 * ** Write-Time ** || Time is needed for temporary information in working memory to be stored more permanently in LTM during learning || Saving files takes a few seconds while the information “writes” to the hard-drive ||
 * ** Remembering ** || Info is moved from LTM where they are stored back to working memory where we can use it || File Retrieval consists of the same principle of pulling up information stored in a previously saved memory location ||


 * RELATED RESEARCH**

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 * Education is meant to impart knowledge into a students' long term memory. This study explores how students use cognitive structure to learn and be tested on information. This study examines the flaws in traditional testing that do not align with how students learn and organize and retain information. There are cognitive factors that are not considered in traditional testing such as long term memory and working memory. In particular, this study hits on Martinez ezplanation of Mass and Distributed Practice which is "the relationship between learning and time" (Martinez, 72). This is a revealing study of how we use traditional testing that works against the way students learn and recount that knowledge. (Judy Rohrer)**======

[|When Less Is More in Cognitive Diagnosis]
 * [] **

[|memory]
 * Sleeping is important to remember a new information. Researchers at the University of York and Harvard Medical School found that deep sleep over night helps people to recognize what they learn as a new vocabulary and word. Researchers found that people who taught vocabulary and get a deep sleep at night did better at the test than people who just taught then take immediate test. They think "These results highlight the importance of sleep and the underlying brain processes for expanding vocabulary" (Nourah) **


 * WEB LINKS**


 * A large part of the Perception section of chapter 3 deals with Gestalt Principles of Perception. Phi Phenomenon is an interesting example of how our minds create intelligible meaning from our sensations and a great example of "gestalt" patterns. Phi Phenomenon is what makes it possible for us to enjoy movies, fireworks, laser light shows, and etc by causing us to perceive movement and continuous action from multiple images or lights shown in rapid succession. This video is a great demonstration of animation that is interesting, yet capable of showing that the images are seperate and not actually a continuos motion. It is Phi Phenomenon that allows us to see these images as a movements.**


 * []**

Phi Phenomenon (Martinez, 2010, pp. 52-53) Raymond Ramirez III

The article " The Keys to Remembering What You Read", is written by Ann K. Dolin, M.Ed.. The author is the founder and president of Educational Connections,Inc. The article provides the idea about using external memory for students to "learn" and "remember" information through retrieve and recall the memories. The article provides some ways for taking/creating readers' own notes during/after reading and receiving information, such as selecting highlighting while reading, taking notes with two-column or three-column to record key words, concepts, or drawing picture for review those information later. In addition, it will be the best time to review notes in 24 hours after recording them. You can remember more information.

Remembering; External Memory (Martinez, 2010, pp.60-61, 62-63)

[|The keys to remembering what you read]

Yi-Niu

The following link is from Scientific American and it actually made me "eat" my words for my reflection, as it is about "Controlling Robots With Your Mind". I say this since my little boy, Jacob, who will soon turn thirteen, was struck by a semi-truck last March and I would love for him to have an apparatus which he would be able to use his emotions and thinking to control his arm and leg movements. A very good piece of literature for anyone to read, especially those of us who have come to contact or are in contact with paralysis.

http://touchlab.mit.edu/news/documents/ScinetificAmerican_2002.pdf

Submitted by Sabrina L. Allen Ch.3 Cognitive Architecture January 25, 2010

Also for those who have ever had a Post Traumatic Stress Experience and/or are familiar with the diagnosis of PTSD (Post Traumatic Stress Disorder), please look into EMDR Therapy. It is the ability to use the rapid eye movement in a way where memories that are surpressed in the emotional area of the brain (right side) are MOVED to the left side of the brain (logic). I am not an expert on this subject but I had a therapist suggest it for me since my son and mother were harmed so violently and I too went through such a tragic experience.