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Storage Models in LTM (Memory (LTM: Long Term Memory (for the past, Sleep…

- - - - sometimes learned by rote memory, which Norman (2013) describes as problematic
        
        1) content being arbitrary can make the learning difficult
        
        2) if problems, rote info/sequences give no indicators of where the problem might be
        
        Reflection: So this one is more personal in that I have found rote memory to be a gateway to get to more meaningful content...and have viewed it as valuable for that reason. I remember when I was in middle school, I tested high enough to get into the Algebra classes. Some of the kids in the class had quite an entitled/superior attitude, so our teacher reminded us, "You are not better than anyone else...you just have better memories, so you were able to master addition, times tables, etc." While we were getting a stern talking to...the point was that our rote memory skills needed for times tables, arithmetic were our ticket into higher level classes. And that's the value.
  - - - continual practice to automate action cycle, "minimizing the amount of conscious thinking and problem-solving required to act" (p. 100)
      - simplify thought via approximation models
- - - - Reflection: Later on in the chapter, this is also referred to as fluent retrieval. The word, fluent spoke to me as a language person. Expertise was clearly marked by measures of fluency. Perhaps this has biased me, but I would consider the fluent retrieval, or the ease with which one can retrieve information to be the most clear indication of expertise. At least that's that I'm looking for in expertise a lot of the times.
    - - Reflection:Amen! Subject Matter Experts (SMEs) are quite useful in content development, but not always as instructors or facilitators of learning. Sometimes they just want to hear themselves speak (sage on the stage) and show off their expertise, not break it down for others. Which is why I thought it was interesting that McNamara & O'Reilly (2002) mentioned metacognition as a marker of expertise. You would think that the more metacognitively aware one was, the more they would be able to teach others...right?
        
        Metacognition: "Metacognition is the ability to think about, understand and manage one's learning...one must develop an awareness of one's own thought processes," (McNamara & O'Reilly, 2002, p. 8)
    - - Schemas similar to chess
- - - - Head: requires interpreting and understanding
        
        Reminding Prospective Memory = future oriented
        
        "Knowledge in the head is actually knowledge in the memory: internal knowledge," (p. 97).
        
        relying on knowledge in the head is not effective for commonplace things
        
        Reminders are necessary: signal + message
        
        Reflection: This is a good point, and really explains why so many electronic devices/apps have been so successful - largely thanks to push notifications and reminders embedded within. I for one, always tell people to go ahead and put events on my calendar. Small events, reminders etc. Because the more busy we get, and the more multitasking we're forced to engage in, the more likely I will forget even the most mundane of commonplace tasks I need to complete.
        
        Mapping as reminder techniques: 1) controls on item, 2) controls near item, 3) controls in configuration of item (decrease in effectiveness)
        
        Reflection:This whole discussion of mapping and how that can vary with culture, etc. really made me think of the diffusion of innovation process. Appropriateness, efficiency, and all those aspects really need to be taken into consideration up front via learner analysis or end-user analysis. This is the only way to properly design something that will work for the target population.
        
        learning is necessary
        
        "Knowledge must be “conditionalized” in order to be retrieved when it is needed" (Bransford, 2000, p. 49).
        
        Reflection:The Bransford chapter uses this as a distinction of expertise, and I found it interesting because this conditionalizing seems similar to what Temple Grandon refers to information filing cabinets - such that information needs to be stored properly with the right associations and retrieved or recalled as needed. Whereas neurotypically developing individuals may often develop (or condition) these file cabinets on their own, others need to explicitly be provided with the framework of these cabinets. This is something we work on a lot with my son.
      - World: when the world's structure is comprehended and understood = knowledge
        
        As knowledge existing in the world increases, the need for us to learn decreases Ex. Typists who are not formally trained.
        
        Reflection: This is exactly what we were talking about last week in class. These tools meant to improve our lives are also changing how we use/need our brains. Also, I am the example of the hunt and pecker who never got any typing training. I blame my high school's honors tracking system...we weren't left ANY time for practical courses. That being said, I did start out extremely slow...but just through needing to type in college and then in the work environment, I'm pretty fast. I don't even know where home row is, but I know where the letters are and don't have to look at the keyboard at all. My brain and my fingers learned through 1) the information in the environment, and 2) which i don't think the author highlights enough, through necessity
        
        only valuable is "available at the right place, at the right time, in the appropriate situation," (p. 105)
        
        Acts as it's own reminder; no learning needed
    - - constraints simplify memory (ex. poetry easier to memorize than to write, since you're trying to find one word that rhymes with another but that also has to convey a certain meaning
        
        "The more complex the password requirements, the less secure the system...Because people, unable to remember all these combinations, write them down," (Norman, 2013, p. 88)
        
        Reflection:Preach! I went through this for a period at work. It got to be that I was always forgetting at least one of the various passwords I had to memorize, that kept growing in length and complexity...I had to write them down...in order to do any work at all. But that had so many implications for security. Now, thanks to RSA, all that is done with.
    - - we tend to be able to distinguish people by something they have (physical) and something they know (in their head)
        
        Reflection:I'll have to think about that one; I'm not sure that's my experience.