giddy like a little school girl
alright..so, for one of my grad classes, i have to write a synthesis paper which is a combination of 4 theories or models of reading and i summarize them then critique them then compare all four. anyway, i had the first theorist part due during spring break and it was a summary of the theory and then a critique on the model....anyway, i wasn't at class to discuss it with my professor so she emailed me. this is what she had to say:
Your Part IB looks quite good. I have no major suggestions. I like the questions you raise. Bear in mind that LaBerge and Samuels were essentially theorists, not practitioners so I am not surprised that they have no teaching suggestion for the switch attention problem. But, Samuels did recommend the method of repeated readings for improving fluency based upon his theory and that technique works very well.
As for your issue with the terminology of the areas/types of memory, that quarrel is really with the cognitive psychologists and neuroscientists who have developed it. Much of their evidence comes directly from brain research. People who have injuries or lesions in a particular area of the brain will show deficits in one type of memory but not the others. Perhaps you could find a good, explanation of the theory designed for laymen somewhere on the net. I will check a psych textbook that one of my daughters used a few years ago. I think it has a succinct explanation of this widely accepted theory.
deee!!!! :D
i'm not sure why but her approval makes me want to work that much harder. she's a tough and insane professor but what i thought were ramblings on paper turned out to really be something. dee! makes me proud haha...now i just have to finish the 3/4 that are left of the paper!
Your Part IB looks quite good. I have no major suggestions. I like the questions you raise. Bear in mind that LaBerge and Samuels were essentially theorists, not practitioners so I am not surprised that they have no teaching suggestion for the switch attention problem. But, Samuels did recommend the method of repeated readings for improving fluency based upon his theory and that technique works very well.
As for your issue with the terminology of the areas/types of memory, that quarrel is really with the cognitive psychologists and neuroscientists who have developed it. Much of their evidence comes directly from brain research. People who have injuries or lesions in a particular area of the brain will show deficits in one type of memory but not the others. Perhaps you could find a good, explanation of the theory designed for laymen somewhere on the net. I will check a psych textbook that one of my daughters used a few years ago. I think it has a succinct explanation of this widely accepted theory.
deee!!!! :D
i'm not sure why but her approval makes me want to work that much harder. she's a tough and insane professor but what i thought were ramblings on paper turned out to really be something. dee! makes me proud haha...now i just have to finish the 3/4 that are left of the paper!