Wednesday, September 5, 2012

Post 2

A child wants to learn how to juggle a soccer ball. He has seen it done multiple times. On the television, on the computer by using youtube, and even at his own soccer practice. He pays close attention as to where to hit the ball on his foot. How the ball rotates after he has made contact with it. He uses the the encoding strategy rehearsal. Everyday before practice he would work on hitting it on the right spot of his foot with the right amount of force. After practice he stays late and repeats the same thing over and over again. After multiple days and weeks of practice he finally mastered the trick of juggling a soccer ball. Even though he can perform this task he continues to do it so it wont be forgotten down the road.

2 comments:

  1. I like your example of juggling a soccer ball, but I think it was confusing which parts of your example corresponded to which parts of the theory. I think you could have connected that watching the soccer ball be juggled was part of sensory memory, actively practicing the trick required the working memory and the rehearsal strategy helped encode the trick into long-term memory.

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  2. I like Hannah's suggestion. You don't really address sensory or working memory here. Where do those come in? Why is attention important?

    Rehearsal isn't an encoding strategy!! (I put that with emphasis because it's so important for you to understand) It's a big misconception that is common, but also comes up in your other post. Be able to explain why repetition doesn't count as encoding.

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