Cherelle's Web Activity 4

http://angercoach.com/blog/wp-content/uploads/2010/04/scale-300x225.jpg

Web Activity 4

For this assignment it took me a little bit to understand the concept. I have heard of the concept before in regards to relationships and how you spend your time so I had to transfer those thoughts in order for it to make sense in another setting. I also decided to research where this concept came from and that was Pareto in which he looked at the 80/20 concept in regards to wealth. So here are two ideas that I created in order to display this concept. 


Image Sources:

http://www.microsoft.com/presspass/images/exec/web/billg4_web.jpg

http://www.ofcelebrity.net/photos/oprah-winfrey-2.jpg

http://www.bestofthemonthclubs.com/wp-content/uploads/2010/08/gifts-college-students.jpg

Web Activity 4

When I looked at the image created, the first thing I noticed was that there wasn't a lot of contrast or repetition. The colors were faded and didn't stick out and the people were not the same. The two of the four actions within the PAT framework state that there needs to be contrast in color and repetition. On page 304 in Lohr (where carp is explained in it's own 80/20 rule,) the description of repetition says to use copy and paste. So when I recreated my image, I made sure to use the exact person to represent all sales people and the exact dollar to represent the sales. Instead of using arrows, I divided the salespeople by a line to make it more clear the percentage that was making the sales. I used bold colors and left the background white so that everything stood out.

Web Activity 4: 80/20 Activity

I had a little trouble completing this assignment at first. I am a very visual and kinesthetic learner and when I looked at the image representing the 80/20 rule I had to slowly analyze the parts. When I see an image and a number I expect to see the actual written number to be complemented with the same visual image representation. All that being said, the color, size, and proportions were what I focused on.

In analyzing the image using the PAT or TAP model I first looked at the image as a whole. The first thing that caught my eye was color. After reading in Malamed about grouping and color I thought the image could have been more effective is there was a consistent color for the outfits. For example, the peoples' outfits on the 20% side would be in one color and the peoples' outfits on the 80% side would be a different color. The next thing that stuck out to me was that the percentages did not match up to the number of people. The 80% had eight bills and the 20% had two bills, but the people were opposite, which confused me. I understand when reading the statement, "80% of sales are made by 20% of salesmen," that a small number of employees do the majority of the sales/work, but when looking at it visually it confused me.

After analyzing the image I decided to re-create another image. I decided to focus on size and color mostly. I matched the 80% to the size of box and size in font. I did the same for 20% (or at least tried to)! I also decided to match the eight bills to match the 80% of sales that were made (money with money) and matched the 20% of salesmen with two people (people with people). By grouping the 'likes' I hope to have created a different approach and view to the 80/20 rule. Below is my version!

Web Activity 3

I seemed to understand these two theories much like Renee and her goldfish analogy. Just like when children first get a new pet they overwhelm it with attention, however over time it takes the back burner and can often be neglected. I find this to be the case with my laundry habits. I HATE doing laundry. I procrastinate all week and then when the weekend comes I amburied under stinky socks. I don’t know where it all comes from. I can connect to the Information Processing Theory in two ways. First I overload the washing machine. I think that the quicker I get it all washed the more time I will have to relax, then my washer goes on the fritz because it’s too full and then it stops working all together. Just like taking in too much information at one time can be overwhelming so can the washing machine. Secondly, since I postpone my washing until the weekends I often get distracted by the massive pile of other things I want to accomplish around the house and I completely forget about the laundry until it has begun to mildew causing me to wash a the load a second time. If I only would apply Baddeley’s theory I could commit these issues into my long term memory instead of making them so short lived.

Web Activity 3

This is my visual representation of working memory. The relationship between the Information Processing Theory and the Baddeley’s model of working memory (episodic memory) can be represented through the process of driving. As we learn how to drive, the action becomes part of long-term memory. But every second as we drive, we are seeing things that go to our short term memory. The signs we see as we drive are the visual sketchpad of the central executive function that tell our working memory what to do on the road. For example, when you see an exit sign on the highway, you must remember what the exit number is. The noises we hear, such as sirens or horns, are the phonological loop (the auditory) of the central executive function that tell our working memory how to react on the road. Together, they integrate as the episodic buffer focuses the attention of the driver to the rules of the road.

Cherelle's Web Activity 3

Image site:

http://www.pilotinternational.org/wp-content/uploads/2011/10/Computer-brain-spanish-pg-5.gif

http://www.3dluvr.com/rogueldr/tutorials/eye/eye01.jpg

http://killyourspeechlisp.com/files/speech.jpg

Web Activity 3: Information Processing Theory & Baddeley's Episodic Buffer Theory

This assignment made me think about taking pictures. There is a process to taking a picture. There are settings to change, including the focus and frame of the photo. Information is retrieved from long-term memory, while at the same time sensory and working memory is occurring when looking through the lens. The diagram to the left describes the two theories in relation to the art of taking a picture. A photo is also a tool that can be used for memory; retrieving information and memories based on what is seen and being interpreted by the person looking at the picture, which is different for everyone, just like processing information occurs differently for each person.

Web Activity 3

In thinking and reading about the theories of memory, I was reminded of high school band. While performing a musical selection (new or rehearsed) the musician is reading the music before them (visual) listening to those around him/her (phonological) and moving their fingers to follow what is being seen and heard (episodic). This image and occurrence helps me to understand the way our memories work. The visual and phonological (sensory) triggers are ever changing and do not remain in the musician's working memory longer than necessary. However the knowledge of how to create the individual notes is stored in long term memory so that the short term memories may be constructed at any given time.

Web Activity 3

I decided to interpret the relationship between these theories using a hierarchical visual. The circles represent the way Baddeley's Episodic Buffer Theory describe the action each type of memory takes. The trapezoids represent how the designer should design information for each type of memory. This visual intends to show why designers should design information due to the action each type of memory performs.

Web Activity 3

Here is my visual representation of working memory. I immediately thought of a brain as this is were memory takes place. In addition I thought of a music note(which represents auditory items), barriers (which I created a symbol of a wall kind of), and glasses as you use those to see. This is how I thought of this in my mind.

Web Activity 3

After looking at the Baddeley & Hitch model of working memory, I begin to think of the model similar to that of a cartoon. Each character had a distinctive role that he or she plays. The visuospatial sketchpad is used to interact with those item processed through the eyes (visually). On the other hand the phonological loop deal with sound and deals with the auditory memory. The Episodic buffer has very important role in that its responsibility is to facilitate the linking of information across domains. I decided to depict the central executive as the brain. The central executive part of the system is responsible for controlling mental and cognitive processing which takes place within the brain. In the image you can see that the brain is very frustrated and realized that he must work with both the visuospatial sketchpad as well as the phonological loop in order to effectively get anything done. While looking at the image you can see that the episodic buffer (depicted as the link peeking out of the skull is trying to get both the visualspatial sketch pad and the phonological loop to come back to the learner. As we can see, the scene seems chaotic and the learner’s face displays confusion and seems a bit overwhelmed. All in all it takes all parts of the information process working together in order of meaningful learning to occur.

Image Sources:

http://jaggedsmile.wordpress.com/2008/05/06/tis-better-to-have-loved-and-lost-your-mind/

http://donthaveanick.blogspot.com/2009_06_01_archive.html

http://www.bing.com/search?q=cartoon%20eyes

http://www.shutterstock.com/cat.mhtml?safesearch=1&search_type=similar&similar_photo_id=25851160

While reading the text this week I decided to organize the information in a way that was meaningful to me.  I wanted to show how the two theories of processing information were related and how they were unique.  I came up with this flow chart to show that the two theories have similar components when talking about short term memory and more specifically working memory.  As you move down the chart you will see that Braddeley's focuses solely on working memory and how that develops where as the Information Processing Theory has more components.

Web Activity 3

I used a visual similar to the one shown in the book for the Information Processing Theory. I tried to then depict Baddeley's Episodic Buffer Theory on top of the visual. This visual shows how the two theories differ and where they overlap.

Web Activity 2

Web Activity 2

http://www.realsimple.com/work-life/first-aid-guide-10000001588661/page4.html

http://www.positivelybeauty.com/how-to-make-hot-chocolate-like-a-pro/

http://officialpsds.com/Blank-milk-carton-PSD32965.html

http://www.shopinthekitchen.com/store/product/6989/Anchor-Hocking-Company%26%230153%3B-Glass-Measuring-Cup-1-cup,-8-oz./

Morgan's Visual Resume Updated

Here is my visual resume.  Thanks Matt and Marcia for the feedback! 

Morgan McMullin

Web Activity 3

As I read about Baddeley's Model of Working Memory and Information Processing Theory, I thought about my experiences teaching EFL (English as a Foreign Language) in S. Korea. I taught in a public high school for a year; my conversation class supplemented the usual English classes taught by Korean teachers that were heavy on grammar and reading. Often, I would see my students carrying huge vocabulary lists, desperately trying to memorize dozens of English words and their definitions organized alphabetically. It was an exercise in futility and didn't take into account any learning theory or method to ensure retention of information. A few things that could have helped my students, based on Braddeley and IPT:

1. Chunking the information into smaller, more manageable parts. Instead of tying to memorize whole lists, break it down into groups of 3 or 5 words.

2. Not memorizing in alphabetical order, but by topic. When possible, link a word to a picture of it (visual spatial). Use the word in context.

3. When engaging in conversation, there's a lot going on at once. Non verbals, accents, sentence structure, background noise, etc... When communicating in a second language you have do balance these things all at once. You will never be asked to list 15 words starting with "Ar-As" in a free flowing conversation.

4. Finding ways to move words from short term to long term storage. Sometimes, students could speak fluently on a certain topic, but not be able to say anything about another topic - they did not have the words stored to be able to use them. One week I could speak with someone on a certain topic, later on in the semester, whoops! The info wasn't there anymore.

There may be other ways these theories interact but these are the main things I could think of. Decreasing intrinsic load and finding ways to engage multiple senses to increase retention was always a main goal when teaching my EFL students.

The Goldfish - Renee's Web Activity 3

As my brain processed the Information Processing Theory and Baddeley's Episodic Buffer, I kept picturing a goldfish. I have a few - and they won't die! I thought about the way children usually respond to having a goldfish for the first time. They feed the one poor fish the entire can of fish food and then forget all about it. That little fish usually ends up flushed to the sewer. This is similar to the Information Processing Theory. If we get overloaded with information, our brains are not able to separate the extraneous information from the germane; we take in everything all at once and remember nothing. Baddeley's Episodic Buffer Theory encourages us to use several forms of information that work together - text, visual/picture, and sound - as our brain buffers among the forms and creates meaning as they work together, it will transfer the combination into long-term memory. Another aspect of Baddeley's theory is the rehearsal process. The more the information is rehearsed in our brains, the longer we will remember it. I hope I have not over-simplified a very complex process... but I know I will remember it!

Eric - Web activity 3

Looking over Braddeley's description of the working memory and subsequent models, I tried to make the point in my visual of how information flows through our brain and begins to work on processing the information from the central executive and flows the slave domains. Meanwhile the slave domains, visuospatial and phonological, both contribute to the central executive in a cycle as more information is processed accordingly. Thus, as the central executive domain receives the information from the gray circle in the graphic, the information flows in a loop as the working memory chunks and processes information from the slave domains back to the central executive while adding to schema.

Infinity symbol image from: http://marywagner.files.wordpress.com/2010/01/infinity-symbol.jpg