TBBB Chapter 4: Reasoning Systems

In this chapter I learned that there are two different types of metal imagery, spatial imagery and object imagery. I learned that they are different because spatial mental imagery relies on the top-brain system and object metal imagery relies on the bottom-brain system.  I also learned that you can be good at one but not good at the other type. I like how in this chapter they went into some of the statistical analysis about how you cannot predict about one of the types by knowing about the other. What I mean by this is that if you good at spatial imagery, you are not necessarily bad at object imagery. This statement could be true but it does not have to be. You could be good at both spatial and object imagery. I think this is important because I think we tend to think a lot in either/or's. This does not always have to be the case. I also like that this chapter spent the time to explain some of the basics of statistical analysis and what it means. I think that statistics are an important thing for people to be aware of. 

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I think the following quote could have an implication for classrooms.

Artists and scientists "were also shown a graph that charted the position of an object over time... The scientists tended to see it as an abstract representation of changes in position over time. By contrast, the artists understood the graph 'as a literal pictorial illustration of a situation or was the path of the actual motion and did not attempt to interpret the graph as an abstract schematic representation.' ...The artist and scientists clearly visualized differently."

I think the quote has big implication in the classroom. We often use visuals to illustrate abstract concepts in the science classroom. What I did not know until was that students have different ways in how they see visual images. They can look at the image in different ways because the process the visual with a different part of the brain. This makes me think that if teachers were more knowledgable about how the brain process information we would understand student responses more in-depth. Or understand why certain types of thinkers have trouble with certain concepts. We would be able to say, "Some of you may see the image this way... Some of you may look at it like this..." And be explain the visual concepts through different points of view.

TBBB Chapter 1: A New Way of Looking At What Your Brain Says About You

After reading chapter 1,  I created a graphic to organized the general information they gave about the brain. I am sure they will go into more detail as the book goes on, but creating this got me oriented and ready for information to come. 

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The following quote stood out to me as I read the first chapter.

“If you were expecting to see your friend in the crowd, this would actually be easier than noticing her without warning. The expectation (vis the top brain) “primes” the recognition machinery in the bottom brain” (Kosslyn and Miller 14).

This passage made me think of Frank Smith’s ideas about prediction and our theory of the world in Reading Without Nonsense. It makes me wonder, “If students are predicting and asking questions about what is to come will this “prime” their brain for the new information? Will this help them to recognize what they are looking for easier?”

Social Learning?

This book sounds fascinating. I need to freeze time so I can have a chance to read all of the books that I would like to. I might have to order this one. 

Makes me ask myself the questions, how can I make learning more social? 

The Social Animal by David Brooks

Swiss Cheese

I like this analogy. I find it very true in chemistry. Chemistry continually builds. If they don't understand a concept in the first semester, it can come back and cause difficulties in the second semester. How do you help students not have gaps and holes?

http://anniemurphypaul.com/2013/02/watch-out-for-the-swiss-cheese-effect/