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The Unbounded Conversation
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Topic Started: Feb 11 2006, 01:17 AM (74,377 Views)
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MY85
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Dec 22 2006, 01:53 AM
Post #10531
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It's a fabulous new day, yes it is!
- Posts:
- 23,115
- Group:
- Members
- Member
- #227
- Joined:
- July 15, 2006
- All Time Favorite Wrestler(s):
- Shawn Michaels
- Favorite Active Wrestler(s):
- Seth Rollins, AJ Styles, Finn Balor, The New Day, Sasha Banks
- STATUS:
- Just another day in life.
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Yo Neb... should 6SW have a December POTM award thing?
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Nubochanozep
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Dec 22 2006, 02:04 AM
Post #10532
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- Posts:
- 17,631
- Group:
- Members
- Member
- #27
- Joined:
- January 17, 2006
- All Time Favorite Wrestler(s):
- Shawn Michaels, Mick Foley
- Favorite Active Wrestler(s):
- Brock Lesnar
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Um...probably. I'll get on it in a few days. I guess I'll have to look at that poll Cybrus did to see what people want to do regarding these things. Also, if anyone wants the results for the wrestling awards then I'll PM the half finished totals to you. There's no way in hell that I can be bothered to finish it now, I'm sorry. Actually, here are the half collated results. You'll be able to work out stuff from here.
KING BOOKER, PROTOTYPE, 15SHOWS, RALPHY, KAMETSOU, OBSERVER, NEBUCHANEZZAR, SRP, ALMIGHTYDOLLAR, 4400, MY85, CYBRUS, DARK LONER, WWEWL
Wrestling Related (WWE/TNA/Indy)
Best/Worst Feud
Cena v Edge - 6 Angle v Joe - 2 Best ROH vs CZW. DX v McMahons/ Best Feud: Lashley vs. Booker T Vince-Michaels/ Best: Samoa Joe vs AJ Styles vs Christopher Daniels
DX v McMahons - 3 DX v Spirit Squad - 2 Boogeyman vs. Miz Cena-Edge Worst: Undertaker vs Mark Henry Worst Feud: John Cena vs. Edge Batista v anyone / Worst- Jerry The King Lawler and Gregory Helmes Worst- Lashley/King Booker,
Best/Worst storyline
NO WINNER, ALL EQUAL. Best- DX vs Mcmahons WWE vs. ECW/ Best- Trish and Mickie/ Best - ROH vs CZW. Cena v Edge /Best Storyline: Sting vs. Jeff Jarrett buildup King Booker's storyline and the storyline to build up the return of DX Best: Christian Cage mocking Jeff Jarrett Foley Vs. Flair /
Rey & Chavo - 6 Worst- Boogeyman and Booker T. Worst: Shawn's buddy God Eddie storyline and the storyline involving Charlie Haas, Viscera and Lilian Garcia
Best/worst Heel
Edge - 8 King Booker - 4 Best Heel - Mr. Kennedy; Christian Cage Alex Shelly. McMahon; The Miz
Umaga - 3 Miz - 2 Worst- Tatanka Johnny Nitro Worst- Matt Hardy Worst Heel – Eugene Worst: Mark Henry Vince McMahon Chris Masters
Best/Worst Face
Carlito - 3 Kurt Angle - 2 Shawn Michaels - 2 Best- John Cena RVD/ Best: Chris Benoit /Rob Van Dam Best: Samoa Joe
John Cena - 7 Boogeyman - 2 Worst- Shark Boy Worst Face – Vito and Batista I guess; The Miz / Lashley,
Best/Worst Brand
TNA Impact - 6 RAW – 4 Smackdown - 4
RAW - 6 Ecw - 3 Worst- Smackdown Worst- Smackdown. Worst – WWE Worst Brand: TNA Impact
Best/Worst mic skills
Edge - 3 HHH - 2 Vince McMahon - 2 Mr. Kennedy - 2 Christian Cage - 2 Best- Cena King Booker, Elijah Burke/ Best - Christopher Daniels. HBK and Best: King Booker Paul Heyman/
Worst- Khali Johnny Nitro Worst- Johnny Nitro. Worst Mic Skills - Jeff Hardy Worst - Great Khali Nitro and Benjamin Worst mic skills: Ken Kennedy (It takes more than yelling your own name over and over) Worst: Bobby Lashley Bobby Lashley The Great Khal Worst: The Miz / Shelton Benjamin The Miz
Best/worst match
Best- TLC Edge vs Cena Angle vs. Taker (No Way Out)/Best- Edge and Foley at WM22./ . Best - Christopher Daniels/AJ Styles vs LAX. NYR Elimination chamber/ Best Match: RVD vs. Edge, Vengeance Best: Cena vs Edge Unforgiven Cena-Edge at Unforgiven/Test-Holly on ECW RVD vs Test (ECW)/Best: Kurt Angle vs Undertaker (No Way Out) Tie between Christian and Rhyno in the Barbed wire cage match, and Hardy vs. Nitro Ladder Match;
Batista vs. Big Show (ECW episode) Worst- Jillian Hall vs Melina at Judgement Day Worst - Jeff Hardy vs Nitro Worst match: take your pick. Worst: Booker T & Sharmell vs The Boogyman WM22 Umaga vs random jobber or Vince McMahon vs Triple H at MSG (both from Raw) Worst: Booker T vs Boogeyman
Best/Worst PPV
Best- Wrestlemania 22./ No Way Out/TNA Lockdown. NYR/ Best PPV: ECW One Night Stand 2006 Best: Wrestlemania 22 Bound for Glory (TNA)/No Way Out/Best: WrestleMania No Way Out/ TNA No Surrender;
Worst- GAB 2006 Worst- Judgement Day. GAB Worst - WWE Vengeance Worst PPV: Unforgiven 2006 Worst: New Years Revolution Cyber Sunday The Great American Bash Worst: Great American Bash Cyber Sunday Cyber Sunday
Most Underrated
Matt Hardy, Kane, Finlay Shelton Benjamin Shelton Benjamen. Kazarian Benjamin HBK Matt Hardy Lashley Charlie Haas Finlay Shelton Benjamin Shelton Benjamin
Most Overrated
Lashley, RKO Umaga JOHN CENA. Cena Cena Benjamin Cena Samoa Joe Randy Orton Randy Orton RKO Batista DX DX Umaga Cena, D-X, Batista, The Miz, Rey Mysterio... I guess i'll stick with Cena
Best/Worst faction
Best- DX King Booker's Court/Best- DX/ Best - LAX. DXBest Faction: LAX (Latin American Exchange Best: Team Canada LAX LAXBest: DX (it was great for about 3 weeks) LAX / LAX
Spirit Squad Worst- DX. Worst - Spirit Squad /Job squad Worst faction: Spirit Squad Worst: Spirit Squad /Spirit Squad Worst: DX DX ; D-X (They used to be good, though, obviously)
Best/Worst commentator
JR, JBL Mike Tenay /Best- Jim Ross/ Best commentator – JBL/Best - Joey Styles. Styles/Best Commentator: Joey Styles Best: Joey Styles JBL/) JBL/Best: JBL JBL / Good ol' J.R;
Michael Cole (Nothing w/o Taz) Tazz Worst: The King Jerry Lawler Don West (TNA Worst commentator: JBL Worst: Jerry Lawler Tazz Worst - Don West Worst commentator - Don West Worst- Mike Tenay. Worst- Michael Cole JBL Best/Worst Diva
Trish Trish (you will be missed)/ Best- Trish Stratus/ Best diva - Mickie James/elly Best - Mickie James. Maria/Best Diva: Victoria Best: Mickie James Trish Stratus/ Trish Stratus/ Best: Trish Stratus Mickie James/Mickie James;
Worst- Kristal Kelly Kelly Worst- Torrie Wilson. Worst diva - Kelly K Worst – Lita Jillian Worst Diva: damn, almost any. Torrie Wilson Worst: Melina Candice Michelle Ashley Massaro and Kelly Kelly Worst: Shirelda Lita Lita
Best/Worst manager/valet
Best- Armando Alejandro Estrrrrrada Father James Mitchell/ Best- Lita/ Best manager - Elijah Burke/Best - Konnan. Best Manager: Elijah Burke Best: Scott D'amore AAE/ (Valet) Queen SharmellAlejandro Estra Winnebego; Best: Sharmell Armando Alejandro Estrada /
Estrada Worst- Davari Worst manager - Michelle McCool Worst – Melina Worst manager/valet: Sharmell Worst: Lita Ashley /Kelly Kelly ; (Manager) Konnan/Daivari Melina Worst: Traci Brooks Vickie Guerrero
Best/Worst tag team
Best – CrymeTyme London and Kendrick/LAX Best- A.J Styles and Chrisopher Daniels/ Best tag-tam - London & Kendrick; Cryme Tyme/Best - Christopher Daniels and AJ Styles. DX/Best Tag Team: Kendrick and London Best: AJ Styles & Christopher Daniels The Hooliganz/LAX and London with KendrickBest: LAX London and Kendrick / The Hooliganz;
Worst- Matt Hardy and Tatanka. Worst tag-team - Eugene & Hacksaw Worst – DX Eugene and Hacksaw Worst tag team: Highlanders Worst: Eugene & Hacksaw Haas-Viscera /Charlie Haas and Viscera Worst: DX Haas and Big Vis Viscera and Hass
Best/worst gimmick
Best- Cena King Booker/Best- Triple H King Of Kings/ . Best Gimmick - CM Punk/Best - Samoa Joe. Edge/Best: King Booker King BookahKing Booker/Best: Samoa Joe's gimmick, which is basically a straight shooter Umanga, the "Samoan Bulldozer";
Worst- Eugene Umaga Worst- Kurt Angle Anti American Worst Gimmick - Vito (Crossdresser) Worst – Orton Cena /Umaga Worst: The Boogyman /“Retarded” Eugene The Boogeyman Worst: Boogeyman The Miz's Reality crap
Best/worst promo
Edge Life Sex Celebration Best- Triple H vs Edge RAW after Wrestlemania/ Best promo - Kennedy on Taker (before No Mercy on SD!)/Best - Kurt Angle on WWE. Styles on ECW/Best: Mick Foley Raw, July 10/ Anything with LAX/Joey Styles' worked shoot on RAW;
/Umaga's introduction Worst- Nitro and Melina press confrence. Worst promo - Shannon Moore's Coming to ECW Worst - Jarrett on getting NWA title back anything to do with Benjamin Anything with DX The Miz's promos during the Diva Search
Best/worst theme music
Best: Cena, Raw theme song, ChristianBest- Triple H King Of Kings/ Best theme - Dusty Rhodes; CM Punk/Best - CM Punk. HBK and McMahon/Batista Best: Batista Worst Kane/Edge's theme (Metallingus from Alter Bridge) or CM Punk's theme (This Fire Burns from Killswitch Engage) / Best: DX CM Punk / D-X;
Worst: Jonny Nitro /King Bookers Worst- John Cena. Worst theme - Eugene; Hacksaw Worst – Orton : Christopher Daniels Johnny Nitro Spirit Squad's theme or Nitro and Melina's theme Worst: The Miz Spirit Squad
Best/worst used wrestler
Best: King Booker Samoa Joe/Best- Jeff Jarrett/ Best - Samoa Joe. Best used – Cena/HHH/ /Best: Samoa Joe King Bookah/King Booker and Rob Van Dam/ Edge;
Worst: Kane Umaga Worst- Shelton Benjaman. Worst - Cena Worst used - Simon Dean Kane Benjamin Worst: Chris Benoit Carlito Shelton Benjamin and Super Crazy If you mean the wrestler that is used the worst, it's hands down Shelton Benjamin
Best/Worst rookie
Best: Mr. Kennedy Elijah Burke/Best- Kenny/ . Best rookie - CM Punk; Elijah Burke/ Best - CM Punk Kennedy/Best Rookie: Lashley Best: Chloe Mr. Kennedy/Brent Albright/ CM Punk;
Worst: The Miz Sylvester Terkay Worst- The Miz Worst rookie - Mike Knox; Norman Smiley . Worst – Umaga Umaga Worst rookie: Miz Worst: The Miz MVP The Miz The Miz
Best/worst finisher
Best: Pedegree Canadian Destoryer/Best- Canadian Destroyer/ Best finisher - Canadian Destroyer/Best - Homicide. Sweet Chin Music/Best Finisher: Tombstone Best: Joe's Mussel Buster Canadian Destroyer/Canadian Destroyer/ Best: Spear Umanga's Samoan Drop;
Worst: STFU F-U The Masterlock Samoan Spike Worst: Umaga's Samoan Spike worst finisher: Spear RKO Worst – Jarrett Worst finisher - The Worm Samoan Spike Worst- F-U. Worst: The Worm
Most/Least charismatic
Sting/Most- Kurt Angle/ . Most charismatic - Christian Cage; Jeff HardyMost - Angle. McMahon/Most Charismatic: Triple H Most: Samoa Joe Mr. Kennedy/Most: King Booker Ken Kennedy;
Johnny Nitro Worst- Johnny Nitro /Least charismatic - Shannon Moore Worst – Orton Benjamin Least charismatic: Batista Least: Lashley Bobby Lashley Least: Bobby Lashley / Shelton Benjamin John Cena
Most improved
Cena Mr. Kennedy Carlito. Show Christian Kennedy Edge King Bookah Bobby Lashley Bobby Lashley
Most potential
Carltio, Mr. Kennedy Mr. Kennedy Randy Orton Punk Samoa Joe Kennedy Mickie James Shelton Benjamin Kennedy CM Punk Mister Kennedy Shelton Benjamin CM Punk
Best wrestler over 30
Kurt Angle Kurt Angle Triple H. HBK Angle HBK Kurt Angle Angle Kurt Angle Kurt Angle and Chris Benoit Kurt Angle Shawn Michaels
Most shocking segment/promo
Kurt Angle to TNA Micke Foley firing. Vince on God Styles on ECW Angle's "It's real, it's damn real!" video DX oral sex scene Kennedy's promo against Undertaker before the WWE No Mercy PPV and also Kennedy against Undertaker on the Smackdown Episode from November 10th. Edge costs Cena the WWE Title at ECW One Night Stand Joey Styles "Worked shoot" Promo
Best/worst in-ring attire
Best- Mickie James Jeff Hardy/Best- Candice Michelle/ HooliganZ/ Best - Sting. Candice/Best: Christopher Daniels Shawn Michaels" Rey Mysterioo Undertaker
MVP Worst- MVP. Vito Worst – Cena Cena /Umaga Worst: Vito ; MVP's "Scuba Gear /Vit /MVP / MVP
Best/worst PPV match
Best- Edge vs Mick Foley at WM22/ Best - Samoa Joe vs AJ Styles vs Chris Daniels. NYR/ RVD&Cena at ONS 2/ Kurt Angle vs The Undertaker (No Way Out)/Best: Kurt Angle vs Undertaker (No Way Out) Styles and Daniels vs. LAX, Ultimate X;
Worst- Flair vs Foley at Vengeance. Worst - Umaga vs Eugene Lita-Mickie at C. Sunday Fatal Four Way Bra & Panties (The Great American Bash) Worst: Booker T vs Boogeyman (WrestleMania) Anything WWE did that didn't happen at WrestleMania
Best/worst wrestler hiring.
Best- Umaga Jeff HardyBest- Kurt Angle/ Best - Angle in TNA. Kennedy/Best Hiring: Kurt Angle by TNA/Best: TNA CM Punk/ Kurt Angle at TNA/ Best: TNA hires Kurt Angle Kurt Angle / Angle in TNA;
Worst: Khali /Umaga Worst- Scott Steiner Worst - Jimmy Wang-Yang Umaga worst wrestler hiring: Tatanka Worst: WWE Mike Mizanin at WWE Worst: WWE hires K-Fed Great Khali Boogeyman
Best Wrestler Below 30 years
Cena Mr. Kennedy Randy Orton CM Punk; Elijah Burke Samoa Joe Christian C.M. Punk AJ Styles Samoa Joe Bobby Lashley Samoa Joe C.M Punk
Biggest comeback
DX Booker Test! Rob Van Dam Sting DX Sting Jeff Hardy Chris Benoit after his sabbatical Angle Kurt Angle (even though he really didn't "Leave")
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MY85
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Dec 22 2006, 02:20 AM
Post #10533
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It's a fabulous new day, yes it is!
- Posts:
- 23,115
- Group:
- Members
- Member
- #227
- Joined:
- July 15, 2006
- All Time Favorite Wrestler(s):
- Shawn Michaels
- Favorite Active Wrestler(s):
- Seth Rollins, AJ Styles, Finn Balor, The New Day, Sasha Banks
- STATUS:
- Just another day in life.
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All I gotta say with that is: holy shit.
Raw the worst brand on 6SW wouldn't surprise me.
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jackymatic
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Dec 22 2006, 06:16 AM
Post #10534
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He died for your sins
- Posts:
- 2,427
- Group:
- Members
- Member
- #28
- Joined:
- January 18, 2006
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I'm Ignoring logic, reality, and common sense by posting in this thread
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L69
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Dec 22 2006, 12:06 PM
Post #10535
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- Posts:
- 17,297
- Group:
- Members
- Member
- #24
- Joined:
- January 15, 2006
- Favorite Active Wrestler(s):
- "Broken" Matt Hardy, Martin Kirby, Neville, Pete Dunne
- STATUS:
- Everything gets a return...
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- Nebuchanezzar
- Dec 22 2006, 03:04 AM
Um...probably. I'll get on it in a few days. I guess I'll have to look at that poll Cybrus did to see what people want to do regarding these things. Also, if anyone wants the results for the wrestling awards then I'll PM the half finished totals to you. There's no way in hell that I can be bothered to finish it now, I'm sorry. Actually, here are the half collated results. You'll be able to work out stuff from here.
KING BOOKER, PROTOTYPE, 15SHOWS, RALPHY, KAMETSOU, OBSERVER, NEBUCHANEZZAR, SRP, ALMIGHTYDOLLAR, 4400, MY85, CYBRUS, DARK LONER, WWEWL
Wrestling Related (WWE/TNA/Indy)
Best/Worst Feud
Cena v Edge - 6 Angle v Joe - 2 Best ROH vs CZW. DX v McMahons/ Best Feud: Lashley vs. Booker T Vince-Michaels/ Best: Samoa Joe vs AJ Styles vs Christopher Daniels
DX v McMahons - 3 DX v Spirit Squad - 2 Boogeyman vs. Miz Cena-Edge Worst: Undertaker vs Mark Henry Worst Feud: John Cena vs. Edge Batista v anyone / Worst- Jerry The King Lawler and Gregory Helmes Worst- Lashley/King Booker,
Best/Worst storyline
NO WINNER, ALL EQUAL. Best- DX vs Mcmahons WWE vs. ECW/ Best- Trish and Mickie/ Best - ROH vs CZW. Cena v Edge /Best Storyline: Sting vs. Jeff Jarrett buildup King Booker's storyline and the storyline to build up the return of DX Best: Christian Cage mocking Jeff Jarrett Foley Vs. Flair /
Rey & Chavo - 6 Worst- Boogeyman and Booker T. Worst: Shawn's buddy God Eddie storyline and the storyline involving Charlie Haas, Viscera and Lilian Garcia
Best/worst Heel
Edge - 8 King Booker - 4 Best Heel - Mr. Kennedy; Christian Cage Alex Shelly. McMahon; The Miz
Umaga - 3 Miz - 2 Worst- Tatanka Johnny Nitro Worst- Matt Hardy Worst Heel – Eugene Worst: Mark Henry Vince McMahon Chris Masters
Best/Worst Face
Carlito - 3 Kurt Angle - 2 Shawn Michaels - 2 Best- John Cena RVD/ Best: Chris Benoit /Rob Van Dam Best: Samoa Joe
John Cena - 7 Boogeyman - 2 Worst- Shark Boy Worst Face – Vito and Batista I guess; The Miz / Lashley,
Best/Worst Brand
TNA Impact - 6 RAW – 4 Smackdown - 4
RAW - 6 Ecw - 3 Worst- Smackdown Worst- Smackdown. Worst – WWE Worst Brand: TNA Impact
Best/Worst mic skills
Edge - 3 HHH - 2 Vince McMahon - 2 Mr. Kennedy - 2 Christian Cage - 2 Best- Cena King Booker, Elijah Burke/ Best - Christopher Daniels. HBK and Best: King Booker Paul Heyman/
Worst- Khali Johnny Nitro Worst- Johnny Nitro. Worst Mic Skills - Jeff Hardy Worst - Great Khali Nitro and Benjamin Worst mic skills: Ken Kennedy (It takes more than yelling your own name over and over) Worst: Bobby Lashley Bobby Lashley The Great Khal Worst: The Miz / Shelton Benjamin The Miz
Best/worst match
Best- TLC Edge vs Cena Angle vs. Taker (No Way Out)/Best- Edge and Foley at WM22./ . Best - Christopher Daniels/AJ Styles vs LAX. NYR Elimination chamber/ Best Match: RVD vs. Edge, Vengeance Best: Cena vs Edge Unforgiven Cena-Edge at Unforgiven/Test-Holly on ECW RVD vs Test (ECW)/Best: Kurt Angle vs Undertaker (No Way Out) Tie between Christian and Rhyno in the Barbed wire cage match, and Hardy vs. Nitro Ladder Match;
Batista vs. Big Show (ECW episode) Worst- Jillian Hall vs Melina at Judgement Day Worst - Jeff Hardy vs Nitro Worst match: take your pick. Worst: Booker T & Sharmell vs The Boogyman WM22 Umaga vs random jobber or Vince McMahon vs Triple H at MSG (both from Raw) Worst: Booker T vs Boogeyman
Best/Worst PPV
Best- Wrestlemania 22./ No Way Out/TNA Lockdown. NYR/ Best PPV: ECW One Night Stand 2006 Best: Wrestlemania 22 Bound for Glory (TNA)/No Way Out/Best: WrestleMania No Way Out/ TNA No Surrender;
Worst- GAB 2006 Worst- Judgement Day. GAB Worst - WWE Vengeance Worst PPV: Unforgiven 2006 Worst: New Years Revolution Cyber Sunday The Great American Bash Worst: Great American Bash Cyber Sunday Cyber Sunday
Most Underrated
Matt Hardy, Kane, Finlay Shelton Benjamin Shelton Benjamen. Kazarian Benjamin HBK Matt Hardy Lashley Charlie Haas Finlay Shelton Benjamin Shelton Benjamin
Most Overrated
Lashley, RKO Umaga JOHN CENA. Cena Cena Benjamin Cena Samoa Joe Randy Orton Randy Orton RKO Batista DX DX Umaga Cena, D-X, Batista, The Miz, Rey Mysterio... I guess i'll stick with Cena
Best/Worst faction
Best- DX King Booker's Court/Best- DX/ Best - LAX. DXBest Faction: LAX (Latin American Exchange Best: Team Canada LAX LAXBest: DX (it was great for about 3 weeks) LAX / LAX
Spirit Squad Worst- DX. Worst - Spirit Squad /Job squad Worst faction: Spirit Squad Worst: Spirit Squad /Spirit Squad Worst: DX DX ; D-X (They used to be good, though, obviously)
Best/Worst commentator
JR, JBL Mike Tenay /Best- Jim Ross/ Best commentator – JBL/Best - Joey Styles. Styles/Best Commentator: Joey Styles Best: Joey Styles JBL/) JBL/Best: JBL JBL / Good ol' J.R;
Michael Cole (Nothing w/o Taz) Tazz Worst: The King Jerry Lawler Don West (TNA Worst commentator: JBL Worst: Jerry Lawler Tazz Worst - Don West Worst commentator - Don West Worst- Mike Tenay. Worst- Michael Cole JBL Best/Worst Diva
Trish Trish (you will be missed)/ Best- Trish Stratus/ Best diva - Mickie James/elly Best - Mickie James. Maria/Best Diva: Victoria Best: Mickie James Trish Stratus/ Trish Stratus/ Best: Trish Stratus Mickie James/Mickie James;
Worst- Kristal Kelly Kelly Worst- Torrie Wilson. Worst diva - Kelly K Worst – Lita Jillian Worst Diva: damn, almost any. Torrie Wilson Worst: Melina Candice Michelle Ashley Massaro and Kelly Kelly Worst: Shirelda Lita Lita
Best/Worst manager/valet
Best- Armando Alejandro Estrrrrrada Father James Mitchell/ Best- Lita/ Best manager - Elijah Burke/Best - Konnan. Best Manager: Elijah Burke Best: Scott D'amore AAE/ (Valet) Queen SharmellAlejandro Estra Winnebego; Best: Sharmell Armando Alejandro Estrada /
Estrada Worst- Davari Worst manager - Michelle McCool Worst – Melina Worst manager/valet: Sharmell Worst: Lita Ashley /Kelly Kelly ; (Manager) Konnan/Daivari Melina Worst: Traci Brooks Vickie Guerrero
Best/Worst tag team
Best – CrymeTyme London and Kendrick/LAX Best- A.J Styles and Chrisopher Daniels/ Best tag-tam - London & Kendrick; Cryme Tyme/Best - Christopher Daniels and AJ Styles. DX/Best Tag Team: Kendrick and London Best: AJ Styles & Christopher Daniels The Hooliganz/LAX and London with KendrickBest: LAX London and Kendrick / The Hooliganz;
Worst- Matt Hardy and Tatanka. Worst tag-team - Eugene & Hacksaw Worst – DX Eugene and Hacksaw Worst tag team: Highlanders Worst: Eugene & Hacksaw Haas-Viscera /Charlie Haas and Viscera Worst: DX Haas and Big Vis Viscera and Hass
Best/worst gimmick
Best- Cena King Booker/Best- Triple H King Of Kings/ . Best Gimmick - CM Punk/Best - Samoa Joe. Edge/Best: King Booker King BookahKing Booker/Best: Samoa Joe's gimmick, which is basically a straight shooter Umanga, the "Samoan Bulldozer";
Worst- Eugene Umaga Worst- Kurt Angle Anti American Worst Gimmick - Vito (Crossdresser) Worst – Orton Cena /Umaga Worst: The Boogyman /“Retarded” Eugene The Boogeyman Worst: Boogeyman The Miz's Reality crap
Best/worst promo
Edge Life Sex Celebration Best- Triple H vs Edge RAW after Wrestlemania/ Best promo - Kennedy on Taker (before No Mercy on SD!)/Best - Kurt Angle on WWE. Styles on ECW/Best: Mick Foley Raw, July 10/ Anything with LAX/Joey Styles' worked shoot on RAW;
/Umaga's introduction Worst- Nitro and Melina press confrence. Worst promo - Shannon Moore's Coming to ECW Worst - Jarrett on getting NWA title back anything to do with Benjamin Anything with DX The Miz's promos during the Diva Search
Best/worst theme music
Best: Cena, Raw theme song, ChristianBest- Triple H King Of Kings/ Best theme - Dusty Rhodes; CM Punk/Best - CM Punk. HBK and McMahon/Batista Best: Batista Worst Kane/Edge's theme (Metallingus from Alter Bridge) or CM Punk's theme (This Fire Burns from Killswitch Engage) / Best: DX CM Punk / D-X;
Worst: Jonny Nitro /King Bookers Worst- John Cena. Worst theme - Eugene; Hacksaw Worst – Orton : Christopher Daniels Johnny Nitro Spirit Squad's theme or Nitro and Melina's theme Worst: The Miz Spirit Squad
Best/worst used wrestler
Best: King Booker Samoa Joe/Best- Jeff Jarrett/ Best - Samoa Joe. Best used – Cena/HHH/ /Best: Samoa Joe King Bookah/King Booker and Rob Van Dam/ Edge;
Worst: Kane Umaga Worst- Shelton Benjaman. Worst - Cena Worst used - Simon Dean Kane Benjamin Worst: Chris Benoit Carlito Shelton Benjamin and Super Crazy If you mean the wrestler that is used the worst, it's hands down Shelton Benjamin
Best/Worst rookie
Best: Mr. Kennedy Elijah Burke/Best- Kenny/ . Best rookie - CM Punk; Elijah Burke/ Best - CM Punk Kennedy/Best Rookie: Lashley Best: Chloe Mr. Kennedy/Brent Albright/ CM Punk;
Worst: The Miz Sylvester Terkay Worst- The Miz Worst rookie - Mike Knox; Norman Smiley . Worst – Umaga Umaga Worst rookie: Miz Worst: The Miz MVP The Miz The Miz
Best/worst finisher
Best: Pedegree Canadian Destoryer/Best- Canadian Destroyer/ Best finisher - Canadian Destroyer/Best - Homicide. Sweet Chin Music/Best Finisher: Tombstone Best: Joe's Mussel Buster Canadian Destroyer/Canadian Destroyer/ Best: Spear Umanga's Samoan Drop;
Worst: STFU F-U The Masterlock Samoan Spike Worst: Umaga's Samoan Spike worst finisher: Spear RKO Worst – Jarrett Worst finisher - The Worm Samoan Spike Worst- F-U. Worst: The Worm
Most/Least charismatic
Sting/Most- Kurt Angle/ . Most charismatic - Christian Cage; Jeff HardyMost - Angle. McMahon/Most Charismatic: Triple H Most: Samoa Joe Mr. Kennedy/Most: King Booker Ken Kennedy;
Johnny Nitro Worst- Johnny Nitro /Least charismatic - Shannon Moore Worst – Orton Benjamin Least charismatic: Batista Least: Lashley Bobby Lashley Least: Bobby Lashley / Shelton Benjamin John Cena
Most improved
Cena Mr. Kennedy Carlito. Show Christian Kennedy Edge King Bookah Bobby Lashley Bobby Lashley
Most potential
Carltio, Mr. Kennedy Mr. Kennedy Randy Orton Punk Samoa Joe Kennedy Mickie James Shelton Benjamin Kennedy CM Punk Mister Kennedy Shelton Benjamin CM Punk
Best wrestler over 30
Kurt Angle Kurt Angle Triple H. HBK Angle HBK Kurt Angle Angle Kurt Angle Kurt Angle and Chris Benoit Kurt Angle Shawn Michaels
Most shocking segment/promo
Kurt Angle to TNA Micke Foley firing. Vince on God Styles on ECW Angle's "It's real, it's damn real!" video DX oral sex scene Kennedy's promo against Undertaker before the WWE No Mercy PPV and also Kennedy against Undertaker on the Smackdown Episode from November 10th. Edge costs Cena the WWE Title at ECW One Night Stand Joey Styles "Worked shoot" Promo
Best/worst in-ring attire
Best- Mickie James Jeff Hardy/Best- Candice Michelle/ HooliganZ/ Best - Sting. Candice/Best: Christopher Daniels Shawn Michaels" Rey Mysterioo Undertaker
MVP Worst- MVP. Vito Worst – Cena Cena /Umaga Worst: Vito ; MVP's "Scuba Gear /Vit /MVP / MVP
Best/worst PPV match
Best- Edge vs Mick Foley at WM22/ Best - Samoa Joe vs AJ Styles vs Chris Daniels. NYR/ RVD&Cena at ONS 2/ Kurt Angle vs The Undertaker (No Way Out)/Best: Kurt Angle vs Undertaker (No Way Out) Styles and Daniels vs. LAX, Ultimate X;
Worst- Flair vs Foley at Vengeance. Worst - Umaga vs Eugene Lita-Mickie at C. Sunday Fatal Four Way Bra & Panties (The Great American Bash) Worst: Booker T vs Boogeyman (WrestleMania) Anything WWE did that didn't happen at WrestleMania
Best/worst wrestler hiring.
Best- Umaga Jeff HardyBest- Kurt Angle/ Best - Angle in TNA. Kennedy/Best Hiring: Kurt Angle by TNA/Best: TNA CM Punk/ Kurt Angle at TNA/ Best: TNA hires Kurt Angle Kurt Angle / Angle in TNA;
Worst: Khali /Umaga Worst- Scott Steiner Worst - Jimmy Wang-Yang Umaga worst wrestler hiring: Tatanka Worst: WWE Mike Mizanin at WWE Worst: WWE hires K-Fed Great Khali Boogeyman
Best Wrestler Below 30 years
Cena Mr. Kennedy Randy Orton CM Punk; Elijah Burke Samoa Joe Christian C.M. Punk AJ Styles Samoa Joe Bobby Lashley Samoa Joe C.M Punk
Biggest comeback
DX Booker Test! Rob Van Dam Sting DX Sting Jeff Hardy Chris Benoit after his sabbatical Angle Kurt Angle (even though he really didn't "Leave")
Holy Crap Neb, that is your longest post, ever.
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Nubochanozep
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Dec 22 2006, 12:15 PM
Post #10536
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- Posts:
- 17,631
- Group:
- Members
- Member
- #27
- Joined:
- January 17, 2006
- All Time Favorite Wrestler(s):
- Shawn Michaels, Mick Foley
- Favorite Active Wrestler(s):
- Brock Lesnar
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No it's not. I did a 60,000 word post in this thread once. It shouldn't be too hard to find...:P
- Nebuchanezzar
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A teacher must have a high level of knowledge in certain fields of educational psychology to be an effective teacher. Knowledge of human cognitive architecture and the processes involved with learning are fields that require a high level of expertise. If a teacher is knowledgeable within these fields, their classroom practise will be better developed than a teacher who is not knowledgeable within these fields. Evidence of this can be found in schools all over the world, with the best teachers utilising their knowledge enabling their students learn to the best of their abilities.
Perhaps the most important aspect of human cognitive architecture is the idea of the modal model. This model integrates all systems within human cognitive architecture into a neat, functional system that helps teacher’s understand how stimuli are processed in the mind. This knowledge is invaluable to an educator, and allows for the smaller components of a student’s cognitive architecture to be better understood.
The first stage within the modal model and the first stage that new information entering the mind must go through, is the module known as sensory memory. Sensory memory acts as the gateway through which all new information must progress. It has two “registers” (Bruning et al, 2005, p.19): The Icon, and the Echo. Both the icon and echo are extremely limited in their function. The work of George Sperling (1960) defined that the icon (the visual register) can store information for only 0.5 seconds before it decays. The work of Darwin, Turvey and Crowder defined that the echo (the audio register) can only store information for up to 4 seconds before it decays. There are several implications for positive classroom practise in the module of sensory memory, in that it defines that information that enters the mind is subject to decay unless it is transferred to working memory almost immediately (as seen in the decay times). Teachers must therefore attempt to ensure that incoming stimuli is transferred to working memory immediately, or in better words; to make sure that the information is perceived well enough and that the student’s attention is sufficiently high.
Information coming toward the gateways that are the icon and echo is subject to the learner’s perception and attention. In other words, information will not progress toward working memory unless correct perception occurs whilst the student is paying attention. Perception is said to be the assignment of meaning to an incoming stimuli. Hence, for correct perception to occur, the appropriate prior knowledge (schemas) must be activated. The new stimuli must be unique, creative and interesting toward a student for the best attention and perception to occur. In classroom practise, this could be applied by providing prior knowledge materials (such as posters and videos) to students before learning a new concept. Teachers could also attempt to make a new topic interesting by making the new stimulus unique and exciting, so that maximum perception and attention occurs. Automaticity (Neisser 1967) is another important concept for teachers in that it defines that if a student gains enough expertise in a field, then they will requires less cognitive resources to do the task. This is turn means less attention and perception will be required to perform a task. Automaticity can only be developed through extensive practise, and thus teachers should aim to develop automaticity in students so that the students can allocate their cognitive resources to other areas.
Knowledge of working memory is vital for an educator as it is in this step that the processing and deep meaning construction takes place. A very important concept for educators to come to terms with is that working memory is limited to processing 7 ± 2 pieces (chunks) of information at a time (Miller, 1956). In order for students to cope with this, educators must teach them concepts to overcome the limitations of working memory. For instance, a maths teacher could teach the quadratic formula to a group of students in little fragments, rather than getting them to remember the formula letter for letter, symbol for symbol. This means that the teacher has helped the students to chunk the information, hence working memory can better cope with this information. Information within working memory is stored within two areas, the articulatory loop and the visual-spatial sketchpad (Baddeley, 1986). This is of importance to teachers, due to the work of researchers such as Mousavi, Low and Sweller. (1995). Mousavi et al. said that because information within working memory is processed separately in the audio and visual areas, that it is wise to encode information in both formats. The implications for positive classroom practise are that information should be presented in both visual and audio formats (for instance drawings and descriptions). Also of importance is that working memory has a limit on how long things can be remembered for (~9-18 seconds (Peterson & Peterson, 1965)). Implications on educational practise are that teachers must compensate for this limit in working memory by storing information elsewhere, such as on paper. A chemistry teacher for instance could give students a photocopy of the Haber process that they can practise (as it has so many elements) memorising until it is successfully encoded.
Stimuli will hardly ever be encoded to long-term memory straight away, and hence educators must ensure that information undergoes ongoing rehearsal to ensure that it is sufficiently encoded into long-term memory. An example of this taking place can be found when a primary school teacher encourages students to recite the multiplication tables over-and-over again verbally until they remember them fully. This is not the only form of ongoing rehearsal, someone learning a new concept will likely have to rehearse things repeatedly until it is encoded well enough. Educators must ensure that enough ongoing rehearsal takes place to ensure information is encoded. When undertaking ongoing rehearsal (or any learning activity for that matter), one has to be aware of their own cognitive abilities. Knowledge of cognition is a form of metacognition where the student has knowledge of himself or herself as a learner. The relevance of this concerning ongoing rehearsal is that student’s should be made metacognitively aware (that is, aware of their own cognitive abilities) so that they can undertaker their most efficient form of ongoing rehearsal. For instance, a student that believes that they learn better whilst listening to music should do so; a student who believes they will work better on their own should do so. In those examples, a student is showing knowledge of themself as a learner. Hence, to positively influence classroom practise, teachers should make every effort they can to make their students metacognitively aware (if they are capable).
Encoding information is the process of bringing stimuli into the mind and storing it permanently in long-term memory. Encoding simple information can be done using several straightforward techniques. These include Mediation, which involves making nonsensical information appear more meaningful (Bruning et al. 2005, p.67); Imagery, where concepts or ideas are represented in the mind as images; and Mnemonics where memory strategies are used to help remember ideas or concepts (Bruning et al. 2005, p.67). Encoding complex information requires knowledge of the structure of long-term memory, which is part of human cognitive architecture.
Before discussing understanding the structure, educators must be familiar with the different types of knowledge within long-term memory. Declarative knowledge is the most well known type of knowledge and simply involves facts that can be semantic (declared facts like oxygen is a gas, or iron is a metal), or episodic (such as when a person’s friend died). Procedural knowledge is knowledge of procedures or processions in which to achieve something (such as an experiment method), and conditional knowledge involves where to use the two above types of knowledge. Educators must be aware of the types of knowledge, as they can couple different types of knowledge so that students can understand things to the best of their abilities. For instance, when teaching a student about different rock types, a teacher would educate the student on things such as different types of rock (declarative knowledge), the different ways of identifying a rock type (procedural) and when to use such techniques (conditional). If teachers make students aware of all types of knowledge within this field, then the student will understand rock types more than a student who was only given declarative knowledge.
Once stimuli make there way from working memory to long-term memory, they have been successfully encoded into long-term memory. Having an understanding of different types of knowledge is useful for a teacher but it plays a small part in the much larger idea of how long term memories are structured and organised within the mind. Educational psychologists currently subscribe to the idea of schema theory when explaining the structure of long-term memory. Schema theory simply states that knowledge is organised into what could be thought of as a spider web (www.sil.org). Different types of knowledge are organised into different spots of a spider’s web, and these different knowledge modules all interact and connect with one another so that knowledge can be used with maximum efficiency. This theory has positive classroom effects in that educators can sympathise with how knowledge is structured in the mind. With this knowledge, educators can arrange classes to be structured in a neat and organised fashion that will allow for the neatest and most logical organisation of schemas. Educators can also be aware that each type of knowledge interacts with other types of knowledge, and hence when teaching a new concept (such as advanced motion physics) teachers will be aware that they can draw upon schemas already in the mind (such as the basic ideas of Newton’s laws of motion). Schemas that have already been encoded also play a large part in attention and perception. As has already been described, schemas play a huge part in the construction of new knowledge. Schemas should therefore be of extreme importance to an educator, in that they need to activate and use prior knowledge (existing schemas) to build new knowledge. For instance, a mathematics teacher would never consider teaching the quadratic equation to someone who has no knowledge of basic algebra. It is obvious that to teach new ideas to students, that existing schemas need to be thought about, and built upon in order to build up the best knowledge base possible. It is also worth noting that if well-structured schemas are not built up, then this lack of good long-term knowledge will adversely affect how students learn new concepts further on in life. As well as schema theory, educators also subscribe to other ways of describing how knowledge in structured in long-term memory. Educators have realised that students regularly organise information into categories, technically defined as concepts (Chi, Slotta and de Leeuw, 1994). These categories help students to relate one idea to the other and hence works like schema theory in that all information is linked. For instance, English students would categorise nouns, verbs and adjectives amongst other things. Implications for positive education are that teachers must realise this and help students to categorise information successfully so their cognition is well organised, well structured and correctly understood.
Simple encoding processes (which have already been discussed) are good for constructing knowledge bases about simple areas, however for new information to be best constructed, complex encoding processes must be understood. As detailed before, existing schemas need to be activated in order for new information to be best understood, and for correct perception to occur. It is therefore likely that for correct and positive encoding to occur in complex situations, that the same technique should be utilised. This is called schema activation. Educators should be aware of the idea of schema activation as a process, and idea that can hugely influence learning. Educators can use the idea of schema activation in all areas of classroom teaching. A primary school teacher could draw on basic multiplication schemas and relate them to long multiplication ideas, which are just being introduced to students. These students would find it almost impossibly difficult to learn long multiplication if the prior schemas were not reactivated (if necessary). An educator can bring prior schemas back into the minds of students in many different ways. Mind-maps, videos, class discussions and reading texts are many of these ways, however as dictated by attention and perception the way in which prior knowledge is brought back should be unique and creative.
Deep processing is simply when a student processes information that results in further understanding. Deep processing can range from self-generated notes (which the student constructs themselves) to elaboration amongst students (where student’s discuss the new information). The prime advantages of using deep processing techniques are that they encourage information to be encoded in a unique manner. Educators should encourage students to engage in these unique activities (such as group study during the year) to ensure that the students are encoding in the best possible manner. Educators should also monitor the encoding techniques that student’s are using, and should attempt to match students up with good encoding techniques to ensure that the best encoding is taking place. For instance, a teacher should not encourage self-generated notes in mathematics where mistakes are likely to be made, but should encourage it in history where these mistakes are likely to be less influential.
Encoding specificity (Tulving & Ulser, 1968) conducted tests that dictated that wherever possible, conditions at the time/place of encoding should be similar to that found where retrieval takes place. Guided peer questioning is another process involved with learning that can greatly affect how things are remembered. The simple example of a student asking a teacher, or a group of students how something works (i.e. the student gives their own opinion) can often greatly enhance how much of the subject is remembered, as the encoding will often be more unique and memorable to the student.
Educators must be aware of the differences between recognition and recall questions, and their implications on the learning process. Recall questions are in the form of “Explain how the Haber process works”, whereas recognition questions are in the form of “Does the Haber process synthesize ammonia?” Educators can find use in this knowledge when teaching. If the educator is aware of the type of question that can be found in an exam, then they can teach their student’s accordingly. This is why English teachers tend to teach differently to science teachers, as the type of questioning that will be found in an exam is vastly different to the other. Teachers should be aware that if they do not teach the students the information properly, even if the right type of questioning does come up, the recall/recognition would be very poor. Teachers must also be aware that even in the best of circumstances, retrieval can fail (Bruning et al., 2005, p. 108). Reasons for this seem to lie in poor encoding, and hence the importance of good encoding processes is emphasised in this point.
The processes and systems of human cognitive architecture are studied by educators extensively due to their obvious importance to the field of education. Knowledge of processes such as encoding and retrieval are just as important as knowledge of architectural components such as sensory or working memory, yet both are studied by teachers due to their overwhelming importance in improving classroom practise. Each field of educational psychology allows teachers to understand how information is going through the minds of their students, and once this knowledge is acquired, the knowledge can be applied to the learning process of students. If teachers did not have knowledge of these fields, chances are that education would not be anywhere near the level that it is at today and classroom practise would be extremely primitive.
A teacher must have a high level of knowledge in certain fields of educational psychology to be an effective teacher. Knowledge of human cognitive architecture and the processes involved with learning are fields that require a high level of expertise. If a teacher is knowledgeable within these fields, their classroom practise will be better developed than a teacher who is not knowledgeable within these fields. Evidence of this can be found in schools all over the world, with the best teachers utilising their knowledge enabling their students learn to the best of their abilities.
Perhaps the most important aspect of human cognitive architecture is the idea of the modal model. This model integrates all systems within human cognitive architecture into a neat, functional system that helps teacher’s understand how stimuli are processed in the mind. This knowledge is invaluable to an educator, and allows for the smaller components of a student’s cognitive architecture to be better understood.
The first stage within the modal model and the first stage that new information entering the mind must go through, is the module known as sensory memory. Sensory memory acts as the gateway through which all new information must progress. It has two “registers” (Bruning et al, 2005, p.19): The Icon, and the Echo. Both the icon and echo are extremely limited in their function. The work of George Sperling (1960) defined that the icon (the visual register) can store information for only 0.5 seconds before it decays. The work of Darwin, Turvey and Crowder defined that the echo (the audio register) can only store information for up to 4 seconds before it decays. There are several implications for positive classroom practise in the module of sensory memory, in that it defines that information that enters the mind is subject to decay unless it is transferred to working memory almost immediately (as seen in the decay times). Teachers must therefore attempt to ensure that incoming stimuli is transferred to working memory immediately, or in better words; to make sure that the information is perceived well enough and that the student’s attention is sufficiently high.
Information coming toward the gateways that are the icon and echo is subject to the learner’s perception and attention. In other words, information will not progress toward working memory unless correct perception occurs whilst the student is paying attention. Perception is said to be the assignment of meaning to an incoming stimuli. Hence, for correct perception to occur, the appropriate prior knowledge (schemas) must be activated. The new stimuli must be unique, creative and interesting toward a student for the best attention and perception to occur. In classroom practise, this could be applied by providing prior knowledge materials (such as posters and videos) to students before learning a new concept. Teachers could also attempt to make a new topic interesting by making the new stimulus unique and exciting, so that maximum perception and attention occurs. Automaticity (Neisser 1967) is another important concept for teachers in that it defines that if a student gains enough expertise in a field, then they will requires less cognitive resources to do the task. This is turn means less attention and perception will be required to perform a task. Automaticity can only be developed through extensive practise, and thus teachers should aim to develop automaticity in students so that the students can allocate their cognitive resources to other areas.
Knowledge of working memory is vital for an educator as it is in this step that the processing and deep meaning construction takes place. A very important concept for educators to come to terms with is that working memory is limited to processing 7 ± 2 pieces (chunks) of information at a time (Miller, 1956). In order for students to cope with this, educators must teach them concepts to overcome the limitations of working memory. For instance, a maths teacher could teach the quadratic formula to a group of students in little fragments, rather than getting them to remember the formula letter for letter, symbol for symbol. This means that the teacher has helped the students to chunk the information, hence working memory can better cope with this information. Information within working memory is stored within two areas, the articulatory loop and the visual-spatial sketchpad (Baddeley, 1986). This is of importance to teachers, due to the work of researchers such as Mousavi, Low and Sweller. (1995). Mousavi et al. said that because information within working memory is processed separately in the audio and visual areas, that it is wise to encode information in both formats. The implications for positive classroom practise are that information should be presented in both visual and audio formats (for instance drawings and descriptions). Also of importance is that working memory has a limit on how long things can be remembered for (~9-18 seconds (Peterson & Peterson, 1965)). Implications on educational practise are that teachers must compensate for this limit in working memory by storing information elsewhere, such as on paper. A chemistry teacher for instance could give students a photocopy of the Haber process that they can practise (as it has so many elements) memorising until it is successfully encoded.
Stimuli will hardly ever be encoded to long-term memory straight away, and hence educators must ensure that information undergoes ongoing rehearsal to ensure that it is sufficiently encoded into long-term memory. An example of this taking place can be found when a primary school teacher encourages students to recite the multiplication tables over-and-over again verbally until they remember them fully. This is not the only form of ongoing rehearsal, someone learning a new concept will likely have to rehearse things repeatedly until it is encoded well enough. Educators must ensure that enough ongoing rehearsal takes place to ensure information is encoded. When undertaking ongoing rehearsal (or any learning activity for that matter), one has to be aware of their own cognitive abilities. Knowledge of cognition is a form of metacognition where the student has knowledge of himself or herself as a learner. The relevance of this concerning ongoing rehearsal is that student’s should be made metacognitively aware (that is, aware of their own cognitive abilities) so that they can undertaker their most efficient form of ongoing rehearsal. For instance, a student that believes that they learn better whilst listening to music should do so; a student who believes they will work better on their own should do so. In those examples, a student is showing knowledge of themself as a learner. Hence, to positively influence classroom practise, teachers should make every effort they can to make their students metacognitively aware (if they are capable).
Encoding information is the process of bringing stimuli into the mind and storing it permanently in long-term memory. Encoding simple information can be done using several straightforward techniques. These include Mediation, which involves making nonsensical information appear more meaningful (Bruning et al. 2005, p.67); Imagery, where concepts or ideas are represented in the mind as images; and Mnemonics where memory strategies are used to help remember ideas or concepts (Bruning et al. 2005, p.67). Encoding complex information requires knowledge of the structure of long-term memory, which is part of human cognitive architecture.
Before discussing understanding the structure, educators must be familiar with the different types of knowledge within long-term memory. Declarative knowledge is the most well known type of knowledge and simply involves facts that can be semantic (declared facts like oxygen is a gas, or iron is a metal), or episodic (such as when a person’s friend died). Procedural knowledge is knowledge of procedures or processions in which to achieve something (such as an experiment method), and conditional knowledge involves where to use the two above types of knowledge. Educators must be aware of the types of knowledge, as they can couple different types of knowledge so that students can understand things to the best of their abilities. For instance, when teaching a student about different rock types, a teacher would educate the student on things such as different types of rock (declarative knowledge), the different ways of identifying a rock type (procedural) and when to use such techniques (conditional). If teachers make students aware of all types of knowledge within this field, then the student will understand rock types more than a student who was only given declarative knowledge.
Once stimuli make there way from working memory to long-term memory, they have been successfully encoded into long-term memory. Having an understanding of different types of knowledge is useful for a teacher but it plays a small part in the much larger idea of how long term memories are structured and organised within the mind. Educational psychologists currently subscribe to the idea of schema theory when explaining the structure of long-term memory. Schema theory simply states that knowledge is organised into what could be thought of as a spider web (www.sil.org). Different types of knowledge are organised into different spots of a spider’s web, and these different knowledge modules all interact and connect with one another so that knowledge can be used with maximum efficiency. This theory has positive classroom effects in that educators can sympathise with how knowledge is structured in the mind. With this knowledge, educators can arrange classes to be structured in a neat and organised fashion that will allow for the neatest and most logical organisation of schemas. Educators can also be aware that each type of knowledge interacts with other types of knowledge, and hence when teaching a new concept (such as advanced motion physics) teachers will be aware that they can draw upon schemas already in the mind (such as the basic ideas of Newton’s laws of motion). Schemas that have already been encoded also play a large part in attention and perception. As has already been described, schemas play a huge part in the construction of new knowledge. Schemas should therefore be of extreme importance to an educator, in that they need to activate and use prior knowledge (existing schemas) to build new knowledge. For instance, a mathematics teacher would never consider teaching the quadratic equation to someone who has no knowledge of basic algebra. It is obvious that to teach new ideas to students, that existing schemas need to be thought about, and built upon in order to build up the best knowledge base possible. It is also worth noting that if well-structured schemas are not built up, then this lack of good long-term knowledge will adversely affect how students learn new concepts further on in life. As well as schema theory, educators also subscribe to other ways of describing how knowledge in structured in long-term memory. Educators have realised that students regularly organise information into categories, technically defined as concepts (Chi, Slotta and de Leeuw, 1994). These categories help students to relate one idea to the other and hence works like schema theory in that all information is linked. For instance, English students would categorise nouns, verbs and adjectives amongst other things. Implications for positive education are that teachers must realise this and help students to categorise information successfully so their cognition is well organised, well structured and correctly understood.
Simple encoding processes (which have already been discussed) are good for constructing knowledge bases about simple areas, however for new information to be best constructed, complex encoding processes must be understood. As detailed before, existing schemas need to be activated in order for new information to be best understood, and for correct perception to occur. It is therefore likely that for correct and positive encoding to occur in complex situations, that the same technique should be utilised. This is called schema activation. Educators should be aware of the idea of schema activation as a process, and idea that can hugely influence learning. Educators can use the idea of schema activation in all areas of classroom teaching. A primary school teacher could draw on basic multiplication schemas and relate them to long multiplication ideas, which are just being introduced to students. These students would find it almost impossibly difficult to learn long multiplication if the prior schemas were not reactivated (if necessary). An educator can bring prior schemas back into the minds of students in many different ways. Mind-maps, videos, class discussions and reading texts are many of these ways, however as dictated by attention and perception the way in which prior knowledge is brought back should be unique and creative.
Deep processing is simply when a student processes information that results in further understanding. Deep processing can range from self-generated notes (which the student constructs themselves) to elaboration amongst students (where student’s discuss the new information). The prime advantages of using deep processing techniques are that they encourage information to be encoded in a unique manner. Educators should encourage students to engage in these unique activities (such as group study during the year) to ensure that the students are encoding in the best possible manner. Educators should also monitor the encoding techniques that student’s are using, and should attempt to match students up with good encoding techniques to ensure that the best encoding is taking place. For instance, a teacher should not encourage self-generated notes in mathematics where mistakes are likely to be made, but should encourage it in history where these mistakes are likely to be less influential.
Encoding specificity (Tulving & Ulser, 1968) conducted tests that dictated that wherever possible, conditions at the time/place of encoding should be similar to that found where retrieval takes place. Guided peer questioning is another process involved with learning that can greatly affect how things are remembered. The simple example of a student asking a teacher, or a group of students how something works (i.e. the student gives their own opinion) can often greatly enhance how much of the subject is remembered, as the encoding will often be more unique and memorable to the student.
Educators must be aware of the differences between recognition and recall questions, and their implications on the learning process. Recall questions are in the form of “Explain how the Haber process works”, whereas recognition questions are in the form of “Does the Haber process synthesize ammonia?” Educators can find use in this knowledge when teaching. If the educator is aware of the type of question that can be found in an exam, then they can teach their student’s accordingly. This is why English teachers tend to teach differently to science teachers, as the type of questioning that will be found in an exam is vastly different to the other. Teachers should be aware that if they do not teach the students the information properly, even if the right type of questioning does come up, the recall/recognition would be very poor. Teachers must also be aware that even in the best of circumstances, retrieval can fail (Bruning et al., 2005, p. 108). Reasons for this seem to lie in poor encoding, and hence the importance of good encoding processes is emphasised in this point.
The processes and systems of human cognitive architecture are studied by educators extensively due to their obvious importance to the field of education. Knowledge of processes such as encoding and retrieval are just as important as knowledge of architectural components such as sensory or working memory, yet both are studied by teachers due to their overwhelming importance in improving classroom practise. Each field of educational psychology allows teachers to understand how information is going through the minds of their students, and once this knowledge is acquired, the knowledge can be applied to the learning process of students. If teachers did not have knowledge of these fields, chances are that education would not be anywhere near the level that it is at today and classroom practise would be extremely primitive.
A teacher must have a high level of knowledge in certain fields of educational psychology to be an effective teacher. Knowledge of human cognitive architecture and the processes involved with learning are fields that require a high level of expertise. If a teacher is knowledgeable within these fields, their classroom practise will be better developed than a teacher who is not knowledgeable within these fields. Evidence of this can be found in schools all over the world, with the best teachers utilising their knowledge enabling their students learn to the best of their abilities.
Perhaps the most important aspect of human cognitive architecture is the idea of the modal model. This model integrates all systems within human cognitive architecture into a neat, functional system that helps teacher’s understand how stimuli are processed in the mind. This knowledge is invaluable to an educator, and allows for the smaller components of a student’s cognitive architecture to be better understood.
The first stage within the modal model and the first stage that new information entering the mind must go through, is the module known as sensory memory. Sensory memory acts as the gateway through which all new information must progress. It has two “registers” (Bruning et al, 2005, p.19): The Icon, and the Echo. Both the icon and echo are extremely limited in their function. The work of George Sperling (1960) defined that the icon (the visual register) can store information for only 0.5 seconds before it decays. The work of Darwin, Turvey and Crowder defined that the echo (the audio register) can only store information for up to 4 seconds before it decays. There are several implications for positive classroom practise in the module of sensory memory, in that it defines that information that enters the mind is subject to decay unless it is transferred to working memory almost immediately (as seen in the decay times). Teachers must therefore attempt to ensure that incoming stimuli is transferred to working memory immediately, or in better words; to make sure that the information is perceived well enough and that the student’s attention is sufficiently high.
Information coming toward the gateways that are the icon and echo is subject to the learner’s perception and attention. In other words, information will not progress toward working memory unless correct perception occurs whilst the student is paying attention. Perception is said to be the assignment of meaning to an incoming stimuli. Hence, for correct perception to occur, the appropriate prior knowledge (schemas) must be activated. The new stimuli must be unique, creative and interesting toward a student for the best attention and perception to occur. In classroom practise, this could be applied by providing prior knowledge materials (such as posters and videos) to students before learning a new concept. Teachers could also attempt to make a new topic interesting by making the new stimulus unique and exciting, so that maximum perception and attention occurs. Automaticity (Neisser 1967) is another important concept for teachers in that it defines that if a student gains enough expertise in a field, then they will requires less cognitive resources to do the task. This is turn means less attention and perception will be required to perform a task. Automaticity can only be developed through extensive practise, and thus teachers should aim to develop automaticity in students so that the students can allocate their cognitive resources to other areas.
Knowledge of working memory is vital for an educator as it is in this step that the processing and deep meaning construction takes place. A very important concept for educators to come to terms with is that working memory is limited to processing 7 ± 2 pieces (chunks) of information at a time (Miller, 1956). In order for students to cope with this, educators must teach them concepts to overcome the limitations of working memory. For instance, a maths teacher could teach the quadratic formula to a group of students in little fragments, rather than getting them to remember the formula letter for letter, symbol for symbol. This means that the teacher has helped the students to chunk the information, hence working memory can better cope with this information. Information within working memory is stored within two areas, the articulatory loop and the visual-spatial sketchpad (Baddeley, 1986). This is of importance to teachers, due to the work of researchers such as Mousavi, Low and Sweller. (1995). Mousavi et al. said that because information within working memory is processed separately in the audio and visual areas, that it is wise to encode information in both formats. The implications for positive classroom practise are that information should be presented in both visual and audio formats (for instance drawings and descriptions). Also of importance is that working memory has a limit on how long things can be remembered for (~9-18 seconds (Peterson & Peterson, 1965)). Implications on educational practise are that teachers must compensate for this limit in working memory by storing information elsewhere, such as on paper. A chemistry teacher for instance could give students a photocopy of the Haber process that they can practise (as it has so many elements) memorising until it is successfully encoded.
Stimuli will hardly ever be encoded to long-term memory straight away, and hence educators must ensure that information undergoes ongoing rehearsal to ensure that it is sufficiently encoded into long-term memory. An example of this taking place can be found when a primary school teacher encourages students to recite the multiplication tables over-and-over again verbally until they remember them fully. This is not the only form of ongoing rehearsal, someone learning a new concept will likely have to rehearse things repeatedly until it is encoded well enough. Educators must ensure that enough ongoing rehearsal takes place to ensure information is encoded. When undertaking ongoing rehearsal (or any learning activity for that matter), one has to be aware of their own cognitive abilities. Knowledge of cognition is a form of metacognition where the student has knowledge of himself or herself as a learner. The relevance of this concerning ongoing rehearsal is that student’s should be made metacognitively aware (that is, aware of their own cognitive abilities) so that they can undertaker their most efficient form of ongoing rehearsal. For instance, a student that believes that they learn better whilst listening to music should do so; a student who believes they will work better on their own should do so. In those examples, a student is showing knowledge of themself as a learner. Hence, to positively influence classroom practise, teachers should make every effort they can to make their students metacognitively aware (if they are capable).
Encoding information is the process of bringing stimuli into the mind and storing it permanently in long-term memory. Encoding simple information can be done using several straightforward techniques. These include Mediation, which involves making nonsensical information appear more meaningful (Bruning et al. 2005, p.67); Imagery, where concepts or ideas are represented in the mind as images; and Mnemonics where memory strategies are used to help remember ideas or concepts (Bruning et al. 2005, p.67). Encoding complex information requires knowledge of the structure of long-term memory, which is part of human cognitive architecture.
Before discussing understanding the structure, educators must be familiar with the different types of knowledge within long-term memory. Declarative knowledge is the most well known type of knowledge and simply involves facts that can be semantic (declared facts like oxygen is a gas, or iron is a metal), or episodic (such as when a person’s friend died). Procedural knowledge is knowledge of procedures or processions in which to achieve something (such as an experiment method), and conditional knowledge involves where to use the two above types of knowledge. Educators must be aware of the types of knowledge, as they can couple different types of knowledge so that students can understand things to the best of their abilities. For instance, when teaching a student about different rock types, a teacher would educate the student on things such as different types of rock (declarative knowledge), the different ways of identifying a rock type (procedural) and when to use such techniques (conditional). If teachers make students aware of all types of knowledge within this field, then the student will understand rock types more than a student who was only given declarative knowledge.
Once stimuli make there way from working memory to long-term memory, they have been successfully encoded into long-term memory. Having an understanding of different types of knowledge is useful for a teacher but it plays a small part in the much larger idea of how long term memories are structured and organised within the mind. Educational psychologists currently subscribe to the idea of schema theory when explaining the structure of long-term memory. Schema theory simply states that knowledge is organised into what could be thought of as a spider web (www.sil.org). Different types of knowledge are organised into different spots of a spider’s web, and these different knowledge modules all interact and connect with one another so that knowledge can be used with maximum efficiency. This theory has positive classroom effects in that educators can sympathise with how knowledge is structured in the mind. With this knowledge, educators can arrange classes to be structured in a neat and organised fashion that will allow for the neatest and most logical organisation of schemas. Educators can also be aware that each type of knowledge interacts with other types of knowledge, and hence when teaching a new concept (such as advanced motion physics) teachers will be aware that they can draw upon schemas already in the mind (such as the basic ideas of Newton’s laws of motion). Schemas that have already been encoded also play a large part in attention and perception. As has already been described, schemas play a huge part in the construction of new knowledge. Schemas should therefore be of extreme importance to an educator, in that they need to activate and use prior knowledge (existing schemas) to build new knowledge. For instance, a mathematics teacher would never consider teaching the quadratic equation to someone who has no knowledge of basic algebra. It is obvious that to teach new ideas to students, that existing schemas need to be thought about, and built upon in order to build up the best knowledge base possible. It is also worth noting that if well-structured schemas are not built up, then this lack of good long-term knowledge will adversely affect how students learn new concepts further on in life. As well as schema theory, educators also subscribe to other ways of describing how knowledge in structured in long-term memory. Educators have realised that students regularly organise information into categories, technically defined as concepts (Chi, Slotta and de Leeuw, 1994). These categories help students to relate one idea to the other and hence works like schema theory in that all information is linked. For instance, English students would categorise nouns, verbs and adjectives amongst other things. Implications for positive education are that teachers must realise this and help students to categorise information successfully so their cognition is well organised, well structured and correctly understood.
Simple encoding processes (which have already been discussed) are good for constructing knowledge bases about simple areas, however for new information to be best constructed, complex encoding processes must be understood. As detailed before, existing schemas need to be activated in order for new information to be best understood, and for correct perception to occur. It is therefore likely that for correct and positive encoding to occur in complex situations, that the same technique should be utilised. This is called schema activation. Educators should be aware of the idea of schema activation as a process, and idea that can hugely influence learning. Educators can use the idea of schema activation in all areas of classroom teaching. A primary school teacher could draw on basic multiplication schemas and relate them to long multiplication ideas, which are just being introduced to students. These students would find it almost impossibly difficult to learn long multiplication if the prior schemas were not reactivated (if necessary). An educator can bring prior schemas back into the minds of students in many different ways. Mind-maps, videos, class discussions and reading texts are many of these ways, however as dictated by attention and perception the way in which prior knowledge is brought back should be unique and creative.
Deep processing is simply when a student processes information that results in further understanding. Deep processing can range from self-generated notes (which the student constructs themselves) to elaboration amongst students (where student’s discuss the new information). The prime advantages of using deep processing techniques are that they encourage information to be encoded in a unique manner. Educators should encourage students to engage in these unique activities (such as group study during the year) to ensure that the students are encoding in the best possible manner. Educators should also monitor the encoding techniques that student’s are using, and should attempt to match students up with good encoding techniques to ensure that the best encoding is taking place. For instance, a teacher should not encourage self-generated notes in mathematics where mistakes are likely to be made, but should encourage it in history where these mistakes are likely to be less influential.
Encoding specificity (Tulving & Ulser, 1968) conducted tests that dictated that wherever possible, conditions at the time/place of encoding should be similar to that found where retrieval takes place. Guided peer questioning is another process involved with learning that can greatly affect how things are remembered. The simple example of a student asking a teacher, or a group of students how something works (i.e. the student gives their own opinion) can often greatly enhance how much of the subject is remembered, as the encoding will often be more unique and memorable to the student.
Educators must be aware of the differences between recognition and recall questions, and their implications on the learning process. Recall questions are in the form of “Explain how the Haber process works”, whereas recognition questions are in the form of “Does the Haber process synthesize ammonia?” Educators can find use in this knowledge when teaching. If the educator is aware of the type of question that can be found in an exam, then they can teach their student’s accordingly. This is why English teachers tend to teach differently to science teachers, as the type of questioning that will be found in an exam is vastly different to the other. Teachers should be aware that if they do not teach the students the information properly, even if the right type of questioning does come up, the recall/recognition would be very poor. Teachers must also be aware that even in the best of circumstances, retrieval can fail (Bruning et al., 2005, p. 108). Reasons for this seem to lie in poor encoding, and hence the importance of good encoding processes is emphasised in this point.
The processes and systems of human cognitive architecture are studied by educators extensively due to their obvious importance to the field of education. Knowledge of processes such as encoding and retrieval are just as important as knowledge of architectural components such as sensory or working memory, yet both are studied by teachers due to their overwhelming importance in improving classroom practise. Each field of educational psychology allows teachers to understand how information is going through the minds of their students, and once this knowledge is acquired, the knowledge can be applied to the learning process of students. If teachers did not have knowledge of these fields, chances are that education would not be anywhere near the level that it is at today and classroom practise would be extremely primitive.
A teacher must have a high level of knowledge in certain fields of educational psychology to be an effective teacher. Knowledge of human cognitive architecture and the processes involved with learning are fields that require a high level of expertise. If a teacher is knowledgeable within these fields, their classroom practise will be better developed than a teacher who is not knowledgeable within these fields. Evidence of this can be found in schools all over the world, with the best teachers utilising their knowledge enabling their students learn to the best of their abilities.
Perhaps the most important aspect of human cognitive architecture is the idea of the modal model. This model integrates all systems within human cognitive architecture into a neat, functional system that helps teacher’s understand how stimuli are processed in the mind. This knowledge is invaluable to an educator, and allows for the smaller components of a student’s cognitive architecture to be better understood.
The first stage within the modal model and the first stage that new information entering the mind must go through, is the module known as sensory memory. Sensory memory acts as the gateway through which all new information must progress. It has two “registers” (Bruning et al, 2005, p.19): The Icon, and the Echo. Both the icon and echo are extremely limited in their function. The work of George Sperling (1960) defined that the icon (the visual register) can store information for only 0.5 seconds before it decays. The work of Darwin, Turvey and Crowder defined that the echo (the audio register) can only store information for up to 4 seconds before it decays. There are several implications for positive classroom practise in the module of sensory memory, in that it defines that information that enters the mind is subject to decay unless it is transferred to working memory almost immediately (as seen in the decay times). Teachers must therefore attempt to ensure that incoming stimuli is transferred to working memory immediately, or in better words; to make sure that the information is perceived well enough and that the student’s attention is sufficiently high.
Information coming toward the gateways that are the icon and echo is subject to the learner’s perception and attention. In other words, information will not progress toward working memory unless correct perception occurs whilst the student is paying attention. Perception is said to be the assignment of meaning to an incoming stimuli. Hence, for correct perception to occur, the appropriate prior knowledge (schemas) must be activated. The new stimuli must be unique, creative and interesting toward a student for the best attention and perception to occur. In classroom practise, this could be applied by providing prior knowledge materials (such as posters and videos) to students before learning a new concept. Teachers could also attempt to make a new topic interesting by making the new stimulus unique and exciting, so that maximum perception and attention occurs. Automaticity (Neisser 1967) is another important concept for teachers in that it defines that if a student gains enough expertise in a field, then they will requires less cognitive resources to do the task. This is turn means less attention and perception will be required to perform a task. Automaticity can only be developed through extensive practise, and thus teachers should aim to develop automaticity in students so that the students can allocate their cognitive resources to other areas.
Knowledge of working memory is vital for an educator as it is in this step that the processing and deep meaning construction takes place. A very important concept for educators to come to terms with is that working memory is limited to processing 7 ± 2 pieces (chunks) of information at a time (Miller, 1956). In order for students to cope with this, educators must teach them concepts to overcome the limitations of working memory. For instance, a maths teacher could teach the quadratic formula to a group of students in little fragments, rather than getting them to remember the formula letter for letter, symbol for symbol. This means that the teacher has helped the students to chunk the information, hence working memory can better cope with this information. Information within working memory is stored within two areas, the articulatory loop and the visual-spatial sketchpad (Baddeley, 1986). This is of importance to teachers, due to the work of researchers such as Mousavi, Low and Sweller. (1995). Mousavi et al. said that because information within working memory is processed separately in the audio and visual areas, that it is wise to encode information in both formats. The implications for positive classroom practise are that information should be presented in both visual and audio formats (for instance drawings and descriptions). Also of importance is that working memory has a limit on how long things can be remembered for (~9-18 seconds (Peterson & Peterson, 1965)). Implications on educational practise are that teachers must compensate for this limit in working memory by storing information elsewhere, such as on paper. A chemistry teacher for instance could give students a photocopy of the Haber process that they can practise (as it has so many elements) memorising until it is successfully encoded.
Stimuli will hardly ever be encoded to long-term memory straight away, and hence educators must ensure that information undergoes ongoing rehearsal to ensure that it is sufficiently encoded into long-term memory. An example of this taking place can be found when a primary school teacher encourages students to recite the multiplication tables over-and-over again verbally until they remember them fully. This is not the only form of ongoing rehearsal, someone learning a new concept will likely have to rehearse things repeatedly until it is encoded well enough. Educators must ensure that enough ongoing rehearsal takes place to ensure information is encoded. When undertaking ongoing rehearsal (or any learning activity for that matter), one has to be aware of their own cognitive abilities. Knowledge of cognition is a form of metacognition where the student has knowledge of himself or herself as a learner. The relevance of this concerning ongoing rehearsal is that student’s should be made metacognitively aware (that is, aware of their own cognitive abilities) so that they can undertaker their most efficient form of ongoing rehearsal. For instance, a student that believes that they learn better whilst listening to music should do so; a student who believes they will work better on their own should do so. In those examples, a student is showing knowledge of themself as a learner. Hence, to positively influence classroom practise, teachers should make every effort they can to make their students metacognitively aware (if they are capable).
Encoding information is the process of bringing stimuli into the mind and storing it permanently in long-term memory. Encoding simple information can be done using several straightforward techniques. These include Mediation, which involves making nonsensical information appear more meaningful (Bruning et al. 2005, p.67); Imagery, where concepts or ideas are represented in the mind as images; and Mnemonics where memory strategies are used to help remember ideas or concepts (Bruning et al. 2005, p.67). Encoding complex information requires knowledge of the structure of long-term memory, which is part of human cognitive architecture.
Before discussing understanding the structure, educators must be familiar with the different types of knowledge within long-term memory. Declarative knowledge is the most well known type of knowledge and simply involves facts that can be semantic (declared facts like oxygen is a gas, or iron is a metal), or episodic (such as when a person’s friend died). Procedural knowledge is knowledge of procedures or processions in which to achieve something (such as an experiment method), and conditional knowledge involves where to use the two above types of knowledge. Educators must be aware of the types of knowledge, as they can couple different types of knowledge so that students can understand things to the best of their abilities. For instance, when teaching a student about different rock types, a teacher would educate the student on things such as different types of rock (declarative knowledge), the different ways of identifying a rock type (procedural) and when to use such techniques (conditional). If teachers make students aware of all types of knowledge within this field, then the student will understand rock types more than a student who was only given declarative knowledge.
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L69
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Dec 22 2006, 12:16 PM
Post #10537
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- "Broken" Matt Hardy, Martin Kirby, Neville, Pete Dunne
- STATUS:
- Everything gets a return...
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How could you do that Neb. My History essay wasn't as long as that.
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Nubochanozep
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Dec 22 2006, 12:17 PM
Post #10538
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- Posts:
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- Shawn Michaels, Mick Foley
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- Brock Lesnar
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It's the same essay copied and pasted a few times. And seriously, uni essays are obviously going to be longer than a high school essay.
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L69
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Dec 22 2006, 12:20 PM
Post #10539
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- Posts:
- 17,297
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- #24
- Joined:
- January 15, 2006
- Favorite Active Wrestler(s):
- "Broken" Matt Hardy, Martin Kirby, Neville, Pete Dunne
- STATUS:
- Everything gets a return...
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Oh Crap. And I thought mock exams were hard. Oh well I have a few years yet.
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Nubochanozep
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Dec 22 2006, 12:27 PM
Post #10540
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- Posts:
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- #27
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- January 17, 2006
- All Time Favorite Wrestler(s):
- Shawn Michaels, Mick Foley
- Favorite Active Wrestler(s):
- Brock Lesnar
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My shift is from 8am-5pm tommorow. I'm gonna be totally pooped. Wish me luck.
And from 10am-7pm on Christmas Eve too!
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L69
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Dec 22 2006, 12:31 PM
Post #10541
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- Posts:
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- #24
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- January 15, 2006
- Favorite Active Wrestler(s):
- "Broken" Matt Hardy, Martin Kirby, Neville, Pete Dunne
- STATUS:
- Everything gets a return...
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What job are you doing? That is really unlucky what ever you do.
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MY85
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Dec 22 2006, 06:23 PM
Post #10542
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It's a fabulous new day, yes it is!
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- Shawn Michaels
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- Seth Rollins, AJ Styles, Finn Balor, The New Day, Sasha Banks
- STATUS:
- Just another day in life.
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The Cybrus Memorial Thread
LMAO!
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WWEFootos48
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Dec 22 2006, 08:29 PM
Post #10543
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God
- Posts:
- 24,780
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- #23
- Joined:
- January 15, 2006
- All Time Favorite Wrestler(s):
- The Rock or Shawn Michaels
- Favorite Active Wrestler(s):
- Funaki
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- Nebuchanezzar
- Dec 21 2006, 08:52 PM
- WWEWhoseLine48
- Dec 22 2006, 07:26 AM
Alright, so there were two atoms; one anion, and one cation. The cation says "I think somebody stole my electron." The anion says "Are you sure?" The cation says "I'm positive!"
I love that joke, it hilarious. Not as good as the Ruldolph joke. Lame jokes are the 1337. Also, people who treat lame jokes as if they're meant to be outrageously funny don't get the real meaning of lame jokes. They're meant to be so bad, that they become good. Jesus. How do you make a hormone? Kick her in the guts! AHAHAHAHAHAHA!
Damn straight!
One of my other favorites has to be "Two men walk into a bar; they were both unconsious."
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15 Shows
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Dec 22 2006, 08:41 PM
Post #10544
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Aint cheatin aint tryin
- Posts:
- 11,105
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- #102
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- April 8, 2006
- STATUS:
- Fuck you
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- WWEWhoseLine48
- Dec 22 2006, 03:29 PM
- Nebuchanezzar
- Dec 21 2006, 08:52 PM
- WWEWhoseLine48
- Dec 22 2006, 07:26 AM
Alright, so there were two atoms; one anion, and one cation. The cation says "I think somebody stole my electron." The anion says "Are you sure?" The cation says "I'm positive!"
I love that joke, it hilarious. Not as good as the Ruldolph joke. Lame jokes are the 1337. Also, people who treat lame jokes as if they're meant to be outrageously funny don't get the real meaning of lame jokes. They're meant to be so bad, that they become good. Jesus. How do you make a hormone? Kick her in the guts! AHAHAHAHAHAHA!
Damn straight! One of my other favorites has to be "Two men walk into a bar; they were both unconsious."
Nah the best is "How did the Elephant get into the school?" "He opened the door and walked in"
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Lionheart
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Dec 22 2006, 08:47 PM
Post #10545
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Heat Lifer
- Posts:
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- Classic Teal
- All Time Favorite Wrestler(s):
- Chris Jericho
- Favorite Active Wrestler(s):
- John Cena, Daniel Bryan
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- Nebuchanezzar
- Dec 22 2006, 08:27 AM
My shift is from 8am-5pm tommorow. I'm gonna be totally pooped. Wish me luck. And from 10am-7pm on Christmas Eve too!
Damn, that sucks. Hopefully time will go by fast.
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15 Shows
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Dec 22 2006, 08:48 PM
Post #10546
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Aint cheatin aint tryin
- Posts:
- 11,105
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- #102
- Joined:
- April 8, 2006
- STATUS:
- Fuck you
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- Prototype
- Dec 22 2006, 03:47 PM
- Nebuchanezzar
- Dec 22 2006, 08:27 AM
My shift is from 8am-5pm tommorow. I'm gonna be totally pooped. Wish me luck. And from 10am-7pm on Christmas Eve too!
Damn, that sucks. Hopefully time will go by fast.
It won't.
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WWEFootos48
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Dec 22 2006, 08:53 PM
Post #10547
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God
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- January 15, 2006
- All Time Favorite Wrestler(s):
- The Rock or Shawn Michaels
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- Funaki
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Oh, man, my Computer teacher is hilarious! He told all of us that we were having a party on Friday (Today). So, we come in, and he points to the back, where there are cookies. We get some, etc., and I finally ask "Where's the party?" He replies, "This is it!" Over half the class walks out, and the room goes quiet. At the end of the period, the teacher is looking over one person's work, when he says "Great job concentrating over the noise!"
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Darren
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Dec 22 2006, 08:58 PM
Post #10548
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The Best a Man can Get
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- July 7, 2006
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hello chums...
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WWEFootos48
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Dec 22 2006, 08:59 PM
Post #10549
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God
- Posts:
- 24,780
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- #23
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- January 15, 2006
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- The Rock or Shawn Michaels
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Hello Newman.
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Darren
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Dec 22 2006, 09:02 PM
Post #10550
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The Best a Man can Get
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I'm extremely bored, as I've been in solitude all day due to the fact I didn't bother going to work, and everyone else has fucked off home for xmas..
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15 Shows
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Dec 22 2006, 10:29 PM
Post #10551
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Aint cheatin aint tryin
- Posts:
- 11,105
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- #102
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- April 8, 2006
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- Fuck you
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- WWEWhoseLine48
- Dec 22 2006, 03:53 PM
Oh, man, my Computer teacher is hilarious! He told all of us that we were having a party on Friday (Today). So, we come in, and he points to the back, where there are cookies. We get some, etc., and I finally ask "Where's the party?" He replies, "This is it!" Over half the class walks out, and the room goes quiet. At the end of the period, the teacher is looking over one person's work, when he says "Great job concentrating over the noise!"
That's not funny. It was funny that everyone walked out. But the teachers lame teacher like comment was not. Stop being a teachers pet and tell your tecaher to go blow goats.
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WWEFootos48
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Dec 22 2006, 10:33 PM
Post #10552
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God
- Posts:
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- January 15, 2006
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- The Rock or Shawn Michaels
- Favorite Active Wrestler(s):
- Funaki
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- 15 Shows
- Dec 22 2006, 05:29 PM
- WWEWhoseLine48
- Dec 22 2006, 03:53 PM
Oh, man, my Computer teacher is hilarious! He told all of us that we were having a party on Friday (Today). So, we come in, and he points to the back, where there are cookies. We get some, etc., and I finally ask "Where's the party?" He replies, "This is it!" Over half the class walks out, and the room goes quiet. At the end of the period, the teacher is looking over one person's work, when he says "Great job concentrating over the noise!"
That's not funny. It was funny that everyone walked out. But the teachers lame teacher like comment was not. Stop being a teachers pet and tell your tecaher to go blow goats.
It was funny because he was sincere about it. He wasn't joking when he said that, or the fact that the class was a "Party." Hey, this is the teacher, though, that keeps using the analogy of "The Giants fumbling the ball" everytime somebody doesn't do their work.
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15 Shows
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Dec 22 2006, 10:34 PM
Post #10553
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Aint cheatin aint tryin
- Posts:
- 11,105
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- #102
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- April 8, 2006
- STATUS:
- Fuck you
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- WWEWhoseLine48
- Dec 22 2006, 05:33 PM
- 15 Shows
- Dec 22 2006, 05:29 PM
- WWEWhoseLine48
- Dec 22 2006, 03:53 PM
Oh, man, my Computer teacher is hilarious! He told all of us that we were having a party on Friday (Today). So, we come in, and he points to the back, where there are cookies. We get some, etc., and I finally ask "Where's the party?" He replies, "This is it!" Over half the class walks out, and the room goes quiet. At the end of the period, the teacher is looking over one person's work, when he says "Great job concentrating over the noise!"
That's not funny. It was funny that everyone walked out. But the teachers lame teacher like comment was not. Stop being a teachers pet and tell your tecaher to go blow goats.
It was funny because he was sincere about it. He wasn't joking when he said that, or the fact that the class was a "Party." Hey, this is the teacher, though, that keeps using the analogy of "The Giants fumbling the ball" everytime somebody doesn't do their work.
Ha, he wasn't joking. Ha then it is funny. What a bitch.
Yeah I do agree with the Giants thing though. Tiki has never been able to hold on to the ball very well.
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_DL_
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Dec 23 2006, 01:02 AM
Post #10554
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BURN IT DOOOWWNNNNNNNN!
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There's only one return and it ain't of the king! DL IS BACK BABY!
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HHHKingOfKings
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Dec 23 2006, 02:25 AM
Post #10555
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Black Label Society #1
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Welcome back loner !
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15 Shows
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Dec 23 2006, 03:41 AM
Post #10556
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Aint cheatin aint tryin
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What? Wait? You were gone?
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TheObserver
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Dec 23 2006, 04:37 AM
Post #10557
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- Great Muta HBK Steamboat Vader
- Favorite Active Wrestler(s):
- Angle Daniels Punk Joe Beer Money Doug Williams
- STATUS:
- AJ Styles to Madison: SHUT UP HOOKER!
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Alright this shit has been on mind as of late, is Shows a guy or a girl?
The reason just in case anyone is curious is cause some posts seems like it's a dude posting but then there are others that make it seem that it's a girl. :dunno:
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Nubochanozep
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Dec 23 2006, 07:09 AM
Post #10558
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- Posts:
- 17,631
- Group:
- Members
- Member
- #27
- Joined:
- January 17, 2006
- All Time Favorite Wrestler(s):
- Shawn Michaels, Mick Foley
- Favorite Active Wrestler(s):
- Brock Lesnar
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1. I work in a KMart warehouse were weirdos come and pick up their layby's that weren't stored in the store.
2. I took a one hour break and went to McDonalds.
3. Time didn't exactly go fast, but it wasn't exactly boring either. Between arguing with the bitch, riding around on pallet jacks , serving customers and doing the work we were meant to, time wasn't exactly creeping slowly.
4. Hello Darren
5. Speaking of computer class stories - Once upon a time in year 8, me and my friend, Beers, were playing Sim City 2000. By a lucky coincidence, we found out that the bell noise when you query a school in SC2K sounded identical to the schools bell noise. With 15 minutes left, I turned the speakers up and clicked that damn bell, and the teacher let the class go early. About 10 seconds later when we had our heads buried in our arms laughing, I got the damn detention for ringing the bell.
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_DL_
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Dec 23 2006, 07:28 AM
Post #10559
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BURN IT DOOOWWNNNNNNNN!
- Posts:
- 43,526
- Group:
- Administrator
- Member
- #31
- Joined:
- January 20, 2006
- Current Theme:
- Vox
- All Time Favorite Wrestler(s):
- Stone Cold Steve Austin
- STATUS:
- Wasting Life
- Favorite Brand:
- Lucha Underground
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I argued with a couple of bitches during my course of working. Only went to McDonalds once during my lunchbreak. Damn, that teacher is a bitch.
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15 Shows
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Dec 23 2006, 07:39 AM
Post #10560
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Aint cheatin aint tryin
- Posts:
- 11,105
- Group:
- Members
- Member
- #102
- Joined:
- April 8, 2006
- STATUS:
- Fuck you
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- Nemesis
- Dec 22 2006, 11:37 PM
Alright this shit has been on mind as of late, is Shows a guy or a girl?
The reason just in case anyone is curious is cause some posts seems like it's a dude posting but then there are others that make it seem that it's a girl. :dunno:
Im surprised nobody jumped on that one. What the hell makes it seem like Im a girl?????
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