You are viewing the Mental Area Psychology Article Site
Four Cognitive Skills for Successful Learning
The word "cognition" is defined as "the act of knowing" or "knowledge." Cognitive skills therefore refer to those skills that make it possible for us to know.
It should be noted that there is nothing that any human being knows, or can do, that he has not learned. This of course excludes natural body functions, such as breathing, as well as the reflexes, for example the involuntary closing of the eye when an object approaches it. But apart from that a human being knows nothing, or cannot do anything, that he has not learned. Therefore, all cognitive skills must be TAUGHT, of which the following cognitive skills are the most important:
Paying attention must be distinguished from concentration. Paying attention is a body function, and therefore does not need to be taught. However, paying attention as such is a function that is quite useless for the act of learning, because it is only a fleeting occurrence. Attention usually shifts very quickly from one object or one thing to the next. The child must first be taught to focus his attention on something and to keep his attention focused on this something for some length of time. When a person focuses his attention for any length of time, we refer to it as concentration.
Concentration rests on two legs. First, it is an act of will and cannot take place automatically. Second, it is also a cognitive skill, and therefore has to be taught.
Although learning disability specialists acknowledge that "the ability to concentrate and attend to a task for a prolonged period of time is essential for the student to receive necessary information and complete certain academic activities," it seems that the ability to concentrate is regarded as a "fafrotsky" -- a word coined by Ivan T. Sanderson, and standing for "things that FAll FROm The SKY." Concentration must be taught, after which one's proficiency can be constantly improved by regular and sustained practice.
The terms "processing" and "perception" are often used interchangeably.
Before one can learn anything, perception must take place, i.e. one has to become aware of it through one of the senses. Usually one has to hear or see it. Subsequently one has to interpret whatever one has seen or heard. In essence then, perception means interpretation. Of course, lack of experience may cause a person to misinterpret what he has seen or heard. In other words, perception represents our apprehension of a present situation in terms of our past experiences, or, as stated by the philosopher Immanuel Kant (1724-1804): "We see things not as they are but as we are."
The following situation will illustrate how perception correlates with previous experience:
Suppose a person parked his car and walks away from it while continuing to look back at it. As he goes further and further away from his car, it will appear to him as if his car is gradually getting smaller and smaller. In such a situation none of us, however, would gasp in horror and cry out, "My car is shrinking!" Although the sensory perception is that the car is shrinking rapidly, we do not interpret that the car is changing size. Through past experiences we have learned that objects do not grow or shrink as we walk toward or away from them. You have learned that their actual size remains constant, despite the illusion. Even when one is five blocks away from one's car and it seems no larger than one's fingernail, one would interpret it as that it is still one's car and that it hasn't actually changed size. This learned perception is known as size constancy.
Pygmies, however, who live deep in the rain forests of tropical Africa, are not often exposed to wide vistas and distant horizons, and therefore do not have sufficient opportunities to learn size constancy. One Pygmy, removed from his usual environment, was convinced he was seeing a swarm of insects when he was actually looking at a herd of buffalo at a great distance. When driven toward the animals he was frightened to see the insects "grow" into buffalo and was sure that some form of witchcraft had been at work.
A person needs to INTERPRET sensory phenomena, and this can only be done on the basis of past experience of the same, similar or related phenomena. Perceptual ability, therefore, heavily depends upon the amount of perceptual practice and experience that the subject has already enjoyed. This implies that perception is a cognitive skill that can be improved tremendously through judicious practice and experience.
A variety of memory problems are evidenced in the learning disabled. Some major categories of memory functions wherein these problems lie are:
Receptive memory: This refers to the ability to note the physical features of a given stimulus to be able to recognize it at a later time. The child who has receptive processing difficulties invariably fails to recognize visual or auditory stimuli such as the shapes or sounds associated with the letters of the alphabet, the number system, etc.
Sequential memory: This refers to the ability to recall stimuli in their order of observation or presentation. Many dyslexics have poor visual sequential memory. Naturally this will affect their ability to read and spell correctly. After all, every word consists of letters in a specific sequence. In order to read one has to perceive the letters in sequence, and also remember what word is represented by that sequence of letters. By simply changing the sequence of the letters in "name" it can become "mean" or "amen". Some also have poor auditory sequential memory, and therefore may be unable to repeat longer words orally without getting the syllables in the wrong order, for example words like "preliminary" and "statistical".
Rote memory: This refers to the ability to learn certain information as a habit pattern. The child who has problems in this area is unable to recall with ease those responses which should have been automatic, such as the alphabet, the number system, multiplication tables, spelling rules, grammatical rules, etc.
Short-term memory: Short-term memory lasts from a few seconds to a minute; the exact amount of time may vary somewhat. When you are trying to recall a telephone number that was heard a few seconds earlier, the name of a person who has just been introduced, or the substance of the remarks just made by a teacher in class, you are calling on short-term memory. You need this kind of memory to retain ideas and thoughts when writing a letter, since you must be able to keep the last sentence in mind as you compose the next. You also need this kind of memory when you work on problems. Suppose a problem required that we first add two numbers together (step 1: add 15 + 27) and next divide the sum (step 2: divide sum by 2). If we did this problem in our heads, we would need to retain the result of step 1 (42) momentarily, while we apply the next step (divide by 2). Some space in our short-term memory is necessary to retain the results of step 1.
Long-term memory: This refers to the ability to retrieve information of things learned in the past.
Until the learning disabled develop adequate skills in recalling information, they will continue to face each learning situation as though it is a new one. No real progress can be attained by either the child or the teacher when the same ground has to be covered over and over because the child has forgotten. It would appear that the most critical need that the learning disabled have is to be helped to develop an effective processing system for remembering, because without it their performance will always remain at a level much below what their capabilities indicate.
Strangely, though, while memory is universally considered a prerequisite skill to successful learning, attempts to delineate its process in the learning disabled are few, and fewer still are methods to systematically improve it.
In his book "Brain Building" Dr. Karl Albrecht states that logical thinking is not a magical process or a matter of genetic endowment, but a learned mental process. It is the process in which one uses reasoning consistently to come to a conclusion. Problems or situations that involve logical thinking call for structure, for relationships between facts, and for chains of reasoning that "make sense."
The basis of all logical thinking is sequential thought, says Dr. Albrecht. This process involves taking the important ideas, facts, and conclusions involved in a problem and arranging them in a chain-like progression that takes on a meaning in and of itself. To think logically is to think in steps.
Logical thinking is also an important foundational skill of math. "Learning mathematics is a highly sequential process," says Dr. Albrecht. "If you don't grasp a certain concept, fact, or procedure, you can never hope to grasp others that come later, which depend upon it. For example, to understand fractions you must first understand division. To understand simple equations in algebra requires that you understand fractions. Solving 'word problems' depends on knowing how to set up and manipulate equations, and so on."
It has been proven that specific training in logical thinking processes can make people "smarter." Logical thinking allows a child to reject quick and easy answers, such as "I don't know," or "this is too difficult," by empowering him to delve deeper into his thinking processes and understand better the methods used to arrive at a solution.
Susan du Plessis is an author of five books on learning and learning disabilities. Visit her website at http://www.audiblox2000.com
Behavioral Manifestations of Alzheimer?s Dementia
Alzheimer's Dementia has a combination of cognitive and behavioral manifestations. Cognitive impairment is the core problem which includes memory deficits and at least one of the following: aphasia or language problem, agnosia or problems with recognition, apraxia or motor activity problem, and impairment in executive functioning (e.g. planning, abstract reasoning, and organizing).
Creating A Winning Mindset
Do you know anyone who always wins? Sure you know that person, everything just works out for them. They go into business and they are an instant success. They enter the dating scene and their phone rings off the hook. If they were in the Olympics, you just know they wouldn't settle for anything less than the gold. It seems as though they always win.
Insighting Human Behavior thru Gravity Wave Simulations of the Moon
Every police officer will tell you that when there is a full moon, the natives are restless and it will be a long night, with lots of arrests and paperwork? This is a known fact one which cannot be dismissed so easily after such basic observations. An evolutionary theorist would say this is because on moonlit nights our ancient ancestors went on night hunts or that the Sabertooth tigers came to hunt us? Some say these things date back to our Tree Shrew ancestry, all of which Darwin might agree is plausible. Other more spiritual folks might say it is a special time, which brings out human emotion and spirits? Sounds cool to me. I could go for that one? Whatever the case is Lunar Cycles and full moons cause or help along Earth Shift movements of Tectonic plates, coincide with ocean wave actions and indeed cause the behavior shift of many life forms on the Planet's surface. Could this be from an interaction of gravity waves between Earth and Moon? If so does it affect the resonance of mother Earth's 7.89 Hz or heartbeat?
Posttraumatic Stress Disorder: Nightmare After The Ordeal
Sarah is a 28 y/o accountant who had a traumatic past that she kept to herself. At age 15, she was grabbed by a masked man while she was jogging in a park. The man threatened to kill her with a knife and brutally raped her. She screamed but nobody seemed to have heard her.
An Easy Cure For Math Phobia
Why is it that one person enjoys math, while another person hates it?
What is the Theory of Multiple Intelligences? Part 2: Cultural Influence
Howard Gardner's theory of multiple intelligences developed as he worked with brain injured adults and autistic children. He identified distinct portions of the brain that control specific human abilities or talents like analysis, classification, speech, self-awareness, etc. He has identified eight distinct abilities that he refers to as "intelligences": verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and the naturalist. In addition to the biological basis for these intelligences, Gardner also places great emphasis on cultural influences that may impact the development of each intelligence.
I. The Three Intuitions
Eating Disorders and the Narcissist
Patients suffering from eating disorders binge on food and sometimes are both anorectic and bulimic. This is an impulsive behaviour as defined by the DSM (particularly in the case of BPD and to a lesser extent of Cluster B disorders in general). Some patients develop these disorders as a way to self-mutilate. It is a convergence of two pathological behaviours: self-mutilation and an impulsive (rather, compulsive or ritualistic) behaviour.
Birds in the Room Alter Sleep Patterns of Humans
Birds have always been considered good pets of modern day humans. It seems our living in close proximity may have given us a closer bond than we know. There are many reports, which have been collected of birds having a psychic connection with their owners. Others poo poo the idea as utter non-sense, but the studies done scientifically seem to prove that there are connections between humans and birds with regards to the normal and natural telepathy abilities of both species.
The Undeniable Power of Suggestion
How exactly is the Human Psyche effected by the trivial "power of suggestion?" When a thought or seed is planted into the human mind, the psyche responsively triggers a lingering product of that thought. For example, urban legends have been circulated throughout history; in doing so, a mindset is incorporated into the psyche, creating a deceitful illusion that cannot distinguish fact from fiction.
The Mind, Information, and Attitude
Information is flowing to us at a great rate. The radio, television, the internet, advertising, newspapers and magazines are giving us information all day. We also receive information from the people we associate with in our daily lives. This article discusses some of the ways that our minds, both conscious and subconscious, process and use that information.
The following good work from a person engaged in trying to free people from cultish programming is far better than most. It demonstrates the person is aware of mind control techniques employed in influencing people. Having said that I will now try to show how this piece is in fact an evidence of SPIN or influence that the person engaged in doing it might not even personally realize. For example Catholic exorcists are taught incantations and rituals to use that they may not or usually will not understand either the derivation or history thereof.
Ever felt urged to steal a piece of bubblegum from the grocery store and given in? Then you are likely training to become either a kleptomaniac or an addictive compulsive thief. Do not despair ? you're not alone. Not a threat. And there is a way out.
Why Other Children are Rejecting Your Child
Metaphors of the Mind (Part I)
The brain (and, by implication, the Mind) has been compared to the latest technological innovation in every generation. The computer metaphor is now in vogue. Computer hardware metaphors were replaced by software metaphors and, lately, by (neuronal) network metaphors. Such attempts to understand by comparison are common in every field of human knowledge. Architects and mathematicians have lately come up with the structural concept of "tensegrity" to explain the phenomenon of life. The tendency of humans to see patterns and structures everywhere (even where there are none) is well documented and probably has its survival value added.
Fairies and Mental Health
Schizophrenics hallucinate alternate realities. People who claim to have been abducted by aliens are accused of having Fantasy Prone Personalities. So what about those of us who claim to be conversing with angels, fairies, and spirit guides? Are we nuts? Absolutely yes! If we weren't crazy before we started chatting with the divine, we soon will be. Just the constant questioning of one's sanity can drive a person insane. How do you know if you're really talking to spirits or if you're losing your mind?
What?s the Problem: Introducing Solution Focus Pt 2
Again, many of us think we listen, yet we don't always "attend" to the person who is speaking to us. We are too busy doing other things! We are not being 100% attentive. The following attributes of good listening are suggestive of the skills needed. There is some overlap between the various attributes, but each suggests something different.
Attention Deficit Hyperactivity Disorder: Neurologically Based
Attention Deficit Hyperactivity Disorder is a neurologically based disorder.
A Case for Multiple Intelligences Based Classroom Instruction
Although many high school age students tend to think and learn in nontraditional ways, American schools still base their instruction primarily on the verbal-linguistic and logical-mathematical intelligences. As a result, many students who are not strong in these traditional intelligences develop poor attitudes toward school and their academic achievement suffers.
We are all terminally ill. It is a matter of time before we all die. Aging and death remain almost as mysterious as ever. We feel awed and uncomfortable when we contemplate these twin afflictions. Indeed, the very word denoting illness contains its own best definition: dis-ease. A mental component of lack of well being must exist SUBJECTIVELY. The person must FEEL bad, must experience discomfiture for his condition to qualify as a disease. To this extent, we are justified in classifying all diseases as "spiritual" or "mental".
Take your place in the circle! Help others by donating now - keep this site free!
|About Us||Blog||Contact Us||FAQ|
|Visit our other sites:||I Love Yu-Gi-Oh!||Hot Marketers||Internet Marketers Dream Site|
Copyright © 2005 - 2011 The Helping Circle / TheHelpingCircle.com