This document discusses the key concepts of attention including:
- Attention is defined as the concentration of consciousness on one object rather than others.
- There are different types of attention including non-volitional (involuntary) and volitional (voluntary) attention.
- Factors that influence attention are both external (size, intensity, movement) and internal (interest, desires, motives).
- Distraction is any stimulus that interferes with attention or draws it away from the intended object. Sources of distraction can be external (noise, lighting) or internal (emotions, fatigue).
- The span of attention refers to the number of objects one can concentrate on at once, which varies
Attention, Factors of Attention, Objective Factors, Subjective Factors, Span of Attention, Distraction of Attention, Control of Distraction, Fluctuation of Attention.
Attention, Factors of Attention, Objective Factors, Subjective Factors, Span of Attention, Distraction of Attention, Control of Distraction, Fluctuation of Attention.
forgetfulness is very common these days. the causes can be either organic or psychological. there are numerous psychological theories behind it. The presentation will also stress upon the types of forgetting. As a remedial measure their are manyy ways by which memory power can be boosed up.
forgetfulness is very common these days. the causes can be either organic or psychological. there are numerous psychological theories behind it. The presentation will also stress upon the types of forgetting. As a remedial measure their are manyy ways by which memory power can be boosed up.
Attention - Fundamentals of Psychology 2 - Lecture 8.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
THE COGNITIVE PROCESS
Cognition is important in human learning. Many of the task as well as our activities and responsibilities in personal and professional life require our cognitive abilities.
Cognition involves various intellectual processes (such as perception, memory thinking and language) through which information is obtained, transformed, stored retrieved and used.
Cognition is a way of processing information, an active process, and a useful process.
THE COMPLEX PROCESS OF COGNITION
COGNITIVE PROCESS OF EXPERTS AND EXPERTS SYSTEM
Special Knowledge-
Domain Specificity-
Analogical Reasoning-
Expert System-
Creative-
5 BASIC UNITS OF COGNITION
1. Concepts –building blocks of cognition, it is general labels that we attach to categories of things and information that share common characteristics.
2. Propositions- composed of related concepts.
3. Schemata - general knowledge structures used for understanding.
4. Production – basic unit of procedural knowledge.
Classical Approach-
Prototypical Approach
Exemplar Approach
5. Scripts- specific knowledge structures that contain the sequence of events that usually occur in certain situations.
COGNITIVE STRATEGIES
-mental plans that we apply to manage our thinking and behavior during problem solving or learning.
Student-centered instruction .Students must be actively involved in the learning process.
Activating prior knowledge. Prior knowledge pays major role in constructing meaning.
Social interactions. Social interactions are necessary for students to develop authentic learning
Problem Solving. The creative process of solving a problem happen when students themselves in meaningful learning.
Elaboration . As much as possible we avoid the used of memorization of basic facts . instead we should require students to use those facts in meaningful context.
Concept learning. Concept learning equates with knowledge construction
Important to consider in concept learning
Using core knowledge-
Integration of concepts across curriculum
Provision of an open Ended curriculum
Provision of cognitive flexibility
Provision of cognitive apprenticeship
References/Sources: Facilitating Human
Learning( Aquino A.M.,2009)
The executive function (EF) system located in the prefrontal cortex provides top-down bias signals to other brain structures to guide the flow of activity along neural pathways. The four categories of the executive control system are cognitive flexibility, attentional control, goal setting, and information processing. The EF construct is composed of multiple inter-related high functioning cognitive skill such as formulating goals, planning, and carrying out planned goals. The key elements of the EF system including initiation of activity, working memory, attention, mental flexibility, self-regulation, and monitoring of performance. Nonverbal disabilities such as visuospatial and visuomotor deficits are on the same continuum with attention and EF disorders. In adults, the most active cortical area while performing tasks requiring attention for cognition are the left premotor and supplementary motor areas (BA 6).
The frontal lobe is functional during both fluid intelligence and executive function activities. The left thalamus is activated by verbal working memory tasks which is also controlled by the EF system. The dorsolateral prefrontal (Guenon BA 9), Broca’s area BA 45 and BA 46, angular cingulate, and the left thalamus are components of the EF system’s verbal working memory model. Fluid intelligence encompasses problem solving, pattern recognition, abstract thinking, reasoning skills, and ability to draw inferences and understand relationships. Fluid intelligence is also influenced by the EF system. There is a relationship between fluid intelligence and executive functions. Frontal lobe deficits are entirely explained by fluid intelligence (g) when using some classical executive tasks such as verbal fluency, Trail Making Test B, and the Wisconsin Card Sorting Test. However, multitasking, decision making, and social deficits are EF tasks that exceed those predicted by fluid intelligence loss.
Anatomical localisation of function is a fundamental principle in the neurosciences. This presentation highlights the basics neuroanatomy and correlate major brain structure with their functions.
This Presentation is on the Topic of Perception types Motion Perception and Time Perception and the Topic of Attention and its kinds.This Presentation contain Real Life Examples and Its very easy to understand these Topics b these contents.
This is about a topic of psychology.
This is an important topic in pschology.
In this docx, I have explained about the definition, types and other data of the topic Attention.
This topic is as important in psychology as a degree is important for a student.
You can discover more about the Attention in this and in easy wording.
I also prepared my exam by this docx.
Attention is the cognitive process of selectively concentrating one aspect of the environment while ignoring other things.
We are particularly attentive to stimuli that appear exceptionally bright, large, loud, novel or high in contrast.
We also pay greater attention to stimuli that are particularly meaningful or are relevant to our motivations.
E.g., If we are hungry ,we are more apt to be sensitive to food and food related stimuli.
It also includes listening carefully to what someone is saying while ignoring other conversation in a room.
Why do we pay attention to something and not to others? What directs our attention?
Objective Factors
Subjective Factors
The external factors are concerned with the environment. These are also called Objective Factors. Intensity
Size
intensity
Movement
Repetition
Duration
Abrupt change
Novelty
Requirements in the subject Psychologies of Learning.
At the end of this chapter, the learners should be able to:
1. Explain the factors affecting learning
2. Explain how maturation affects learning
3. Explain the concept and importance of attention and perception
4. Explain the concept, principle, theories of motivation, and technique of motivating students.
5. Discuss Fatigue as a factor in Learning
INTRODUCTION:
Learning, as we know it, can be considered as the process by which skills, attitudes, knowledge, and concepts are acquired, understood, applied, and extended. All human beings engage in the process of learning, either consciously, subconsciously, or subliminally whether grownups or children. It is through learning that their competence and ability to function in their environment get enhanced. It is important to understand that while we learn some ideas and concepts through instruction or teaching, we also learn through our feelings and experiences. Feelings and experiences are a tangible part of our lives and these greatly influence what we learn, how we learn, and why we learn.
Learning has been considered partly a cognitive process and partly a social and affective one. It qualifies as a cognitive process because it involves the functions of attention, perception, reasoning, analysis, drawing of conclusions, making interpretations, and giving meaning to the observed phenomena. All of these are mental processes, which relate to the intellectual functions of the individual. Learning is a social and affective process, as the societal and cultural
context in which we function and the feelings and experiences that we have, greatly influence our ideas, concepts, images, and understanding of the world. These constitute inner subjective interpretations and represent our own unique, personalized constructions of the specific universe of functioning.
Our knowledge, ideas, concepts, attitudes, beliefs, and skills, we acquire, are a consequence of these combined processes. The process of learning involves cognition, feeling, experience, and context. Individuals vary greatly with regard to their ability, capacity, and interest in learning. You must have noticed such variations among your friends and students. In any family, children of the same parents differ with respect to what they can learn and how well they can
learn. For example, a particular child may be very good at acquiring practical skills such as repairing electrical gadgets, shopping for the household, etc., while his brother or sister may in contrast be very poor on these, and good at academic tasks, instead. Even for yourself, you may be perplexed why you can do some tasks well, but not others given the same competence level.
For example, learning the tunes of songs and even their lyrics is often found to be easier than learning a formula or a poem. Do you ever wonder why this is so?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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6. Meaning:
Attention is an active part of consciousness.
The activity of concentrating mind on a particular
matter is called attention.
Attention is not possible in the absence of
consciousness, but attention and consciousness are
not one.
The field of consciousness is vast and attention is one
of its parts. For example, I am reading at this time.
Book, note, table, chair, etc., all this can be under my
consciousness, but my attention is on the words being
read on the paper.
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7. Definition:
Attention is the concentration of consciousness upon one object rather
than others – Dumvile.
Attention is the process of getting an object of thought clearly before
the mind – Ross.
Attention is the cognitive process of selectively concentrating on one
aspect of the environment while ignoring other things – John R.
Anderson.
Attention is merely conation or striving considered from the point of
view of its effects on cognitive process – McDougall.
Attention is being keenly alive to some specific factor in our
environment. It is a preparatory adjustment for response – Morgan and
Gilliland.
Attention can be thought of as the bridge over which some parts of the
external world the aspects selectively focused on are brought into the
subjective world of our consciousness so that we may regulate our own
behaviour – Carver and Schuler.
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8. Nature:
Attention is focusing of consciousness on a particular
object.
Attention is constantly shifting/changeable
Attention is selective
Attention is a mental process
Attention is a state of preparedness or alertness
Attention has narrow range/span
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10. Factors Related to Attention
Attention depends upon several factors.
These factors may be of two types:
A. External and
B. Internal.
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11. External Factors:
The external factors are concerned with the
environment. These are also called Objective Factors.
Size: Size has effect on attention. It is natural an
unusual size attracts attention of the people. Very big
size or very small size too draws our attention when
compared with normal size. For example, a Lilliputian
(dwarf man) walking on the road too draws our
attention.
11
13. External…
Intensity: Loud sounds, strong smells and deep
colours are attractive in nature. If a sound is intense
then it would attract our attention. The thunder is
louder than a car sound. So, our attention is drawn on
thunder.
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17. External…
Contrast: Anything that is different from its
surrounding is contrast. A black dust in the milk
drawn attention quickly. A swan among the crows
attracts suddenly.
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19. External…
Repetition: If a thing or person or event is repeated
several times, then our attention drawn to it. When an
advertisement is repeated in the walls drawn our attention.
Duration: attention is drawn to a thing that lasts longer. A
salesperson draws attention by lengthening his voice.
Change: Change draws our attention easily. In the midst of
continuous noise a slight moment of silence draws our
attention.
Novelty: Newness attracts quickly than traditional one. A
new teacher attracts the children very much in the school.
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22. Internal Factors
The internal factors are concerned with the individual.
So, these are also called subjective factors.
Interest: we are interested in some things and
disinterested in other things. Interesting things draws our
attention soon. An engineer and a botanist going down the
same path will attend entirely different things on the way.
Engineer attention will be on the buildings and botanist
attention will be on the trees.
Desire: A person’s desire becomes a cause of paying
attention to a thing. For example, a person has to desire of
buying a hammer. There are many things available in a
market, but when he goes to a shop where hammers are
available.
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23. Internal…
Motives: Basic motives are important in drawing
attention. Human motives like
hungry, thirst, sex, safety, etc., play a vital role in drawing
attention. A thirst person attention always on where water
is available.
Aim/Goal: Every man has some immediate aim and
ultimate goal in their life. The immediate aim of a student
is to pass in the examination while his ultimate goal may be
to become a doctor. The student, whose goal is not to pass
the examination, will not be concerned with textbooks or
note, etc, but who has the aim to pass in the
examination, will at once attend to them.
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24. Internal...
Habit: Habit is also a vital determinant of attention. The
kind of habit we found in our life, our attention is drawn to
such things. if a person has habit to play cricket, then his
attention is always drawn to it, and he will listen to cricket
commentaries with attention.
Past Experience: It is also affect attention. If we know by
our past experience that a particular person is sincere to
us, we shall pay attention to whatever he advises us. If our
experience is contrary, we shall not attend even to his most
serous advice.
Apart from these above
factors, aptitude, attitude, mental set, disposition and
temperament etc., are also an internal factors.
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25. Inattention
As a matter of fact there are two fields of
consciousness – the field of attention and inattention.
The field of attention is in the center of consciousness
and that of inattention to the edge consciousness.
The things on the edge of consciousness influence the
mind to some extent, but our attention is not diverted
to them.
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26. Inattention…
F D G J K
O Y U A W
V C N S Q
Z M I T R
Here are given twenty letters of alphabet. if we pay
attention to the alphabet ‘N’, then other letters are
overlooked and if we pay attention to the alphabet ‘ A’
then attention is diverted from other alphabets etc.
Now we have attention on ‘A’ and inattention on other
alphabets.
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27. Inattention…
Inattention is required for attention. If we want to pay
attention to a thing, we will have to overlook other
things.
If a student wants to pay attention to his lesson, then it
is necessary that he diverts his attention from other
things.
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28. Distraction: Meaning
Distraction means the driving of attention or some
interference in attention.
For example, when one is studying, the sound of a
song or noise breaks in upon attention.
The object which causes the distraction is called
distractor.
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29. Distraction: Definition
Distraction may be defined as any stimulus whose
presence interferes with the process of attention or
draws away attention from the object to which we wish
to attend – H.R.Bhatia.
A distraction may be defined as any factor which
normally tends to break up attention – Prem Prakash.
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30. Sources of Distraction
The sources of distraction can be roughly divided into two -
external and internal sources.
External Factors: It is also called environmental factors.
These are more common and prominent.
Noise, music, improper lighting, uncomfortable
seats, inadequate ventilation, defective method of
teaching, improper use of teaching aids, defective voice of the
teacher are the common external distractors in the
classrooms.
Internal Factors:
Emotional disturbances, ill-health, anger, fear, feeling of
insecurity, boredom, lack of motivation, feeling of
fatigue, lack of interest, unrelated subject matter are the
examples for internal distractor.
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31. Forms of Distraction:
Continuous Distraction: As the name suggests, it is
the continuous distraction of attention.
For example, the sound of radio or gramophone played
continuously, the noise of market place etc. Experiments
say adjustment to continuous distraction takes place
quickly.
Discontinuous Distraction: This type of distraction
is irregular, being interspersed with intervals.
For example, the hearing of somebody’s voice every now
and then. It interferes with work because of the
impossibility of adjustment.
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32. Span of Attention:
Span of attention refers to the number of
objects, letters and digits one can attend to in a
fraction of a second so as exclude eye movement or
counting – Prem Praksh.
The extent or limit of the ability of a person to attend
to a concentrate on something. The length of time
which a reader can concentrate on what he is reading
without thinking of anything else is called Span of
attention.
32
33. Attention Span:
It varies with age, physical, mental and emotional
condition and nature of material read.
Attention brings an object into consciousness. How
many objects can be brought into consciousness at a
time, the number of them is called span of attention.
On an average span of attention of a child is limited to
4 to 5 whereas for adults it is within 6 to 7 letters or
digits.
Touchidoscope is the apparatus using for determine
the span of attention.
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35. Attention:
Meaning: active part of consciousness.
Definition: concentration of consciousness upon one object rather than others .
Nature:
Types of Attention:
Non-volitional Attention: It is also called involuntary attention.
Enforced Attention: instincts.
Spontaneous Attention: internal motivation and sentiments
Volitional Attention: It is also called voluntary attention.
Implicit Attention: ordinary efforts
Explicit Attention: make efforts for a number of times
Factors related to Attention:
External Factors:
Size, Intensity, Repetition, Duration, Movement, Contrast, Change, Novelty,
Internal Factors: Interest, Desire, Motives, Aim/Goal, Habit, Past
Experience, aptitude, attitude, mental set, disposition and temperament etc.
Inattention: required for attention.
35
36. Distraction:
Meaning: interference in attention.
Definition: any factor which normally tends to break up attention
Sources of Distraction
External Factors: Noise, music, improper lighting, uncomfortable
seats, inadequate ventilation, defective method of teaching, improper
use of teaching aids, defective voice of the teacher, etc.
Internal Factors: Emotional disturbances, ill-
health, anger, fear, feeling of insecurity, boredom, lack of
motivation, feeling of fatigue, lack of interest, unrelated subject
matter, etc.
Forms of Distraction
Continuous Distraction
Discontinuous Distraction
Span of Attention: limit of the ability of a person to attend to a
concentrate on something.
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38. Questions:
1. Attention is an active part of ……………………………………
2. Enforced attention is sustained by ……………………………
3. Volitional attention is also called ……..……………….
4. The object which causes the distraction is called
……………………….
5. …………………… is the apparatus using for determine
the span of attention.
38