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COGNITIVE-PROCESSES -AND-MOTIVATI0N.pptx
- 1. COGNITIVE PROCESSES AND MOTIVATI0N PRESENTERS: WILVICT. MAGBANUA JOHNREY MIRANDA NHYSSON MONTILLA ED IAN NAPOLES
- 2. Objectives The studentshould be able to; Identify what is cognitive processes and its stages. Impact of motivation in learning; And understand the relationship between cognitive processes and motivation
- 3. What is cognitiveprocesses The cognitive learning definition refers to the mental pathways used to comprehend, learn, and communicate. Cognition involves the processes used to think, remember, solve problems, speak, imagine, and think.
- 4. Stages of cognitiveprocesses Sensation – it refers to our awareness about various stimuli which we encounter in different modalities such as vision, touch, smell , and taste. Various physical energies in the environment act on the sense organs.
- 5. Attention Many competingstimuli, but only limited capacity. Therefore, need to focus and select.
- 6. Visual attention Basedon location and color Auditory attention Based on color, timbre , and intensity.
- 7. Focused attention factorsaffecting the attentional focus • Meaningfulness • Structure of display • Use of color, intensity, • Use of modalities
- 8. Perceptions In thecase of perception we process the information and make out the meaning of the stimuli available to us.
- 9. Factors influences perceptions 1.Functioning of sense organs 2. Functioning of brain 3. Previous experiences 4. Psychological state 5. Interest 6. Motivation 7. Behavior of organisms
- 10. Differences between sensationand perception Sensation can be defined as passive process of bringing information to the outside world into the body and to the brain Perception can be defined as the active process of selecting, organizing, and interpreting the information brought to the brain by the senses.
- 11. How do theywork together? Sensation occurs; a. Sensory organs absorb energy from physical stimulus in the environment b. Sensory receptors convert this energy into neural impulses and send them to the brain. Perception follow; a. The brain recognizes the information and translate it into something meaningful.
- 12. Learning It helpsus acquiring new knowledge through experience and practices. The acquired knowledge and skills further bring a relative change in our behavior and facilitate our adjustment in varied settings.
- 13. Memory The informationwe processed and learn is registered and stored in the memory system. Memory also helps us to easily retrieve the stored information when it is required for use.
- 14. Memory has threecomponents Sensory memory Long – term memory Short – term memory
- 15. Sensory memory Afterthe information reaches the senses it is briefly registered in the sensory store. Some of this information is successfully passed to the short – term memory store.
- 16. Short – termmemory Hold information longer than sensory memory and has limited capacity. It has been suggested that approximately seven items can be held in short term memory. (Miller 1965)
- 17. Long – termmemory It has been suggested has virtually unlimited capacity. However, the process of remembering or the bringing back into consciousness relevant items of information accurately and speedily, is rarely achieved with perfection. Information about meanings, concepts, properties, and events are stored over a long time. This stored knowledge is organized into what are referred to as schemata.
- 18. Thinking In thecase of thinking we use our stored knowledge to solve various task. We logically establish the relationship among various objects in our mind and take rational decision to a given problem.
- 19. Decision Making Theprocess of selecting a logical choice from the available options. When trying to make a good decision, a person must weight the positives and negatives of every options, and consider all the alternatives.
- 20. Problem – Solving Is a mental process that involves discovering, analyzing, and solving problems.
- 21. The steps inproblem solving I. Identifying the problem II. Defining the problem III. Forming a strategy IV. Organizing information V. Allocating resources VI. Monitoring progress and; VII. Evaluating the result
- 22. Application of cognitiveprocesses We will look on how cognitive processes applied to our daily life, we can try to make generalization and consider their application for educational. People control their own learning B.F Skinner (1954, 1968) argued that student must make active responses in the classroom if they are to learn anything.
- 23. What is motivation? Motivation, as the name suggests, is what ‘moves’ us. It is the reason we do anything at all. For teachers, a lack of motivation has long been one of the most frustrating obstacles to student learning.
- 24. Extrinsic vs Intrinsicmotivation
- 25. Extrinsic motivation Theuse of external rewards or punishments to encourage student work completion, is generally painted in education as the enemy of good instruction.
- 26. Intrinsic motivation Isthe act of doing an activity purely for the joy of doing it, and it is frankly very rare in school and work contexts.
- 27. Achievement Goal Theory Achievement Goal Theory argues that all motivation can be linked to one’s orientation towards a goal. According to this theory, there are two forms of goal: performance goals and mastery goals. Performance goals are based on satisfying one’s ego by appearing smart in front of one’s peers or on achieving a sense of superiority. Mastery goals are, as they sound, motivated by a desire to fully master a skill or concept.
- 28. Expectancy Value Theory Goal orientation has a strong impact on persistence through a rigorous task, as described in Expectancy Value Theory. According to this model, expectations and values influence performance and task choice directly.
- 29. Nature versus nurture Each of these theories points to the malleability of motivation. While natural genetic variability will lead to differences in a student’s innate drive, every student has the desire to reach their goals. Our task as teachers, then, is to apply what we know from social science research to create environments, instruction, and activities to cultivate student motivation.
- 30. Why is motivationimportant? Motivation is an orientation towards learning. Therefore, it impacts how likely a student is either to give up or push forward, and how thoughtful their reflection on their learning will be.
- 31. Motivation fosters creativityand critical thinking Motivated students are not more intelligent than unmotivated students, but their need to find out the answer to a question or to master a concept pushes their thinking. Motivated students, by virtue of thinking longer and harder and enjoying the challenge of being confused, will ask deeper.
- 32. Motivation cultivates resilienceand self- assurance When a student is truly engrossed in a task, they have less cognitive and emotional energy to focus on social image. Intrinsically motivated students are not driven by fear of failure or criticism, they are less likely to disengage in such circumstances.
- 33. Motivation and agency Agency and motivation are inextricably linked concepts because, as a student becomes more driven to reach a goal, they consequently develop a stronger sense of purpose in directing their energy towards that goal.
- 34. The relationship betweencognitive processes and motivation Cognitive processes is the mental state, it involves thinking, perception, senses, memory, decision making, and problem – solving. Motivation play a significant role in determining the action of achieving goals and objectives. Cognitive processes influence motivation by shaping how individuals perceive and evaluate goals, their self belief, and their assessment of potential outcomes.
- 35. THE END OFPRESENTATION, THANK YOU!!