Cognitive Psychology: Object Perception and the Five Senses

 

 (CP-10) Object Perception and the Five Senses

Object perception refers to the way our brain processes and interprets sensory information from the environment to form a meaningful representation of objects. The five senses - vision, hearing, smell, taste, and touch - play a crucial role in object perception by providing the brain with the necessary sensory input. In this article, we will explore the different aspects of object perception and how each of the five senses contributes to it.

The Five Senses and Object Perception:

1. Vision: Vision is perhaps the most important sense for object perception, as it provides us with a rich and detailed representation of the external world. The retina in our eyes captures visual information and sends it to the visual cortex in the brain for processing. The visual cortex uses this information to recognize objects and interpret their features, such as shape, size, and color.

Visual illusions, such as the Müller-Lyer illusion or the Ponzo illusion, demonstrate how our brain interprets visual information based on past experiences and expectations. Object recognition is another important aspect of visual perception, as it allows us to quickly identify objects in our environment.

2. Hearing: Hearing is another important sense for object perception, as it allows us to localize and recognize sounds in our environment. The ear captures sound waves and sends them to the auditory cortex in the brain for processing. The auditory cortex uses this information to determine the direction and distance of sound sources and to recognize familiar sounds, such as voices or musical instruments.

Sound localization is an important aspect of auditory perception, as it helps us navigate and interact with our environment. Object recognition is also important for auditory perception, as it allows us to recognize sounds that are associated with specific objects or events.

3. Smell: Smell, or olfaction, is a sense that is often overlooked but plays a crucial role in object perception. The olfactory receptors in our nose capture airborne molecules and send them to the olfactory cortex in the brain for processing. The olfactory cortex uses this information to identify and interpret different smells.

Odor identification is an important aspect of olfactory perception, as it allows us to recognize and distinguish between different scents. Object recognition is also important for olfactory perception, as certain smells are associated with specific objects or events.

4. Taste: Taste, or gustation, is another sense that is often overlooked but plays an important role in object perception. The taste receptors on our tongue capture different chemicals in the food we eat and send signals to the gustatory cortex in the brain for processing. The gustatory cortex uses this information to identify and interpret different tastes.

Taste identification is an important aspect of gustatory perception, as it allows us to recognize and distinguish between different flavors. Object recognition is also important for gustatory perception, as certain tastes are associated with specific objects or events.

5. Touch: Touch, or somatosensation, is the sense that allows us to perceive pressure, temperature, and texture. The tactile receptors in our skin capture sensory information and send it to the somatosensory cortex in the brain for processing. The somatosensory cortex uses this information to recognize objects based on their texture, shape, and size.

Texture discrimination is an important aspect of tactile perception, as it allows us to distinguish between different objects based on their surface features. Object recognition is also important for tactile perception, as it allows us to recognize objects based on their shape and size.

Multisensory Integration in Object Perception:

Multisensory integration refers to the way our brain combines sensory information from different senses to form a coherent representation of objects. For example, seeing a cup and hearing it being filled with water helps us form a more complete and accurate representation of the cup.

Multisensory integration plays a crucial role in object perception and is essential for everyday life. For example, when we hear a car beeping, we can immediately turn our head to locate the source of the sound. This is because our brain combines the auditory information from the sound with visual information from our peripheral vision to form a complete representation of the environment.

Another example of multisensory integration in object perception is the McGurk effect, where the brain integrates visual and auditory information to perceive a different sound than what is actually being heard. This effect occurs when the mouth movements of a speaker do not match the sounds they are producing, causing the brain to perceive a different sound that matches the mouth movements.

Disorders of Object Perception:

Disorders of object perception are conditions where the brain has difficulty processing and interpreting sensory information from the environment. Some common disorders of object perception include:

1. Visual Agnosia: A condition where the brain has difficulty recognizing and identifying objects, even though the person may have normal vision.
2. Auditory Agnosia: A condition where the brain has difficulty recognizing and interpreting sounds, even though the person may have normal hearing.
3. Anosmia: A condition where the brain has difficulty processing and interpreting smells, leading to a loss of sense of smell.
4. Ageusia: A condition where the brain has difficulty processing and interpreting tastes, leading to a loss of sense of taste.
5. Somatosensory Agnosia: A condition where the brain has difficulty recognizing and interpreting touch sensations, leading to difficulty identifying objects based on their texture or shape.

Conclusion

In conclusion, object perception is a complex process that involves the integration of sensory information from the five senses. Each sense plays a unique role in object perception, and multisensory integration is essential for forming a complete and accurate representation of objects in the environment. Understanding how the brain processes sensory information can help us better understand disorders of object perception and develop interventions to improve object recognition and everyday functioning.

Related links:

(CP-01) The Nature and Scope of Cognitive Psychology

(CP-02) Historical perspectives of cognitive psychology

(CP-03) Neural representation of information in the brain with respect to cognitive psychology

(CP-04) Organization of the brain and neural localization of function

(CP-05) Brain and Neural Localization of Function for Cognition

(CP-06) Information coding in visual cells

(CP-07) Memory and Types of Memory

(CP-08) Pattern Recognition, Template Matching and Feature Analysis

(CP-09) Perceptual Laws of Organization

(CP-10) Object Perception and the Five Senses

References:

1. Amedi, A., von Kriegstein, K., van Atteveldt, N. M., & Beauchamp, M. S. (2005). Functional imaging of human crossmodal identification and object recognition. Experimental Brain Research, 166(3-4), 559-571.
2. Bremner, A. J. (2017). Object perception. In The Oxford handbook of perceptual organization (pp. 163-180). Oxford University Press.
3. De Gelder, B., & Vroomen, J. (2000). The perception of emotions by ear and by eye. Cognition and Emotion, 14(3), 289-311.
4. Driver, J., & Noesselt, T. (2008). Multisensory interplay reveals crossmodal influences on 'sensory-specific' brain regions, neural responses, and judgments. Neuron, 57(1), 11-23.
5. Goldstein, E. B. (2019). Sensation and perception. Cengage Learning.
6. Gori, M., Del Viva, M., Sandini, G., & Burr, D. C. (2008). Young children do not integrate visual and haptic form information. Current Biology, 18(9), 694-698.
7. Jones, K. T., & Byram, A. C. (2014). A review of multisensory perception in education. In Handbook of research on educational communications and technology (pp. 611-622). Springer.
8. Kayser, C., & Logothetis, N. K. (2007). Do early sensory cortices integrate cross-modal information? Brain Structure and Function, 212(2), 121-132.
9. Kravitz, D. J., Saleem, K. S., Baker, C. I., & Mishkin, M. (2011). A new neural framework for visuospatial processing. Nature Reviews Neuroscience, 12(4), 217-230.
10. McGurk, H., & MacDonald, J. (1976). Hearing lips and seeing voices. Nature, 264(5588), 746-748.
11. Olofsson, J. K., & Gottfried, J. A. (2015). The muted sense: Neurocognitive limitations of olfactory language. Trends in Cognitive Sciences, 19(6), 314-321.
12. Ramachandran, V. S. (1994). Perception of shape from shading. Nature, 331(6152), 163-166.
13. Tse, P. U. (2019). Visual attention: The past 25 years. Vision Research, 156, 1-8.
14. Zatorre, R. J., & Jones-Gotman, M. (2000). Functional imaging of the chemical senses. In The chemical senses (pp. 381-394). Springer.

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Book Review and summary of " Emotional Intelligence: Discover why it can Matter More Than IQ" by Daniel Goleman

 

Book Review and summary of 

Emotional Intelligence: Discover why it can Matter More Than IQ

by Daniel Goleman

Introduction:

Emotional Intelligence: Why It Can Matter More Than IQ by Daniel Goleman is a groundbreaking book that explores the importance of emotional intelligence in personal and professional success. The book was first published in 1995 and quickly became a bestseller, selling more than five million copies worldwide. Goleman's book brought the concept of emotional intelligence to the forefront of public consciousness and sparked a global conversation about the importance of EQ in our daily lives.

Book Summary:

In Emotional Intelligence, Goleman argues that emotional intelligence is a better predictor of success than traditional measures of intelligence, such as IQ. He explains that emotional intelligence encompasses a range of skills, including self-awareness, self-regulation, motivation, empathy, and social skills, that are essential for success in both personal and professional contexts.

Goleman provides evidence that emotional intelligence is critical for leadership and that it can be learned and developed over time. He also discusses how emotional intelligence can be used to improve relationships, manage stress, and achieve greater happiness and fulfillment in life.

The book is divided into five parts.

1)      In Part One, Goleman introduces the concept of emotional intelligence and discusses its importance in the workplace.

2)      In Part Two, he delves into the science behind emotional intelligence, exploring the brain's role in emotional processing and regulation.

3)      Part Three focuses on the development of emotional intelligence, offering practical tips and strategies for improving emotional intelligence in oneself and others.

4)      Part Four explores the role of emotional intelligence in various areas of life, including education, parenting, and healthcare.

5)      Finally, in Part Five, Goleman looks to the future, discussing the potential impact of emotional intelligence on society as a whole.

Overall, Emotional Intelligence is a must-read for anyone interested in personal and professional development. Goleman's insights and research provide a compelling argument for the importance of emotional intelligence and offer practical advice for improving one's EQ. The book is well-written, engaging, and thought-provoking, and its impact can still be felt decades after its initial publication.

Book Review:

Emotional Intelligence: Why It Can Matter More Than IQ by Daniel Goleman has received widespread praise and recognition for its groundbreaking insights into the importance of emotional intelligence. The book has sold millions of copies and has been translated into over 40 languages, making it one of the most influential books on personal and professional development.

Readers have praised Goleman's writing style for being clear and engaging, making complex concepts accessible to readers of all backgrounds. The book is divided into easy-to-read chapters, each with a clear focus and practical advice for improving emotional intelligence. Many readers have found the tips and strategies presented in the book to be useful in their personal and professional lives, leading to improved relationships, increased success, and greater happiness.

Critics have also lauded Emotional Intelligence for its extensive research and scientific evidence, providing a compelling argument for the importance of emotional intelligence. Goleman draws on a range of disciplines, including psychology, neuroscience, and business, to provide a comprehensive understanding of emotional intelligence and its impact on various aspects of life.

Overall, Emotional Intelligence: Why It Can Matter More Than IQ is a highly recommended read for anyone interested in personal growth and development. Goleman's insights and practical advice can help readers improve their emotional intelligence and achieve greater success and fulfillment in all areas of life.

Book Reference:

Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.

Book Review and summary of "The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom by Jonathan Haidt".

 

Book Review and summary of 

"The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom" 

by Jonathan Haidt

    

   

The Happiness Hypothesis is a book about happiness. It's not just about happiness, though--it's also about the things that make us unhappy and how we can avoid them. But it doesn't stop there: The Happiness Hypothesis is also about what makes us happy, why we should care about being happy, and how to become happier if we aren't already.

Book Summary:

"The Happiness Hypothesis" by Jonathan is a book that explores the old-age question of what makes people truly happy, a social psychologist, draws on a range of ancient wisdom, including the teachings of Buddha, Aristotle, and Confucius, to offer a modern perspective on this important subject. The book is divided into 10 chapters, each of which explores a different aspect of happiness, from the role of genetics and environment to the importance of finding meaning in life. Throughout the book, provides practical advice and exercises for readers looking to increase their level of happiness.

Book Review:

"The Happiness Hypothesis" is a fascinating and thought-provoking book that explores the science of happiness from a unique perspective. It draws on a wide range of sources to offer insights into what makes people truly happy, and his writing is both engaging and accessible. One of the strengths of the book is that it provides practical advice for readers looking to improve their happiness, including exercises to help increase gratitude and mindfulness. The book also challenges some of the conventional wisdom around happiness, such as the idea that money and material possessions are the key to a happy life.

Overall, I would highly recommend "The Happiness Hypothesis" to anyone interested in the science of happiness. It is a well-researched and engaging book that offers

 

 

Psychology: Perception and Gestalt Principles

 

(ITP-10) Perception and Gestalt Principles

 

Perception: Understanding the World through Our Senses:

Perception is a fundamental aspect of human cognition that allows us to understand and interact with the world around us. It is a process by which we interpret and organize sensory information from our environment, including visual, auditory, touch, smell, and taste stimuli. Perception plays a crucial role in our daily lives, from recognizing faces and objects to navigating through complex environments. In this blog, we will discuss the concept of perception, the different types of perception, and the factors that influence our perception.

What is Perception?

Perception is the process by which we organize, interpret, and make sense of sensory information from our environment. It is a complex cognitive process that involves both bottom-up processing (the sensory information) and top-down processing (prior knowledge and expectations). Perception can be thought of as the bridge between the physical world and our mental representations of that world. In other words, perception is how we understand what we see, hear, touch, smell, and taste.

Types of Perception

There are several different types of perception, including:

1. Visual Perception: Visual perception is the process by which we interpret and make sense of visual information from our environment. It involves the interpretation of color, depth, form, and motion.
2. Auditory Perception: Auditory perception is the process by which we interpret and make sense of auditory information from our environment. It involves the interpretation of pitch, loudness, and timbre.
3. Tactile Perception: Tactile perception is the process by which we interpret and make sense of tactile information from our environment. It involves the interpretation of pressure, texture, and temperature.
4. Olfactory Perception: Olfactory perception is the process by which we interpret and make sense of olfactory information from our environment. It involves the interpretation of different smells and scents.
5. Gustatory Perception: Gustatory perception is the process by which we interpret and make sense of gustatory information from our environment. It involves the interpretation of different tastes, such as sweet, sour, salty, and bitter.

Factors that Influence Perception:

Perception is not a passive process; it is influenced by a range of factors that shape our interpretation of sensory information. Some of the key factors that influence perception include:

1. Attention: Our attentional focus can influence our perception of stimuli. For example, if we are focused on one particular aspect of a scene, we may miss other important details.
2. Expectations: Our prior expectations can influence our perception of sensory information. For example, if we expect to see a particular object in a scene, we may be more likely to interpret ambiguous stimuli as that object.
3. Context: The context in which sensory information is presented can influence our perception. For example, a sound that may be interpreted as threatening in one context may be interpreted as harmless in another context.
4. Emotion: Our emotional state can influence our perception of sensory information. For example, if we are feeling anxious, we may be more likely to interpret ambiguous stimuli as threatening.
5. Culture: Our cultural background can influence our perception of sensory information. For example, individuals from different cultures may interpret facial expressions differently.

The Gestalt principles of perceptual organization are a set of principles that describe how our brains organize sensory information into meaningful perceptual experiences. These principles are important for understanding how we see and interpret the world around us, and they have important implications for fields such as psychology, design, and art. In this blog, we will discuss the Gestalt principles of perceptual organization and their significance for psychology students.

The Gestalt Principles

The Gestalt principles of perceptual organization were first introduced by a group of German psychologists in the early 20th century. These principles describe how our brains organize sensory information into meaningful patterns and structures. The Gestalt principles can be summarized as follows:

1. Figure-Ground: Our brains automatically separate sensory information into a figure (the object of focus) and a ground (the background). The figure is typically perceived as being in front of the ground.
2. Proximity: Objects that are close together are perceived as being related to each other.
3. Similarity: Objects that are similar in size, shape, color, or texture are perceived as being related to each other.
4. Closure: Our brains fill in missing information to create a complete, coherent picture.
5. Continuity: Our brains prefer to see continuous patterns rather than abrupt changes in sensory information.
6. Symmetry: Objects that are symmetrical are perceived as being more organized and aesthetically pleasing.
7. Common Fate: Objects that move together are perceived as being related to each other.

Significance for Psychology Students

The Gestalt principles of perceptual organization have significant implications for psychology students. Understanding these principles can help students to understand how our brains organize sensory information and how we make sense of the world around us. The Gestalt principles are particularly relevant for fields such as cognitive psychology, perception, and social psychology.

How our brains process information: In cognitive psychology, the Gestalt principles can be used to understand how our brains process visual information. For example, researchers have used the principles of proximity and similarity to study how people group visual stimuli into meaningful patterns. In perception, the Gestalt principles can be used to understand how we perceive depth and motion. In social psychology, the Gestalt principles can be used to understand how we form impressions of other people based on their appearance and behavior.

Impertinence for designers and artists: The Gestalt principles are also important for designers and artists. Designers can use the principles of proximity and similarity to create visually appealing layouts, while artists can use the principles of symmetry and closure to create aesthetically pleasing compositions.

In conclusion, the Gestalt principles of perceptual organization are a set of principles that describe how our brains organize sensory information into meaningful perceptual experiences. These principles are important for understanding how we see and interpret the world around us, and they have important implications for fields such as psychology, design, and art. By studying the Gestalt principles, psychology students can gain a deeper understanding of how our brains work and how we make sense of the world around us.

References:

1. Adams, R. J., & Shipp, S. (2013). Expansion and convergence of multisensory integration in the evolution of the brain: implications for the perception of art. i-Perception, 4(2), 81-101.
2. Bremner, A. J., Caparos, S., Davidoff, J., de Fockert, J., Linnell, K. J., & Spence, C. (2013). "Bouba" and "Kiki" in Namibia? A remote culture make similar shape-sound matches, but different shape-taste matches to Westerners. Cognition, 126(2), 165-172.
3. Gibson, J. J. (1979). The ecological approach to visual perception. Houghton Mifflin.
4. Goldstein, E. B. (2021). Sensation and perception (11th ed.). Cengage Learning.
5. Gregory, R. L. (1998). Eye and brain: The psychology of seeing. Oxford University Press.
6. Kandel, E. R., Schwartz, J. H., & Jessell, T. M. (Eds.). (2000). Principles of neural science (4th ed.). McGraw-Hill.
7. Palmer, S. E. (1999). Vision science: Photons to phenomenology. MIT Press.
8. Rock, I., & Palmer, S. E. (1990). The legacy of Gestalt psychology. Scientific American, 263(6), 84-90.
9. Shepard, R. N., & Metzler, J. (1971). Mental rotation of three-dimensional objects. Science, 171(3972), 701-703.
10. Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411-417.
11. Stevens, J. C., & Choo, K. K. (1999). Spatial acuity of the body surface over the life span. Somatosensory & Motor Research, 16(3), 197-206.
12. Wertheimer, M. (1912). Experimental studies on the seeing of motion. The American Journal of Psychology, 23(2), 197-224.
13. Wertheimer, M. (1923). Untersuchungen zur Lehre von der Gestalt II. Psychologische Forschung, 4(1), 301-350.
14. Wundt, W. (1896). Grundriss der Psychologie [Outline of Psychology]. Engelmann.
15. Bruce, V., & Young, A. (2012). Face perception. Psychology Press.
16. Yantis, S., & Hillstrom, A. P. (2001). Stimulus-driven attentional capture: Evidence from equiluminant visual objects. Journal of Experimental Psychology: Human Perception and Performance, 27(3), 569-579.

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Psychology: Attention and Sensation

 

(ITP-09) Attention and Sensation

Attention

Attention is the cognitive process of selectively focusing on specific aspects of our environment while ignoring others. It is an essential aspect of human perception and plays a crucial role in our ability to learn, remember, and make decisions.

Types of attention: voluntary and involuntary.

• ·         Voluntary attention involves a conscious effort to focus on a particular stimulus or   task.
• ·          Involuntary attention is automatic and reflexive.

Attention is a limited resource, and our ability to sustain it over time can decline if we are exposed to prolonged or distracting stimuli. Attention can also be affected by factors such as fatigue, stress, and mood.

Senses by Sensation Process: Vision, Audition, Smell, Taste, and Touch

As a psychology student, it is important to understand how our senses work and how they are processed by our brain. In this blog, we will be discussing the five senses: vision, audition, smell, taste, and touch. We will explore how these senses work and the sensation process that occurs when we experience them.

1. Vision

Vision is the sense that allows us to see the world around us. It is a complex process that involves the eyes, brain, and nervous system. The sensation process of vision begins when light enters the eye through the cornea, a clear layer at the front of the eye. The light then passes through the pupil, a small opening in the center of the iris. The iris adjusts the size of the pupil to control the amount of light that enters the eye.

2. Audition

Audition is the sense of hearing, which allows us to perceive sound. Sound waves entering the outer ear and ear canal start auditioning. Eardrums vibrate with sound. The three middle-ear ossicles boost these vibrations. Amplified sound waves trigger inner ear cochlear hair cells. Hair cells provide auditory nerve signals to the brain from sound waves. The brain produces sounds from these signals.

3.    Smell

Smell is the sense that allows us to perceive odors. The sensation process of smell begins when odor molecules enter the nose and bind to receptors in specialized tissue in the nasal cavity. These receptors then send signals to the brain through the olfactory nerve. The brain then processes these signals and creates the sensations of smell.

4. Taste

Taste is the sense that allows us to perceive flavors. The sensation process of taste begins when taste buds on the tongue and in the mouth detect chemicals in food and beverages. These chemicals then bind to receptors on the taste buds, which send signals to the brain through the facial, glossopharyngeal, and vagus nerves. The brain then processes these signals and creates the sensations of taste.

5. Touch

Touch is the sense that allows us to perceive pressure, temperature, and pain. The sensation process of touch begins when sensory receptors in the skin detect stimuli such as pressure, temperature, or pain. These receptors then send signals to the brain. The brain then processes these signals and creates the sensations of touch.

While each sense works independently, they also work together to give us a more comprehensive experience of the world. For example, the taste of food can be influenced by its aroma (smell) and texture (touch), and the perception of a sound can be influenced by the direction it came from (vision).

Factors affecting sensations:

1. Age: As we age, our sensory abilities may decline. For instance, our vision and hearing may become less acute, and our sense of taste and smell may become less sensitive.
2. Genetics: There are genetic differences in how individuals perceive and process sensory information. For example, some people may have a heightened ability to detect certain tastes or smells.
3. Environment: Our surroundings can also affect our sensations. For example, background noise can make it more difficult to hear sounds, and strong odors can mask other smells.
4. Attention: Our level of attention can also affect our sensations. For instance, if we are focused on a particular sound, we may be less likely to notice other sounds in the environment.
5. Expectations: Our expectations can also influence our sensations. For example, if we are told that a particular food is spicy, we may perceive it as being hotter than it actually is.

 

Thresholds in Sensory Perception: Lower, Upper and Differential Threshold (JND)  

Sensory perception is the process of detecting and interpreting stimuli in our environment. These thresholds vary depending on the type of stimulus and the individual's sensory abilities. There are three main types of thresholds: Differential, lower, and upper.

1.    Lower Threshold

The lower threshold is the minimum amount of stimulation required for a person to detect a stimulus. For example, the lower threshold for taste might refer to the minimum amount of a particular substance required for a person to detect a specific taste, such as saltiness. The lower threshold can be affected by various factors such as age, genetics, and environmental factors.

2.    Upper Threshold

The upper threshold is the maximum amount of stimulation that can be perceived before it becomes overwhelming or painful. For example, the upper threshold for touch might refer to the maximum amount of pressure that can be applied before it becomes painful.

3.    Differential Threshold (JND)

The Differential threshold, also known as the just noticeable difference (JND), is the smallest difference in stimulation between two sensory inputs that can be detected at time. For example, if you were to listen to two tones of slightly different frequencies, the difference threshold would be the minimum frequency difference required for you to detect a change in pitch.

References:

1. Bell, A. H., & Buchner, A. (2012). Perceptual learning in sensory substitution. Neuroscience & Biobehavioral Reviews, 36(10), 2202-2213. https://doi.org/10.1016/j.neubiorev.2012.08.004
2. Chua, R., & Yeh, S. L. (2020). Attentional processing and inhibitory control in adolescents with internet addiction: An event-related potential study. Addictive Behaviors Reports, 11, 100279. https://doi.org/10.1016/j.abrep.2020.100279
3. Davis, S. M., & Kucera, K. M. (2020). Aesthetic perception in film: Attention, emotion, and the viewer experience. Projections: The Journal for Movies and Mind, 14(1), 1-26. https://doi.org/10.3167/proj.2020.140101
4. Dugué, L., & Merleau-Ponty, M. (2020). Attention and the body: From a phenomenological point of view. Phenomenology and the Cognitive Sciences, 19(3), 511-527. https://doi.org/10.1007/s11097-019-09621-5
5. Gardner, E. P., & Johnson, K. O. (2020). The somatosensory system: Receptors and afferent pathways. In Kandel, E. R., Schwartz, J. H., & Jessell, T. M. (Eds.), Principles of neural science (6th ed., pp. 409-426). McGraw-Hill Education.
6. Green, C. S., & Bavelier, D. (2015). Action video game training for cognitive enhancement. Current Opinion in Behavioral Sciences, 4, 103-108. https://doi.org/10.1016/j.cobeha.2015.03.002
7. Hershenson, M. (2019). Sensation and perception. Psychology Press.
8. James, W. (1890). The principles of psychology. Henry Holt and Company.
9. Kerzel, D. (2019). Attention and visual motion perception. Current Opinion in Psychology, 29, 158-162. https://doi.org/10.1016/j.copsyc.2019.02.005
10. Lavie, N. (2015). Attention, distraction, and cognitive control under load. Current Directions in Psychological Science, 24(3), 187-193. https://doi.org/10.1177/0963721414552728
11. Lee, T. D., & Schmidt, R. A. (2019). Motor control and learning: A behavioral emphasis (6th ed.). Human Kinetics.
12. Lemaire, P., & Lecacheur, M. (2019). Age-related changes in cognition and perception: The role of attentional resources. Current Directions in Psychological Science, 28(3), 222-226. https://doi.org
13. Loughnane, G. M., Newman, D. P., Tamang, S., Kelly, S. P., & O'Connell, R. G. (2019). Auditory sensory memory in 20q11.2 microdeletion syndrome. Neuropsychologia, 129, 380-390. https://doi.org/10.1016/j.neuropsychologia.2018.05.026
14. Maunsell, J. H. R. (2015). Neuronal mechanisms of visual attention. Annual Review of Vision Science, 1, 373-391. https://doi.org/10.1146/annurev-vision-082114-035447
15. O'Reilly, R. C., & Munakata, Y. (2015). Computational explorations in cognitive neuroscience: Understanding the mind by simulating the brain. MIT Press.
16. Reynolds, J. H., & Chelazzi, L. (2014). Attentional modulation of visual processing. Annual Review of Neuroscience, 37, 339-367. https://doi.org/10.1146/annurev-neuro-071013-014132
17. Stevens, S. S. (1957). On the psychophysical law. Psychological Review, 64(3), 153-181. https://doi.org/10.1037/h0046162
18. Talsma, D. (2015). The multifaceted interplay between attention and multisensory integration. Trends in Cognitive Sciences, 19(9), 543-550. https://doi.org/10.1016/j.tics.2015.07.009

 

Teaching and Learning Skills: Characteristics of Active Learner

 

(TALS-08) Characteristics of Active Learner

Learning is a continuous process that leads to a permanent change in an individual's knowledge or behavior due to experience. As William James said, “The great aim of education is not knowledge but action.” Therefore, it is crucial to develop active learning skills in students to ensure that they can use their knowledge in practical settings.

Learning and Active Learning:

According to Woodworth, "Learning is the relatively permanent change in a person’s knowledge or behavior due to experience." This suggests that learning is an ongoing process that can have a long-lasting impact on an individual's behavior or knowledge.

Active Learning through Conducting Experiments

One of the most effective ways to implement active learning is by conducting experiments. This approach encourages students to take an active role in the learning process by engaging in hands-on activities that promote a deeper understanding of the material.

Nature of Active Learning

Active learning is centered on engaging students in the learning process, promoting critical thinking, problem-solving, and creativity. This approach encourages students to take an active role in their learning, promoting a deeper understanding and retention of the material.

The Role of Teachers in Active Learning:

A teacher plays a crucial role in promoting active learning. They have to fulfill five critical roles to be the best educator they can be, including being a resource, providing support, being a mentor, being a helping hand, and being a learner. By fulfilling these roles, teachers can create an environment that fosters active learning and enhances students' learning experience.

Characteristics of Active Learner:

1. Active Learner has a growth mindset:

Having a growth mindset is a vital trait of Active Learners. They believe that their abilities and intelligence can be enhanced through hard work and perseverance. They view challenges as opportunities for growth and regard failure as a part of the learning process. With this mindset, they keep pushing themselves to improve and reach their potential.

2. Active Learner is Brave:

Bravery is an essential characteristic of Active Learners. They are not afraid to ask questions, seek help, or take risks. They embrace challenges and step out of their comfort zone to learn new things. They take responsibility for their actions and are not afraid to face the consequences of their decisions.

3. Active Learner is Organised:

Being organised is a crucial trait of Active Learners. They keep track of their assignments, deadlines, and schedules. They know how to prioritise their tasks and manage their time effectively. They maintain a tidy workspace and use tools like planners and calendars to stay on top of their responsibilities.

4. Active Learner is able to deal with failure:

Active Learners understand that failure is a natural part of the learning process. They don't let setbacks discourage them but instead use them as opportunities to learn and grow. They bounce back from failures, remain persistent, and keep trying until they succeed.

5.  Active Learner sets Goals:

Setting goals is a fundamental trait of Active Learners. They have a clear vision of what they want to achieve and work towards it consistently. They set realistic and achievable goals and break them down into smaller steps. They measure their progress and adjust their strategies accordingly.

6. Active Learner is able to connect to learning life:

Active Learners understand that learning is a continuous process and not just confined to the classroom. They seek out opportunities to learn and connect their learning to real-life situations. They are curious, ask questions, and explore topics beyond what is taught in the classroom.

7. Active Learner knows how to look after his mental health:

Active Learners understand the importance of maintaining their mental health. They take breaks when needed, practice self-care, and engage in activities that bring them joy. They seek help when they need it and support their peers in looking after their mental health.

8. A Active Learner values Education:

Active Learners values education and understands its importance in their life. They recognise that education provides opportunities and opens doors to various career paths. They take their education seriously and put in the effort required to succeed in their studies.

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Active Learning Promotes Recall and Deeper Understanding

Active learning promotes recall and deeper understanding of the material. Through hands-on activities and experiments, students can engage in the learning process, promoting critical thinking, problem-solving, and creativity. By taking an active role in their learning, students can enhance their ability to apply their knowledge in practical settings.

Apart from the above-mentioned characteristics, some additional qualities are required to become an active learner. Some of these qualities are:

1. Curiosity: An active learner is always curious about the world around them. They ask questions, seek answers, and strive to understand the world better.
2. Self-motivation: Active learners are self-motivated and take the initiative to seek out new learning opportunities. They do not wait for someone else to motivate them to learn.
3. Persistence: Active learners are persistent in their pursuit of knowledge. They do not give up easily and continue to work hard even when faced with challenges.
4. Collaborative: Active learners understand the importance of collaboration and working with others to achieve a common goal. They are open to feedback and suggestions from others, and they seek out opportunities to learn from their peers.
5. Reflective: Active learners are reflective about their learning experiences. They think critically about what they have learned, how they learned it, and how they can apply their new knowledge in the future.

In conclusion, active learning is an essential part of the learning process for students. By developing the necessary skills and characteristics required for active learning, students can enhance their learning experience and achieve greater academic success. With the support of teachers who fulfill their roles, students can engage in hands-on activities and experiments, promote critical thinking and problem-solving, and become successful active learners.

References:

1.    Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.

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3.    Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862-864.

4.    Felder, R. M., & Brent, R. (2009). Active learning: An introduction. ASQ Higher Education Brief, 2(4), 1-5.

5.    Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

6.    Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66(1), 64-74.

7.    Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational psychologist, 42(2), 99-107.

8.    James, W. (1899). Talks to Teachers on Psychology and to Students on Some of Life's Ideals. Dover Publications.

9.    Johnson, D. W., Johnson, R. T., & Smith, K. A. (2006). Active learning: Cooperation in the college classroom. Interaction Book Company.

10. Kuh, G. D. (2003). What we’re learning about student engagement from NSSE. Change: The Magazine of Higher Learning, 35(2), 24-32.

11. Lieberman, M. D., & Cunningham, W. A. (2009). Type I and Type II error concerns in fMRI research: re-balancing the scale. Social cognitive and affective neuroscience, 4(4), 423-428.

12. McInerney, M. J., & Fink, L. D. (2003). Team-based learning enhances long-term retention and critical thinking in an undergraduate microbial physiology course. Microbiology Education, 4(1), 3-12.

13. Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.

14. Prince, M. (2016). Active learning: A hot topic in education. Advances in Physiology Education, 40(2), 69-75.

15. Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational technology, 35(5), 31-38.

16. Stewart, B. L., & Felicetti, L. A. (1992). Active learning and retention: a comparison of two methods in teaching social work practice skills. Journal of Social Work Education, 28(2), 167-175.

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