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MindMap Gallery cognitive process
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cognitive process
This is a mind map about the cognitive process, which refers to the process by which the human brain reflects the nature of objective objects and the relationships between objects through sensation, perception, memory, thinking, imagination, etc. Below is a detailed explanation of the cognitive process.
Edited at 2024-11-20 18:20:11
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- Outline
cognitive process
Feel
Concept: The human brain reflects the individual attributes of objective things that directly act on the sensory organs (recognizing things clearly)
type
External senses: sight (dominant, 85%), hearing, smell, taste (sweet, sour, bitter, salty), Skin (touch pressure, temperature, pain (spicy, pain is difficult to adapt to, protective effect))
internal feeling
Body sensation/visceral sensation/darkness sensation, chest tightness, stomach congestion
Balance sense/quiet sense/posture sense up and down, left and right, weightlessness, overweight
Kinesthesia/Kinaesthetic Activities of joints and muscles
qualia and sensory thresholds
sensitivity (sensory ability)
Absolute susceptibility: the ability to feel the smallest amount of stimulation
Differential susceptibility: the ability to detect the smallest difference between two similar stimuli
sensory threshold (feeling exciting)
Absolute sensory threshold: the smallest amount of stimulation that can just cause a sensation
Differential sensory threshold: the smallest change in stimulus that can just cause a difference in sensation.
sensory interaction
same feeling
Feeling adapted (continuous effect, subject to change)
Visual adaptation: light adaptation (reduced), dark adaptation (increased)
Pain adaptation: the most difficult to adapt to, has a protective effect
Hearing adaptation, smell adaptation, taste adaptation, skin adaptation
Feeling contrast (≥2 kinds)
Compare the Mach band phenomenon at the same time, at the same time
Successive contrast, sequential effect
Feeling aftereffect/like (stop)
Same or similar
negative afterimage opposite
different feeling
The mutual influence of different senses exists objectively. eg: Wash your face with cold water to improve your visual ability.
Mutual compensation of different senses, blind people have developed hearing
Synesthesia is a subjective experience in which one stimulus causes multiple sensations
Perceive regularity
The law of intensity: the greater the intensity, the greater the perception
Law of difference Difference between object and background
Law of Contrast The difference between objects
Activity Rate Activity vs. Inactivity
Law of Novelty Novelty vs. Ordinary
Combination law Proximity in time or space eg: Text arrangement should be divided into sections
The law of sensory synergy, the synergy of multiple senses, eg: learning requires five to
perception
Concept: The human brain's reflection of the overall attributes of objective things that directly act on the sensory organs (recognition of things)
Classification
object perception
spatial perception
size perception
Shape perception: Recognition of geometric figures, difficult → easy: circle, square, semicircle, rectangle, triangle, trapezoid, rhombus
Orientation perception: up and down perception at 2 to 3 years old, front and back perception at 3 to 4 years old, self-centered left and right perception at 5 years old
Depth perception including vertical and horizontal, visual cliff experiment Gibson, Walker
time perception
Nature of sensory channels Hearing > Touch > Vision
The number and nature of things that happen within a certain period of time. If the number is large and complex, the time will be short; if the number is small and simple, the time will be long.
People's interests, emotions, motivations and attitudes, etc. When recalling past events, the experience is rich and the time is long, while the experience is simple and the time is short. Time passes quickly for things you like.
motion perception
Kinesthetic perception: perception caused by continuous displacement
kinesthetic perception
Dynamic movement ≥Two still lifes eg: movies, neon lights
Induced motion occurs simultaneously, eg: cloud movement and moon movement, train 1 vs train 2
Autonomous movement, swimming effect, dark environment, eg: dark room cigarettes, stars blinking
The aftereffects of exercise are different at the same time, first → then eg: waterfall and fields, train and trees on the platform
social perception
Social stereotype effect (stereotype effect) A group of people with similar characteristics
Halo effect (halo effect) A person has similar characteristics in a group, one is good at others, and it is love at first sight.
primacy effect first impression
recency effect last impression
Projection effect: Use yourself to judge others. ji→people: Use the heart of a villain to judge the belly of a gentleman.
Labeling effect (stereotype effect): looking at modern people from the perspective of the past
Ripple effect eg: criticizing a classmate affects others around him
illusion
Concept: Under certain conditions, a distorted perception of things will inevitably produce some inherent tendency
Category: size illusion, shape and direction illusion, time illusion, tilt illusion...
Illusions and hallucinations (unconditional) are different
It has both positive and negative effects
It cannot be corrected through subjective efforts, there are no individual differences, and there is no distinction between good and bad.
law
Selectivity Object vs background, choosing different objects, different things eg: cocktail party effect, hunter entering the mountain to see his prey
Comprehension Knowledge and experience, different understandings of the same object eg: 1000 audiences have 1000 Hamlets
Wholeness part vs whole, looking at things from the whole, the same thing
Constancy itself does not change, the perceptual conditions change, and the result remains unchanged
The shape is constant. Open and close the door and look at the same thing from different directions.
Size is constant, see things from far and near
Constant brightness, black, white and gray
Color constancy: objects of the same color are illuminated by different lights
The sound is constant (airplane sound > mosquito sound), the direction is constant (the body makes some movements)
observe
Purposeful, planned, and lasting perceptual activity, an advanced form of perception
Qualities: Purpose, accuracy, comprehensiveness, profundity, objectivity, sensitivity
Cultivation of students’ observation ability
Guide students to clarify the purpose and tasks of observation
Adequate preparation, careful planning, and specific methods of observation
During actual observation, individual guidance for students should be strengthened and students’ good observation habits should be cultivated in a targeted manner.
Guide students to learn to record and organize observation results and write observation reports, diaries or compositions
Guide students to discuss, communicate and report observations
Teachers should also strive to cultivate students’ interest in observation and excellent character traits, and develop the habit of conscious observation.
memory
concept
Memory: the human brain’s retention and reproduction of past experiences
Information processing: encoding, storage, retrieval
quality
Agility, speed and efficiency, remember quickly and forget quickly
Persistence: long memory retention
Accuracy Core, most important, high memory accuracy
Readiness, extraction is fast and good
Classification
Temporal information encoding method and memory stage are different
instant memory (sensory memory)
The time is extremely short, image: 0.25~1 second; audio and video: 2~4 seconds
Large capacity, distinctive impact, original information
Encoding method: image memory (mainly), audio-visual memory
short term memory (working memory)
Short time, less than 1 minute
Limited capacity, 7±2 blocks; clear consciousness, strong operability, easy to be disturbed
Coding method: visual coding, auditory coding (mainly)
long term memory (permanent memory)
Long time, >1 minute
Unlimited capacity
Coding method: semantic coding (mainly), representational coding
Content and experience object are different
Image memory: Perceived specific images of things, sight, hearing, smell, taste
Logical memory/verbal memory: unique to humans, concepts, judgment, reasoning
Emotional memory: a certain emotion experienced
Motor memory/movement memory: actions or movements performed
Episodic memory: personal experience
Semantic memory: memory for general knowledge rules (words, symbols, rules, concepts, methods)
The nature of memory content is different
Declarative memory: expressed in language and expressed through applications; memory of facts and events; what it is
Procedural memory: beyond words. Performance through operation; how to do it; motor skills
process and rules
Memorize
Classification
Is there any purpose
Unconsciousness: accidental and fragmentary
Conscious Notes: Effective, Complete and Systematic
Different properties and methods of memory materials
Mechanical memory: rote memorization
Meaningful memory: understanding memory
Rules/influencing factors: ①The purpose and task of memorization ②The nature of activity tasks ③The method, attitude and emotion of memorization ④The nature and quantity of materials
Keep
Maintaining quantity
Keep the amount of content reduced over time
Memory recovery/recovery: the amount of retention measured after a period of time is greater than the amount of retention measured immediately after memory.
Maintain quality: specific, exaggerated, prominent; complete, reasonable, meaningful
forget
Unable to retain memory content or have difficulty retrieving it
Classification
Temporary forgetfulness: long-term memory, impairment of information retrieval
Permanent forgetting: storage disorder
Active forgetting: Intentional forgetting, alleviating anxiety, consciously forgetting memories
Passive forgetting: forgetting caused by fading, interference, corrosive decay, etc.
Ebbinghaus' law of forgetting Germany
The first psychologist to use experimental methods to study advanced psychological phenomena.
Experimental materials: meaningless syllables, mechanical memory Method: saving method/re-learning method
in conclusion
Human forgetting follows the principle of fast first and then slow, first more and then less, and negative acceleration → review in time
Meaningful material is easier to remember than meaningless material
The more times you learn to recite, the longer it takes and the more lasting your memory will be.
Reason for forgetting
Fading theory/trace fading theory: Laplov, Aristotle, Thorndike; use it or lose it, you will forget it if you don’t review it
Interference theory/inhibition theory: Jenkins, Darren Brazil; proactive inhibition, retroactive inhibition
Repression theory/motivation theory: Freud; too much tension leads to forgetfulness
Retrieval failure theory: Tulving; once information enters common sense memory, it will never be lost; tip of the tongue effect
Assimilation theory: Ausubel; high-level concepts and low-level concepts; active forgetting and passive forgetting
Modern information processing theory: instant/short→permanent forgetting, storage failure long→temporary forgetting, retrieval failure
Influencing factors
Nature and quantity of learning materials
Serial position effect: primacy effect, recency effect
Amount of memorization materials and level of learning: 150% overlearning (150% proficiency, normal learning; 50% overlearning)
The longevity and importance of memory tasks
Memory methods and attitudes
Time Factors Emotions and Motivation
Recognition or recollection
Recognition: When something experienced in the past appears again, it can be recognized as something experienced before.
remember
Concept: Not in front of you, things experienced in the past are presented in your mind
Classification
A purposeless effort of the will
Unintentional memories: touching scenes and free association
Intentional recall: exams, answering questions
Does the process rely on intermediaries?
Direct recall: no prompting required
Indirect memories: Asking for surnames surprises people when they meet for the first time, calling names to recall old appearances
Reminiscence: Intentional recollection that requires certain efforts to overcome certain difficulties
Recollection is often based on association
You will definitely be able to recognize it again if you recognize it again, but you may not be able to reproduce it if you recognize it again
How to organize review effectively (Methods to prevent forgetting)
Review in time and review often
Allocate review time appropriately
Combining decentralized review and centralized review
A combination of repeated reading and recall attempts
Diverse review methods
Engage using multiple senses
Ways to improve memory
Clarify the purpose of memory and enhance learning initiative
Understand the meaning of materials and use less mechanical memorization
Refining materials to promote deep understanding
Use chunking strategies to organize materials rationally
Use multiple encoding methods to improve processing quality
Pay attention to review methods to prevent forgetting knowledge
Memory development in primary school students
From mainly unconscious memories to mainly intentional memories
Transition from primarily mechanical memory to primarily meaningful memory
Development from concrete image memory to abstract logical memory
The development of memory in middle school students
The breadth of short-term memory increases with grade level
Intentional memory gradually dominates
Understanding memory is the main memory method, and abstract memory occupies a dominant position
representation and imagination
Appearance categories of memory
Concept: The image of something in people’s minds when the thing is not in front of them
feature
Intuition: vivid image, primary feature
Generality: reflects the general outline and main features of things, but does not reflect details
Manipulability: operating within the mind; mental rotation experiment, Cooper, Shepard
Difference
Classification
sensory channels
Visual representation: Thinking of mother’s smiling face
Auditory representation: remembering the melody of a song
Movement imagery: Thinking of swimming or dance moves
Different levels of creativity
Memory representation: remembering the voice and appearance of a friend
Imaginary representation: a new image formed by processing, transforming and integrating existing representations.
Different perception ranges
individual representation: specific object
General appearance: a type of thing
Relict image/relict image: unusually clear image
imagine thinking categories
Concept: The psychological process in which the human brain processes and transforms stored representations to form new images.
Processing method
Bonding: to combine things that have never been together in life (Sun Wukong, Zhu Bajie, Mermaid)
Exaggeration: changing the normal characteristics of things (Thousand-Armed Avalokitesvara, Nine-Headed Bird)
Personification: things, human characteristics or images (fox demon, snake demon, wind god)
Typification: Common or typical characteristics of a type of thing, often used in characters created by writers (Ah Q, Xianglin’s Wife)
Function
Foresight function: foresee the result or process of an activity; the activity does not occur
Supplementary functions: people’s unsatisfied needs can be satisfied through imagination (impossible to achieve)
Substitute function: Satisfying a need through imagination, but you don’t realize it (can be realized)
Regulatory function: Regulates the physiological activity process of the body
quality
Initiative, richness, vividness, reality, novelty, profundity
Classification
Unintentional imagination/unintentional imagination
No predetermined purpose, involuntary imagination
"Dream" is an extreme expression of unintentional imagination
Dream; daydream = distraction; hallucination
Intentional imagination/casual imagination
Concept: consciously imagine with a predetermined purpose
Reimagine
New images created in the mind based on word descriptions or picture illustrations, etc.
Conditions for production: Rich representational reserves; words or food signs must be accurate, clear, and vivid; correctly understand the meaning of words and physical signs
Readers; workers look at construction machinery drawings; architects look at their own drawings and imagine what the building will look like.
create imagination
The process of creating a new image independently of thread descriptions
Characteristics: originality, independence, novelty
Conditions for production: creative motivation; rich representational storage; accumulation of necessary knowledge and experience; prototype inspiration; inspiration; positive thinking activities
fantasy
Create special forms of imagination
Combined with personal wishes and pointing to the imagination of the future, it is a person's hope and yearning for the future
Classification
Science fiction: the preparatory stage for creative imagination and the impetus for nuclear development
Ideal: Achievable, inspiring to people
Fantasy: unrealizable, daydream
Characteristics of primary school students’ imagination
The intentionality of imagination develops rapidly; the creative component of imagination increases day by day; the content of imagination gradually becomes realistic
The development of imagination among junior high school students
Intentional imagination gradually dominates; the reality of imagination is constantly developing; the creative component of imagination is constantly increasing
The development of imagination in high school students
Intentional imagination develops rapidly; the creative level of imagination gradually increases; creative imagination becomes increasingly dominant; the reality of imagination increases
Cultivation of students’ imagination
Reimagine
Expand the representational reserve in students’ minds
Teachers should help students truly understand the meaning of key words and physical signs in the description
Teachers should arouse students' imagination of teaching materials to deepen their understanding and consolidate knowledge
create imagination
Guide students to learn to observe and enrich students’ representational reserves
Guide students to think actively and help open the door to imagination
Guide students to work hard to learn scientific and cultural knowledge, expand students' knowledge and experience, and develop students' spatial imagination ability
Pay attention to developing students' language skills
Combined with subject teaching, purposefully train students’ imagination
Guide students to engage in positive fantasies
speech and thought
speech
concept
Speech: process; expressing symbols according to certain logical rules
Language: Symbol system; symbols, letters, numbers
feature
Creativity, structure, significance, referentiality, sociality, personality
Classification
external speech
written speech
Express thoughts with the help of words and accept other people’s thoughts through reading
Characteristics: randomness, expansion, planning
spoken word
conversational speech
≥2 people direct conversation
Characteristics: Situation, simplicity, directness, responsiveness
monologue speech
Individually conducted, narrating thoughts
Characteristics: independence, development, planning
inner speech
Questions and answers that cannot be spoken out loud
is produced on the basis of external speech
Features: concealment, simplicity
understand
Vocabulary comprehension or vocabulary recognition → Level 1
Sentence comprehension → Level 2
Comprehension of text or discourse → Level 3
thinking
Concept: an indirect generalized understanding of the essential attributes and internal connections of objective things, realized with the help of actions, representations, and language.
Thinking is an advanced stage of human understanding and an advanced form of understanding.
Features
generalization
Summarize the essential characteristics of the same type of things
Summarize the internal connections between things
Define, recognize the essence, draw conclusions, and get rules
indirectness
Cannot be directly perceived at all
Out of sight, no direct effect
Make some predictions about things that have not happened yet
quality
Broadness: broad thinking, multi-angle and multi-faceted
Profundity: the core of essence, seeing the essence through phenomena
Independence: Think independently without being influenced by others
Criticality: looking at things in two, not affected by one's own emotions and preferences
Flexibility: different angles, adapt to changes
Agility: fast and right, short time, high speed
Logic: clear thinking, well-organized, and strictly follow logical rules
Rigor: Rigorous reasoning, clear levels, sufficient arguments and conclusive conclusions
Creativity: Thinking activities are not only good at seeking common ground, but also good at seeking differences.
Cultivation of good thinking quality
Strengthen training in scientific thinking methods
Use heuristic methods to mobilize students' enthusiasm and initiative in thinking
Strengthen verbal communication training
Play a positive role in setting trends
Cultivate students’ thinking quality in solving problems
Classification
relying on things (level of development)
intuitive action thinking
In early childhood, using practical actions as a pillar, cracking fingers
concrete image thinking
Elementary school, counting apples based on intuitive images and representations
abstract logical thinking
Middle school, abstract symbolic concepts, judgment, reasoning, solving word problems
content experience or theory
experiential thinking
Based on daily life, superficial and one-sided
theoretical thinking
Scientific principles, theorems, and laws are the basis, essence, and comprehensiveness
logical
intuitive thinking
People with rich knowledge and experience, have a high level of conscious thinking in a certain field, advanced
Quickly understand and make judgments, direct understanding, inspiration, and epiphany
Characteristics: agility, directness, reduction, suddenness, guesswork
Analytical thinking
Logical thinking, step by step analysis and drawing conclusions
Directivity
convergence thinking
Common thinking, concentrated thinking, convergent thinking, convergent thinking
One out of many, one answer
divergent thinking
Different thinking, dispersed thinking, radiating thinking
One question, multiple solutions, multiple answers
degree of innovation
Reconstructive thinking/conventional thinking
Low level of creativity, accustomed to it
creative thinking
New and unique approach
dimension of purpose
rising thinking
Summarize general rules from individual things
solution thinking
Use existing knowledge and experience to solve problems
decision-making thinking
Choose the ideal solution
basic form
concept
meaning
Definition: The way of thinking of the human brain that reflects the essential attributes of objective things
Connotation: the essential characteristics of the thing reflected by the concept (definition)
Denotation: the scope of a concept (example)
Classification
The number and interrelationships of concept attributes
Conjunctive concept: having both, both are indispensable, A and B
Disjunctive concept: different standards do not necessarily exist at the same time, a or b
Relational concept: mutual relationship, a versus b
The degree of abstraction and generalization of conceptual attributes (Gagné)
Specific concepts: external characteristics, identifying attributes
Abstract concepts: internal connections, essential attributes
concept attribute abstraction level (Ausubel)
Primary concepts: positive examples and counterexamples of directly observed concepts
Secondary concepts: learning of concept definitions and mastering the relationships between abstract concepts
concept formation approach (Vygotsky)
Pre-scientific concepts: everyday concepts, daily life, interpersonal communication, experience accumulation
Scientific concepts: specialized learning to master the connotation of concepts
concept learning process
get
concept formation discovery learning
Understand concepts through examples
Process: abstraction (attributes), classification (classification: essential, non-essential), identification
concept assimilation accept learning
Helps understand new concepts through old concepts
application
Perceptual level: differentiation, classification
Thinking level: Use concepts to solve problems
judge
Understand the relationship between concepts
reasoning
Multiple judgments lead to new judgments
General process
Analysis and synthesis basic process
Analysis: whole → part Comprehensive: part → whole
compare and classify
Compare first and then classify Identify similarities, differences and relationships
Generalization and abstraction
Generalization: naming things that share common characteristics Abstraction: extracting common characteristics of a type of things
Systematization and concreteness
Systematization: classifying knowledge Concrete: concrete application, integrating theory with practice
creative thinking
Features
Novelty and uniqueness, the most essential
The crystallization of multiple thinking, the unity of divergent thinking (core) and convergent thinking
active participation in creative imagination
state of inspiration, typical characteristics
Cultivation of creative thinking ability
Use heuristic teaching to protect students’ curiosity and stimulate their thirst for knowledge. Cultivate creative motivation and mobilize students' enthusiasm and initiative for learning
Cultivate students' divergent thinking and combine divergent thinking with concentrated thinking
Develop students’ creative imagination
Organize creative activities and correctly evaluate students’ creativity
Provide specific creative courses to teach students creative thinking strategies and creative techniques
Conduct creative thinking training based on subject characteristics
Common creative courses
Creation and invention class; Self-design class (self-design training); Speculation class (making up stories); Hypothesis class
Divergent thinking training course
Diffusion of uses: using one thing to think of multiple uses for it
Structural diffusion: multiple things of the same structure
Method Diffusion: Give examples of things that can be accomplished using the “blowing” method
Form Diffusion: What can be done with the color red?
Function diffusion: what things have the same function
Creative techniques that promote the development of creative thinking
Brainstorming osborne
Moderators are needed, there are few experts, and there are many types of occupations
Principles: Speak freely, be innovative, quantity rather than quality, improve suggestions, delay evaluation
Legally divided Gordon
“Make familiar things novel” “Make novel things familiar”
The development of primary school students’ thinking
From mainly concrete image thinking to gradually transition to mainly abstract logical thinking, the fourth grade of primary school is 10 to 11 years old.
The development of junior high school students’ thinking
Abstract logical thinking gradually takes over and becomes more mature with age. Second year of junior high school, critical period: empirical thinking→theoretical thinking
Formal logical thinking gradually develops, and reasoning about formulas
Dialectical logical thinking develops rapidly, third grade of junior high school, low level
The development of thinking among high school students
Mature abstract logical thinking (hypothetical, predictive, introspective)
Formal logical thinking is dominant; dialectical logical thinking is dominant
Notice
Concept: the pointing and concentration of mental activity or consciousness on a certain object
Features
Directivity: directional characteristics, selection
Concentration: Characteristics of intensity, tension, concentration
Relationship: Directivity is the premise and foundation of centralization; centralization is the embodiment and development of directivity; there is an opposite relationship between the two.
Function
Select function (primary, basic), maintain function (maintain), regulate and supervise function (most important)
attention and awareness
the difference
Different conceptual connotations
Note: mental activity or mental action
Consciousness: mental content or mental experience
Different functions
Pay attention to being more proactive and controllable
connect
Controllable state of consciousness: knowing clearly what you are doing and the details
Automatic state of consciousness: clearly aware of what one is doing, but unclear about the details
The state of consciousness of daydreaming: half-dreaming, half-awake
Sleep state: conscious but very low
Classification
unintentional/ pay no attention to
No predetermined purpose, no effort of will required, involuntary
Generate conditions
objective (Stimulate)
Relative intensity, contrast = difference, change in activity, novelty
subjective
Human needs and direct interests; positive emotional attitude; People's emotional state and mental state; people's mood, subjective expectations
intentionally pay attention/ random attention
It has a predetermined purpose, requires volitional effort, is proactive, and is unique to humans.
Generate conditions
Adherence to the attentional purpose task; Adherence to interest (indirect interest); Dependence on activity organization; Dependence on past experience; Dependence on personality (will)
Pay attention after you are interested/ Attention after random
Has a predetermined purpose but requires no effort of will
Generate conditions
Direct interest in activity; proficiency and systematization
choice theory
filter theory broadbent
The information passes through the filter, leaving useful information and removing useless information.
decay theory Treisman
Information passes through the filter leaving useful information behind, but useless information weakens but does not disappear.
late selection theory Deutsch
The selection of information occurs in the reaction stage late in processing
multi-stage choice theory Johnston
The selection process may occur at different processing stages
cognitive theory
Cognitive Resource Theory/Limited Theory Kahneman
Recognition of stimuli requires cognitive resources
When cognitive resources are fully occupied, new information cannot be processed.
dual process theory Shevlin
Automated processing does not occupy resources Processing controlled by will takes up resources
Processing controlled by will may be transformed into automatic processing after a lot of practice
neural mechanism
Orientation reflex: habitualization, does not occur
Brainstem reticular formation: regulation of sleep, does not convey environmentally specific information
Functions of the limbic system and cerebral cortex: selectivity of attention
external performance
adaptive exercise
Eyes: gaze with attention
Ear: listen carefully
Thinking and recalling: eyes dazed and thoughtful
Action: Cooperate with various calculations and operations
cessation of irrelevant motion
changes in breathing movements
General: light, slow, even, rhythmic
Height: Hold your breath
Conditions that attract unintentional attention
objective
1. The intensity of the stimulus; 2. The significant contrast between the stimuli; 3. The activities and changes of the stimulus; 4. The novelty of the stimulus
subjective
1. The needs at the time; 2. The special emotional state at the time; 3. Direct interest at the time; 4. Individual knowledge and experience
conditions for maintaining intentional attention
1. Deepen the understanding of the purpose and tasks; 2. Organize activities reasonably; 3. Compliance with interests; 4. Eliminating interference from internal and external factors
quality
stability sustained attention
Concept: In the broad sense it refers to an activity, in the narrow sense it refers to an object
The ups and downs of attention = wavering 2 to 12 seconds, uncontrollable, inevitable
Distraction = Distraction Unconscious and passive, avoidable
Influencing conditions: 1. The characteristics of the object of attention; 2. The mental state of the subject; 3. The level of the subject's will; 4. The purpose and task of the activity
Breadth scope
Concept: clearly perceive the number of objects at the same time, one eye and ten lines
Influencing conditions: 1. Characteristics of the perceived object; 2. Perceptual tasks at the time; 3. Existing level of knowledge and experience
distribute
Concept: Carry out two or more activities at the same time
Influencing factors: 1. At least one of the activities performed simultaneously must be highly skilled; 2. Several activities performed simultaneously must be intrinsically linked.
transfer
At different times, be proactive and listen to lectures for a while and take notes for a while.
Influencing factors: 1. Original degree of concentration of attention; 2. Attractiveness of the object of mental attention; 3. Clear signal prompts; 4. Individual neurological type and self-control ability
Organize teaching using the rules of attention
Understand students’ listening status by paying attention to external performance
Use unintentional rules to organize teaching
Create a good teaching environment
Pay attention to lectures, blackboard writing skills and the use of teaching aids
When lecturing, the voice should be moderate, the tone of voice should be cadence, emphasize the important and difficult points, and be accompanied by appropriate gestures and expressions.
When writing on the blackboard, you should use it in a measured, focused, clear and eye-catching manner, and use colored chalks, pictures, and tables to emphasize it.
Teaching aids should be novel and intuitive, used rationally, and stimulate students’ direct interest.
Pay attention to the organization of teaching content and the diversification of teaching forms
Use the rules of intentional attention to organize teaching
Clarify the purpose and tasks of learning
develop indirect interest
Properly organize classroom teaching to prevent students from being distracted
Measures: ①Pre-control (vaccination) ②Signal control ③Question control ④Praise control
Diversify teaching methods and methods to eliminate fatigue
Organizing teaching using the law of mutual conversion of two kinds of attention
Lower elementary school students have no intention of paying attention and dominate
Intentional attention of middle school students has developed significantly and eventually replaced the dominant position of unintentional attention.
Logic and rigor are the central link and concentrated expression of thinking quality
Serial learning/sequence learning: recall in sequence Paired association learning: get a and think of b Free recall learning: recalling out of sequence
Note retelling information → instant memory → short-term memory → common sense memory ↓ ↓ decline forgetfulness The effective storage method of short-term memory is repetition
Writing upside down, left and right is a form of shape perception English symbol reversal belongs to orientation perception