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MindMap Gallery Psychology—Chapter 2 Cognitive Development and Education
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Psychology—Chapter 2 Cognitive Development and Education
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Edited at 2024-03-13 10:22:50
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Psychology—Chapter 2 Cognitive Development and Education
- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
- Recommended to you
- Outline
Educational Psychology - Chapter 2 Psychological Development and Individual Differences✓
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cognitive development and education
sense perception
Sensory concept
Sensation: The individual attributes of the human brain to objective things that directly act on the sensory organs. (I only know what it feels like, not what it is)
Bexton: Sensory deprivation experiment - people cannot live without feelings
Perception: The human brain's response to the overall attributes of objective objects that directly act on the sensory organs. (can recognize what it is)
Perception is a higher-level and more complex cognitive process than feeling. It is not a simple superposition of various feelings.
Observation is the highest form of perception
Sensory perception classification
Types of feelings (classified from sensory organs)
external sensation
Vision: The standard for measuring the quality of vision is visual acuity (eyesight)
hearing
Taste: sweet at the tip of the tongue, salty at the middle of the tongue, bitter at the back of the tongue, sour at the sides
Smell: the only sense of smell that does not pass through the thalamus to the cerebral cortex
Skin sense: touch, pressure, temperature, pain
internal feeling
Body sense (visceral sense/dark sense)
For example: hunger, fullness, thirst, vomiting, chest tightness, etc.
Kinesthetic sense (basis of voluntary movement)
The feeling of joint muscles during exercise
Balance sense (stillness or postural sense)
For example: motion sickness, weight loss and overweight, direction
Types of perception (categorized according to response objects)
object perception
spatial perception
shape perception
size perception
Depth perception (Gibson and Walker's "Six-month Visual Cliff Experiment")
Orientation perception
time perception
continuity and sequence
Function: Identify, confirm, estimate, predict
Listening>Touching>Seeing
motion perception (the perception of objects moving in space)
real movement
Kinetic movement
dynamic movement
Two stillnesses, appearing one after another
eg: old film movies, frame-by-frame cartoons
induced movement
Movement and stillness appear at the same time, creating an illusion
eg: The moon is moving and the clouds are still, the train is running behind
Voluntary movement (swimming effect)
A stationary point of light stares at it, creating the illusion that it is in motion
eg: smoking
exercise aftereffects
When there is movement, there is stillness. First look at movement, then look at stillness. If you feel still, move in the opposite direction.
eg: Waterfall effect - after looking at the waterfall and then looking at the tree, it feels like the tree is running upwards
social perception
social stereotype effect
group characteristics attributed to individuals
eg: French people are romantic, Henan people steal manhole covers (region, occupation, gender)
halo effect
individual characteristics are attributed to other characteristics
eg: Beauty is in the eye of the beholder.
primacy effect
Pay attention to first impression
recency effect (recency effect)
The most recent look in my memory
projection effect
Transfer one's own feelings to others (use oneself to save others)
eg: The villain’s heart measures the gentleman’s belly
role effect
Psychological changes caused by social roles
eg: good student
Positivity bias (lenience effect)
False consistency bias (I behave the way I think others do too)
Egocentric Bias (Daffodil)
Social perception is divided into: perception of others, self-perception, and interpersonal perception
illusion
Under certain conditions, some incorrect perception of things will inevitably occur.
Inherent impression, distorted perception
An illusion is an incorrect perception of something objective. (✗)
The cause of the illusion is due to personal psychological factors (individual differences). (✗)
Illusions can be corrected through subjective effort. (✗)
general laws of perception
the pattern of feeling
Susceptibility is inversely related to sensory threshold
Susceptibility - ability; threshold of feeling - value, range
Absolute susceptibility - the ability to just feel the smallest stimulus intensity
Absolute sensory threshold - the minimum intensity of stimulation that just causes a sensation
Existence - coming from nothing
Differential susceptibility - the ability to feel just the smallest difference in change
Difference perception threshold - the intensity of the smallest difference at which a change can just be felt
Change - the smallest noticeable difference
interplay of feelings
same feeling interaction
Feeling adapted
the persistence of a feeling
Dark adaptation (adaptation to darkness; from light to dark) - increased sensitivity (starts with a sudden rise, then slowly rises); low sensitivity threshold; long time required
Light adaptation (adaptation to light; from dark to light) - reduced susceptibility; increased sensory threshold; short time required
olfactory adaptation - like entering a house of orchids and not smelling its fragrance for a long time
Pain adaptation is difficult to occur (biological significance)
Touch pressure adaptation - wearing the watch does not feel heavy
Feeling contrast
Same feeling, different stimulation
Simultaneous comparison - black people have white teeth, moon stars are sparse, Mach band (the human visual system has a mechanism to enhance edge contrast)
Next time comparison - eating oranges after eating sweets will make them more sour.
Sensory aftereffects (afterimage)
A sensory phenomenon that is temporarily retained after the stimulating effect has ceased
visual afterimage
Front and back images - consistent
Negative afterimage - inconsistent (color generally has negative afterimage)
auditory afterimage
The lingering sound (also the afterimage of the image)
glitter fusion
Interaction of different senses
Mutual influence - noisy environment, affected vision
Mutual Compensation - Blind People Have Sensitive Hearing
Synesthesia - one sense combined with another eg: purple nobility, joyful music
laws of perception (characteristic or basic characteristic)
Perceptual selectivity
Select an object from multiple backgrounds
bifid graph
eg: A little red among the greenery; the midnight bell
eg: Distinguish between words with similar shapes and use standard pens to describe different parts.
eg: Soldiers wearing camouflage uniforms hiding in the grass
perceptual intelligibility
Emphasizes that differences in knowledge and experience lead to different views on objects
Stealth graphics
eg: A layman can see the excitement, an expert can see the secrets/A thousand readers will have a thousand Hamlets
eg: Contact the context and guess the meaning of the word
eg: I heard the tour guide say that the stone looked like a wolf, and the more I looked at it, the more it looked like (language)
the wholeness of perception
Whole and parts, the whole is recognized before the parts
Rely on knowledge and experience to integrate multiple attributes into a unified whole
Different people look at the same item (part) and still recognize it as the same item
As long as you recognize a person's facial features (parts), you won't be able to recognize the person as a whole.
eg: Incomplete image, a leopard can be seen through a tube, and autumn can be known from a leaf - part eg: Even if the clothes and hairstyle change, you can still recognize the person - the key part is to the whole eg: simple drawing; give a zoologist a bone and he can imagine a complete animal eg: "Blue Moon Shell" and "Kang Shuaifu"
perceptual constancy
Conditions change, but the object of perception remains the same
It changes on the retina, but I still think it won’t become permanent
Color constancy (watching red flags at night)
Constant brightness (chalk in the dark)
Pukenye phenomenon: red flowers and blue flowers are equally bright under sunlight, and blue flowers are brighter than red flowers when night falls.
Shape constancy (doors at all angles)
Size is constant (regardless of distance)
sound constant
no weight constancy
Laws of perception
law of intensity
Speak loudly, enlarge the font size, and cadence
Law of Difference (Law of Contrast)
The difference between the object and the background is highlighted in red and bold.
Expand differences: stand out from the crowd, correct with red pen
Narrowing the Difference: Camouflage Uniforms, Dead Leaf Butterfly
law of activity
Movement, gesture, animation
eg: shooting stars, neon lights, chorus without opening one's mouth
combinatorial law
Objects that are close in space, continuous in time, and have the same color. Close things tend to form a whole.
eg: article segmentation, pause between questions
Novelty
synergy law
In the process of observation, mobilize various senses and improve the observation effect
Application of Perceptual Laws in Teaching
Follow the laws of perception and carry out intuitive teaching
Physical intuition: actual things
Intuitive modeling: pictures, slides, movies
Verbal intuition: semantic explanation
Cultivation of students’ observation ability
Cultivation of students’ observation ability
Guide students to clarify the purpose and tasks of observation
Be fully prepared, plan carefully, and propose specific methods of observation
forward
Strengthen individual guidance for students and cultivate targeted observation habits
middle
Record and organize observation results and write an observation report diary
Discuss, exchange and report observations
back
quality of observation
Thin gold bars improve eyesight (thin gold bars improve eyesight)
Subtlety (even small ones can be seen)
Accuracy (accurate)
Organized
Acumen (seeing things others cannot see)
Purpose (not looking aimlessly)
Development of students’ observation skills
Observation skills of primary school students: Purpose, accuracy, sequence, and profundity—all lacking
Observation ability of middle school students: Purpose, persistence, generality - all improved
memory
The concept and quality of memory
Concept: Memory is the human brain’s retention and reproduction of past experiences
quality of memory
Prepare to hijack (prepare to hijack)
Readiness - retrieval application, (a comprehensive reflection of memory quality, the most important criterion for measuring memory)
eg: Answers fluently and can be done in one stroke
Accuracy - correctness and precision (the most important quality)
Durability - how long it lasts
eg: never forget
Agility - speed, efficiency
eg: photographic memory, ten lines in one glance
Classification of memory
According to time and encoding method
instant memory
Features
Very short time (1s for viewing, 4-5s for listening), large capacity (9-20bit), Sperlin's partial reporting method, clear image, original information, memory traces are easy to fade
Encoding
Mainly image memory, also audiovisual memory (physical characteristics of information)
Sensory memory/image memory/sensory storage stage
The most typical example: visual afterimage (watching movies)
short term memory
Features
The time is very short (20~40 seconds, within one minute, 5s~2min), the capacity is limited (5~9 blocks) 7±2 miller, the consciousness is clear, the operability is strong, and it is easy to be disturbed
Encoding
Mainly auditory coding, also visual coding
Immediate memory (limited unprocessed capacity) - processing - working memory (simultaneous interpreter)
Examples: Check the phone, make a call, take notes while listening to lectures
long term memory
Features
Unlimited capacity, long-lasting information retention (permanent existence)
Encoding
Semantic coding is the main one, representational coding is the secondary one
Category (Tultext): Episodic memory (an event) Semantic memory (word logic)
Short-term memory can become long-term memory through repetition, and some instant memories can directly become long-term memory.
Increase the capacity of short-term memory: expand the amount of information in each chunk The following conditions for information to pass from short-term memory to long-term memory: elaborative rehearsal See images in an instant, listen to sounds in a short time, and speak words in a long time
Based on content and experience
image memory
The specific image of things - vision (the Great Wall, horror movie footage), hearing (the lingering sound), taste...
episodic memory
Personal experience, time and place, event process, scene...
semantic memory
Word logic memory - concepts, formulas, theorems, rules, facts, knowledge
emotional memory
Emotions and emotions (Once bitten by a snake, you will be afraid of well ropes for ten years)
motor memory
Motor memory (easier to retain and retrieve)
According to the degree of conscious participation
explicit memory
Consciously take initiative
Easily disturbed by external information
The number of memories increases and the memory load decreases
Mainly involves declarative memory and episodic memory
implicit memory
No conscious involvement required
last longer
Relatively stable and not affected by changes in memory load
Mainly involves procedural memory and emotional memory
According to the content of processing and storage
declarative memory (descriptive)
Memories of relevant facts and events are acquired once, require conscious participation, and can be expressed in words - what, why
eg: Action essentials learned from reading, common sense of life
Procedural memory (operational)
The memory of how to do something is acquired through many attempts and does not require conscious involvement - how
eg: play basketball
memory process
The process of memory: memorization (basic link) - retention - reproduction (recognition, recall) Information processing perspective: encoding (the most critical) - storage - extraction
Memorization (basic link)
According to whether there is a purpose
Unconscious memory (not followed by conscious memory) - no predetermined purpose, no effort of will required
Conscious memorization (with conscious memorization) - there is a clear purpose of memorizing and requires willpower effort eg: learning
According to material properties and identification methods
Mechanical memorization - rote memorization - low efficiency, easy to forget, high accuracy, widely used
Memorization of meaning (comprehension memory/logical memory) - materials are intrinsically connected, and there is no artificial connection between personal knowledge and experience.
Easy to remember, long-lasting, easy to extract
Laws of recognition and memorization (factors influencing recognition and memorization) - Numbering method is too arbitrary
The purpose and tasks of memorization
Is there a clear purpose and task of memorizing and mobilizing the enthusiasm and pertinence of memorizing?
Nature of activity tasks
When the memorization material becomes the direct object of human activities, the memorization effect is better
eg: Write an outline while memorizing; in order to remember the terrain, let students draw a map
Quantity and nature of memorizing materials
The greater the number, the more time and number of times it takes to memorize. Intuitive image materials are better than abstract materials, memorizing visual materials is better than auditory materials, and connected logic is better than isolation.
Memorization method
Memorization of meaning based on understanding is more effective than mechanical memorization
The influence of emotional state on memorization effect during memorization
Positive - good, negative - bad, the memory effect increases as the mood level rises
keep and forget
Maintain regularity (the process of consolidation)
Quantitative changes
Reduction, memory recovery (memory playback, the retention amount of the test after a period of time is greater than the retention amount of the test just after memorization)
changes in quality
Details disappear and content becomes more meaningful - addition, deletion, simplification, rationality, inversion, distortion, exaggeration
forget
Classification
Temporary amnesia - permanent memory - retrieval disorder Permanent forgetting - short-term memory - storage disorder - eg: forgetting words when picking up a pen, unable to pronounce names, remembering them as soon as you leave the examination room
Active forgetting Passive forgetting
partial forgetfulness total forgetfulness
Ebbinghaus forgetting curve
Material: nonsense syllables
Method: Saving method (re-learning method, re-learning method)
The forgetting process is unbalanced, first fast and then slow, first more and then less, negative acceleration.
Review in time
factors affecting forgetting
Nature of learning materials (type, length, difficulty, significance...)
Series position effect (best at the end)
Amount of memorization materials and level of learning
Material
The longevity and importance of memory tasks
Task
Memorization method
time factor
emotions and motivations
personal
The reason for forgetting——Little Dry Duck Carrying Bucket
extinction theory
Weak without strengthening - use it or lose it
permanent forgetfulness
storage amnesia
interference theory
Proactive inhibition and retroactive inhibition - no inhibition in the morning and no inhibition in the evening, single inhibition and double inhibition
Beginning: Affected by inversion inhibition (primary cause) Ending: affected by proactive inhibition (proximate cause)
repression/motivation theory
Freud - nervous, active
temporary forgetfulness
Extraction failed says
Tip of the tongue effect, loss of clues when words reach the mouth, incomplete encoding, loss of retrieval clues
Forgetting of long-term memory
assimilation theory
Ausubel - Simplification of cognitive structure (remember outlines and forget details), replace low-level knowledge with high-level knowledge, reduce memory burden, active forgetting
Overlearning (excess learning)
To memorize a material more times than can be recalled
It’s just 50% more that can be recited - 150% of the total learning is the most economical
Recognition and remembrance
Recognition: Re-presentation can still recognize eg multiple choice questions Memories: not re-presenting in front of eg short answer questions
recall classification
Efforts based on purpose and will
Unintentional memories - touching the scene, accidentally thinking of it
Intentional recall - reminiscing, answering questions, taking exams
According to conditions and methods
Direct recall - things directly cause the reappearance of old experiences - happens naturally without any effort, eg: seeing things and thinking about people
Indirect recall - with the help of mediators - think hard and analyze, overcome difficulties eg: recall, think about where the key was lost
Conditions for recall
Whether or not associative cues are provided during memorization will affect the recall effect.
associative clues
Close to association (close in time and space, eg: thinking of Tiananmen from Beijing)
Similar associations (similar appearance or properties eg: think of rice from wheat)
Contrast association (things with opposite characteristics eg: think of white from black)
Causal association (having a causal relationship, eg: thinking of floods from heavy rain)
Affiliative association (with affiliation, eg: think of cats and dogs from animals)
☆Effectively organize review according to memory rules
Review time should be appropriate
Review in a timely manner (review before a large amount of forgetting begins in the early stages), allocate review time reasonably, review at intervals, and review in cycles
Review methods should be reasonable
Combining decentralized review with concentrated review (dispersed is better than concentrated), diversified review methods, multiple senses involved in review, A combination of attempted recall and repeated memorization, 150% over-learning optimization——The judge returns to the mountains
The frequency of review should be appropriate
Pay attention to the cultivation of memory quality
Pay attention to brain hygiene
You will know the taste ten times Time, time, direction, quality, defense Timing, frequency, method, quality, hygiene
The development of student memory
Primary school students change from mainly unconscious memory to mainly intentional memory, from mechanics to meaning, from concrete images to abstract logic.
Intentional memory dominates instead of unintentional memory in third grade
16 to 18 years old is the golden age of memory (high school)
Intentional memory, abstract memory dominates middle school
Understand the main means of memory
representation and imagination
Appearance (memory category)
Concept: the image of something that appears in people’s minds when the thing is not in front of them
Classification
sensory channels
Visual representation - thinking of mother’s smiling face
Auditory representation - thinking of mother's instructions
Movement representation - thinking of mother's touch
Creativity
memory representation
create appearance
Representation is the transitional stage from perception to thinking, and is an important link in cognition
feature
Intuitiveness - vivid and concrete images
Generality – general outline and main features
Operability - Cooper and Shepard's "Mental Spin Experiment"
imagine (category of thinking)
Concept: the psychological process of processing and transforming images to form new images
Classification
According to whether there is a purpose
Intentional imagination (random imagination)
According to the degree of creativity
create imagination (Standing on the author’s point of view and independently creating the image)
eg: Mrs. Xianglin in Lu Xun’s works
Fantasy (a special form of creating imagination)
science fiction
Ideal - positive fantasy
Fantasy - negative fantasy
Reimagine (From the reader’s perspective, the word description forms the image in the mind)
eg: Mrs. Xianglin in readers’ hearts
Unintentional imagination (not random imagination)
eg: Dreams (an extreme form of unintentional imagination), imagining things by looking at the shapes of clouds in the sky, daydreaming (mind wandering)
quality
Initiative, vividness, richness, reality, profundity, novelty
Take the initiative to devote your body and mind
Processing method/comprehensive method
Bonding - Sun Wukong (monkey + human), mermaid (human + fish), Pegasus (horse + wings), dragon🐉
Exaggeration - Avalokitesvara with Thousand Hands, Lilliputian Country, Giant Country, Clairvoyance
Personification - Thunder and Lightning, Donald Duck, Mickey Mouse
Typification - the characters in the novel, Sister Xianglin, Ah Q, Phoenix Man and Green Tea Woman
Association (guessing) - thinking from one thing to another
Function
Foresight - advance cognition, foresee the consequences of activities, the future, and be prepared for danger in times of peace.
Supplement - supplement cognition, go beyond the scope of experience, make up for the limitations of time and space, there is no speed of light in real life, read novels and imagine characters
Substitution - need, draw cakes to satisfy hunger, use bamboo poles as horses, look at plum blossoms to quench thirst
Regulation - physiological regulation, yoga mindfulness
Application of the Law of Imagination in Teaching - Cultivating Imagination
Four guidance, one attention, one combination
speech and thought
speech
speech and language distinction
Language is a system of symbols, a social phenomenon, and a tool that helps the realization of speech and thinking.
Speech is a psychological phenomenon and a transitional bridge for thinking.
The process of people using language to communicate
Classification
external speech
Oral language (critical period of 2 years)
Conversational language (direct communication) - situational, reactive, simple - eg: chat and discussion
Monologue speech (performed alone, long and coherent, thoughts and emotions) - unfolding, prepared, planned - eg: report speech
Written speech (expressing ideas through words and receiving influences through reading)
Internal speech (self-questioning or silent) - generated on the basis of external speech, hidden and simple - eg: silent reading
thinking
overview of thinking
Definition: Thinking is the human brain’s generalized and indirect reflection of the essential attributes and internal connections of objective things.
Features
1→1 indirection
Focus on speculation - use media to see the essence through phenomena
eg: temperature measurement, B-ultrasound
1→N generalization
Focus on summary - noun explanations, proverbs, rules, empirical conclusions
Summarize concepts and extract common characteristics and essential characteristics of a type of things. eg: A bird has no teeth but a beak and its forelimbs are wings.
Summarize the rules and perceive the connections between things many times to get the rules. eg: The moon is haloed and windy, the base is moist and it rains.
Generality is the basis of indirectness I have seen many times that when ants move, it starts to rain soon after. ————→General It will rain when ants move house ————→Indirectness I saw ants moving and guessed it was going to rain.
quality of thinking
The breadth and depth of thinking
Broadness - Thinking comprehensively from many aspects. eg: comprehensive and versatile
Profundity - Seeing the essence through phenomena. eg: to the point, thoughtful
Independence and critical thinking
Independence - do not follow blindly, be original and not be influenced by others. eg: follow what others say
Criticality - Control oneself objectively and not be influenced by one's own emotions. eg: Calm and self-possessed, divided into two
Flexibility and agility of thinking
Flexibility - use different methods flexibly from different angles. eg: adapt to circumstances, draw inferences from one example (change, multiple)
Agility - quick and accurate, decisive, focus on speed. eg: A poem can be written in seven steps, and the brows are furrowed and the plan comes to mind (quickly and accurately)
Logical and rigorous thinking
(Concentrated reflection of the central link)
Horizontally wide Longitudinal depth alone Yu Jipi The spirit changes Being quick is quick Logical rigor is the center
types of thinking
According to content, material and development level
Intuitive action thinking - relying on actual actions
eg: children playing with objects, deaf-mute people, repairing bicycles
Concrete image thinking - relying on intuitive images and representations
eg: The image in the sculptor's mind. Children call grandparents, uncles and aunts according to their age.
Abstract logical thinking - words and symbols as the medium
eg: Inference theorem, students prove a certain proposition
According to whether the thinking has thinking steps and logic
Analytical thinking - strict procedures, step-by-step derivation
Intuitive thinking - quick answers, guesswork, sudden insights, impromptu answers, inspiration, without step-by-step analysis
According to the directionality of thinking
Convergent thinking (seeking common ground, convergent thinking)
Focus on the center to form the only answer. Use familiar rules based on known information to generate logical thinking and solve problems.
Divergent thinking (divergent thinking, radiating thinking)
The core of creative thinking, multiple directions and answers, multiple answers to one question, multiple things to write about, multiple uses for one thing, and inferences about other cases from one instance
According to the degree of creativity of thinking
Reconstructive thinking (conventional thinking, habitual thinking) - ready-made solutions or usual methods that have been obtained
Creative thinking - new and unique ways
Based on daily experience or theoretical guidance
Experiential thinking - in daily life
Theoretical Thinking - Scientific Theory Guidance
basic forms of thinking
Concept (the most basic form/unit of thinking)
The human brain’s understanding of the essential characteristics of objective things
Connotation and denotation are inversely proportional: the richer the connotation, the smaller the denotation; the less the connotation, the richer the denotation.
Classification
Specific concept - specifying attributes
According to external characteristics
Abstract concepts - essential attributes
According to internal characteristics
The degree of abstraction and generalization of attributes
Conjunctive concept - a concept is composed of single or multiple attributes that exist at the same time and are indispensable. For example: the concept of "brush"
Disjunctive concept - based on different standards, it can be composed of more or less non-essential attributes. eg: the concept of "good boy"
Relational concept - based on the mutual relationship between things, eg: "up and down" and "left and right"
The number and interrelationships of attributes
Pre-scientific concepts - everyday concepts eg: sunrise in the east
Scientific concepts - formed through planned teaching eg: laws, principles
way of formation
concept learning process
acquisition of concepts
Concept formation - discovery learning
Three stages: abstraction; classification; identification
Assimilation of concepts - receptive learning
Also called the absorption of concepts, it is the main form through which students acquire concepts.
Application of concepts
Factors affecting concept change
Metacognitive abilities, formal reasoning, prior knowledge and experience, motivation
Yuan Zhi Sha Dong - comes from action
judge
Recognize the connections between concepts
reasoning
Inductive reasoning - from the specific to the general
eg: Iron conducts electricity, copper conducts electricity ➱ Metal conducts electricity
Example to conclusion
Deductive reasoning - from the general to the specific
eg: Mammals are viviparous, tigers are mammals ➱Tiger are viviparous
Conclusion to examples
Analogical Reasoning - From Particular to Particular
general process of thinking
Analysis and synthesis
Analysis: Breaking things or objects down into their parts or attributes
eg: The tree is divided into roots, stems, leaves and flowers.
Synthesis: uniting parts and attributes into a whole
eg: Building a house with building blocks
basic process
Compare and classify
Compare: see the similarities and differences between things
Classification: distinguish between different types
eg: From large to small, senses include sight, hearing, smell, taste, skin
abstraction and generalization
Abstraction: Refining essential features and discarding non-essential features (extraction: extraction; image: characteristics) (extracting common points and discarding differences)
Generalization: Putting essential characteristics together to form a concept and generalize
Object A Object B abstract Feature A summary Object C————→Characteristic B————→Thing concept Object D
Systematization and concreteness
Systematization: classification (from special to general; from small to large)
Concretization: Application (from general to specific; solving problems with formulas)
creative thinking
Development stages: preparation stage - brewing stage - enlightenment stage (inspiration appears) - verification stage
feature
Novelty and uniqueness (the most essential feature)
Creative thinking is the crystallization of multiple kinds of thinking, and divergent thinking is the core of creative thinking.
Fluency: a large number of products are generated per unit time
Flexibility (changeability): wide range of latitudes
Originality (uniqueness): unique, unconventional
active participation in creative imagination
state of inspiration
Cultivation of creative thinking ability - inspiration to live a poor life
Use heuristic teaching to protect curiosity, stimulate thirst for knowledge, and mobilize students' enthusiasm and initiative
Basic
Cultivate students' divergent thinking and combine concentrated thinking with divergent thinking
Develop students’ creative imagination abilities
ability
Organize creative activities and correctly evaluate students’ creativity
Offer creative courses to teach students creative thinking strategies
Conduct creative thinking training based on subject characteristics
practice
Common creative thinking courses: lateral thinking training, divergent thinking training, Self-design training, speculation and hypothesis training, brainstorming training
Brainstorming - Osborne
brainstorming group discussion
Speak up about delayed reviews
Innovation and innovation should be encouraged
Pay attention to quantity rather than quality
Encourage suggestions for improvement
Development of students’ thinking
In the fourth grade of primary school, concrete image thinking gradually transitions to abstract logical thinking.
Abstract logical thinking dominates middle school students, and the most important characteristic of middle school students’ thinking quality is contradiction.
Notice
Attention Overview
Definition: Attention is a common feature of all psychological activities. It is a psychological state that is not independent but accompanied by a state.
Features to note
Directivity: (Select) Directional Characteristics
eg: select...ignore...
Concentration: (Stay) Strength Characteristics
eg: turn a blind eye, hear but not hear
external manifestations of attention
Adaptive movements eg: facing the object of attention, staring up, listening, staring blankly
cessation of irrelevant motion
Changes in breathing movements eg: breath holding
Changes in eyeballs eg: eyeball trajectory
Note the function - "Select the insurance section"
Select function
The most basic (directivity)
Maintain functionality
(centrality)
Regulation and monitoring functions
The most important thing is to "correct errors"
Classification of attention
Inadvertent attention (not paying attention casually)
No purpose, no effort of will, no fatigue, both humans and animals exist
elementary form of attention
eg: A little bird flew outside the window, and the students all looked over.
conditions for maintaining
objective factor
Irritant intensity: loud noise, strong smell, large area, relative intensity
Contrast relationship between stimuli: two or more, a little red among all green
The activities and changes of stimuli: one, the cadence of the voice, the person who does not open his mouth in the chorus, the shooting star in the night sky
novelty of stimulus
Subjective conditions: the state of the person himself
demand at that time
special emotional state
direct interest
knowledge experience
intentional attention (casual attention)
Purposeful, requires constant effort, easily fatigued, unique to humans
advanced form of attention
eg: We listen carefully during class
The conditions for maintenance - "Brows and Eyes in Harmony"
①Use indirect interest - interest in activity results, stable interest, compliance with interest
② Deepen understanding of the purpose and tasks
③Organize activities reasonably
④ Eliminate interference from internal and external factors (individual willpower)
Pay attention after intentionality (pay attention after randomness)
Purposeful, no effort of will required, interest + automation, skilled movements
Special form of attention, more advanced
eg: Can skillfully knit sweaters
create maintenance conditions
Direct interest, strong interest in activities
Proficiency, automation of activities
Examination method: What kind of attention should be paid to the example questions? ——See whether it is purposeful and whether it requires volitional effort (Sui: Follow, Yi: Will)
Other categories: Selective attention - dichotic listening experiment Continuous Attention - Vigilance Method Distributive Attention - Dual-Job Operation
quality of attention
Attention span (attention range, spatial characteristics)
number of perceived objects
eg: One eye has ten lines, one eye sees six ways
Influencing factors: characteristics of the perceived object, level of perception at the time, existing knowledge, experience and level
Stability of attention (persistence, temporal characteristics)
Stability in the narrow sense: the time it remains on the same object
7 to 10 years old: 20 minutes 10 to 12 years old: 25 minutes
Generalized stability: maintaining the same activity for a period of time (for a purpose)
eg: When students are in class, they raise their heads to listen and then lower their heads to take notes.
Factors affecting attention stability
Relevant to the characteristics of the attention object (rich content)
Purpose of the activity
Related to the subject’s mental state and level of will
The ups and downs of attention (wavering of attention)
It is still in a state of attention, a periodic fluctuation, which is a normal phenomenon.
I can't control it, 2,3~12 seconds
Distraction of attention (distraction, wandering, wandering off)
Being attracted to irrelevant things and deviating from the current task
Distribution of attention (side... side...)
Perform two or more activities at the same time, paying attention to pointing to different objects
eg: Students take notes while listening to lectures (emphasis on simultaneous), play, sing, and dance by themselves.
There must be one or several skilled movements, or several activities are organized in a unified manner
Shift of attention (one thing is completed and the other is actively transferred)
Actively shift attention from one object to another according to task requirements
eg: Everything is difficult at the beginning. After studying Chinese, go to mathematics.
Influencing factors
original attention tension
Characteristics of new attention objects
Neural excitation and inhibition, the flexibility of mutual transformation
The purpose of each activity
Girls' attention span and attention stability are better than boys, but boys' attention shifting is better than girls'
Pay attention to the application in teaching activities
Understand students’ listening status based on external manifestations of attention
Use unintentional rules to organize teaching
① Create a quiet and clean teaching environment ② The cadence of the tone during lectures - language art ③The writing on the blackboard is clear and attractive ④The teaching aids are novel and intuitive ⑤The teaching methods are flexible and diverse, and the content is diverse
Use the rules of intentional attention to organize teaching
① Clarify the purpose and tasks of learning ② Cultivate indirect interest ③ Strengthen the cultivation and exercise of willpower to prevent students from being distracted
Organize teaching using the law of mutual transformation of two kinds of attention
The development of attention in primary and secondary school students
Elementary school - unintentional
Middle school - intentional attention
Human learning is 83% visual and 11% auditory 3.5 smell, 1.5 touch, 1 taste
First time: End of study day Second time: a week later The third time: half a month later Fourth time: one month later
one of the views
Fantasy: combined with life wishes, a neutral word that points to the future