Chapter 3
Chapter 3 talks about Perceptual Process attention and consciousness, it starts with Attention processes; divided, selective and saccadic eye movements. In selective attention research conducted divides it in A. auditory task called dichotic listening, B. a visual task called the Stroop effect, C. other visual selective attention tasks. The chapter also includes Neuroscience Research on Attention. The Anterior Attention Network that is active when people try Stroop task; Event related potential (ERP) technique that records electrical signals when brain responds to tone. The second part of the chapter talks about Consciousness, knowledge we have of the outside world and our perceptions, images, thoughts and memories.
It fits with what I have learned before in the previous chapter in such a way that we have to recognize things in both vision and hearing around us before we compare or relate them with other objects or voices.
The author showed different examples to proof her point, one of them is Divided Attention, although it can be a disaster if more than one can handle but if we do it more often, we can get better at it from time to time. Example, at first it was difficult for me to explain steps to students over the phone while I am working on another task on the computer that has no relation to what I am explaining, but after several attempts it comes natural to the brain and speech.
It is important to understand how people pay attention because if we know how students/children pay attention and understand how consciousness work, we can better prepare ourselves on how to present learning materials to students.
Thursday, January 29, 2009
Thursday, January 22, 2009
Chapter-2
Ch-2
Perception: uses previous knowledge to collect and translate the stimuli registered by the senses. Perception to interpret text written on a page, we combine
a. Information registered by our eyes
b. Our previous knowledge about the shape of the letters of the alphabet
c. Our previous knowledge about what to expect when your visual system has already processed
Visual system
Perceptual stimuli:
1. Distal stimulus: the object that is out there
2. Proximal stimulus : the information registered on sensory receptors
Gestalt psychology: humans have tendencies to organize what they see; they look for patterns rather than disorganized arrangements.
Visual object recognition: there are 3 theories that involve object-recognition
1. Template-Matching theory: we compare a stimulus with particular patterns in memory
2. Feature-Analysis Theory: visual stimulus is interpreted in a way that we compare with special features of a particular letter or object
3. The Recognition-by-components Theory or structural theory: visual stimulus is compared with a simple 3-D shaped geons.
Top-Down and Bottom-up Processing in visual recognition
Top-Down processing is how high level thinking pressures object recognition; while Bottom-up processing highlights the importance of the stimulus in object recognition.
Speech Perception
Phoneme is the basic unit of spoken language, similar to a, th, k and so on.
Characteristics of speech perception are phoneme pronunciation variation, listeners fill missing sounds according to the context, listeners impose boundaries between sounds and visual cues from the speaker’s mouth help us interpret ambiguous sounds.
Reflection
The first chapter about cognition, this chapter gives a basic idea on perception, visual recognition and sound perception there is not a lot that I can apply to what I do every day but Top-Down processing, can be helpful in teaching children how to read. With the demonstration mentioned in Demonstration 2.3, children can try several options for ambiguous letters and find out what makes a word related to the context they are reading. This is not my area of expertise, I’ve never thought children how to read; I welcome suggestions why this may or may not work. What I am not clear on is the exact difference between Feature-analysis theory and recognition- by- components theory. The only differences I see is the first one gives an example of features of a letter while the later one 3-D geons but it is still recognizing shape.
Perception: uses previous knowledge to collect and translate the stimuli registered by the senses. Perception to interpret text written on a page, we combine
a. Information registered by our eyes
b. Our previous knowledge about the shape of the letters of the alphabet
c. Our previous knowledge about what to expect when your visual system has already processed
Visual system
Perceptual stimuli:
1. Distal stimulus: the object that is out there
2. Proximal stimulus : the information registered on sensory receptors
Gestalt psychology: humans have tendencies to organize what they see; they look for patterns rather than disorganized arrangements.
Visual object recognition: there are 3 theories that involve object-recognition
1. Template-Matching theory: we compare a stimulus with particular patterns in memory
2. Feature-Analysis Theory: visual stimulus is interpreted in a way that we compare with special features of a particular letter or object
3. The Recognition-by-components Theory or structural theory: visual stimulus is compared with a simple 3-D shaped geons.
Top-Down and Bottom-up Processing in visual recognition
Top-Down processing is how high level thinking pressures object recognition; while Bottom-up processing highlights the importance of the stimulus in object recognition.
Speech Perception
Phoneme is the basic unit of spoken language, similar to a, th, k and so on.
Characteristics of speech perception are phoneme pronunciation variation, listeners fill missing sounds according to the context, listeners impose boundaries between sounds and visual cues from the speaker’s mouth help us interpret ambiguous sounds.
Reflection
The first chapter about cognition, this chapter gives a basic idea on perception, visual recognition and sound perception there is not a lot that I can apply to what I do every day but Top-Down processing, can be helpful in teaching children how to read. With the demonstration mentioned in Demonstration 2.3, children can try several options for ambiguous letters and find out what makes a word related to the context they are reading. This is not my area of expertise, I’ve never thought children how to read; I welcome suggestions why this may or may not work. What I am not clear on is the exact difference between Feature-analysis theory and recognition- by- components theory. The only differences I see is the first one gives an example of features of a letter while the later one 3-D geons but it is still recognizing shape.
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