3. Attention: Meaning, nature, distraction,
inattention, divided attention and span
of attention – determinants of attention
– Sensation and Perception – Law of
perception: Errors in perception (illusion
and Hallucination) – Concept Formation:
types and theories – Memory: meaning,
types of memory, Storage system of
memory and strategies for improving
memory – Forgetting: meaning, causes,
theory of forgetting – Memory disorder.
4. Meaning of Attention
• “Act of directing one’s thought” towards a
particular act or object
• Concentration or focusing of consciousness
upon one object
• Military command – prepares a soldier for an
action
-Woodworth
5. Definition of Attention
• Attention is the process of getting an object
of thought clearly before the mind
-Ross (1951)
• Process which compels the individual to
select some particular stimulus according to
his interest and attitude out of the
multiplicity of stimuli present in the
environment
-Sharma R. N. (1967)
6. Characteristics
• Selective
• Direction of mental activity – knowing,
feeling and willing
• Shifting
• Attracted by new things
• Makes clear in our consciousness the object
which we attend to
• Arouses the individual to attend the
particular objects
• Creates a attentive attitude of the individual
8. • Attention
–Non-volitional
• Enforced –(sustained by instincts)
• Spontaneous -(sustained by a sentiment)
–Volitional
• Implicit -(obtained by a single act of will)
• Explicit -(obtained by repeated acts of will)
9. Distraction
• Kind of stimulus which distracts our
attention from the objects which we are
focusing
• Example:
-Sound of music played on streets –
disturbs – attention of the students in a
classroom
10. Causes of Distraction
• Abnormal student strength
• Defective lighting
• Abnormal temperature in class
rooms
• Uncomfortable seats
11. Methods of Eliminating Distraction
• Much emphasis and importance must be
given to the task
• Create favourable situation
• Make lesson interesting
• Training in concentration
• Attention-distracting objects removed from
the neighbourhood
• Encounter same type of distraction everyday
– used to them and start ignoring it
12. Inattention
• The absence of attention
• Its outward signs –
• The student is careless about the object which
of primary attention
• Movement of students’ eyes are random and
not fixed
• Seems to be perplexed – does not understand
and receive clear impressions
• Seems to be restless and writhing his body
15. Division of Attention
• If a person concentrates on two works
simultaneously
• Two physical work at a time
• One physical work and one mental work
at a time
• Develop these skills by constant practice
16. Span of Attention
• Span means the number of objects or events
one individual can attend to at a given time
• Number of things one can attend to at any
time
• It is a threshold to perceive at a glance at a
given duration of exposure
• At a glance how many letters, digits one can
see and reproduce
• Amount of information which can be
received from a complex stimulus in a single
moment
19. • Individual difference exists
• Human sense organ can perceive
only limited objects or events at a
time
• Employed by police and transport
departments – giving four digits
numbers to motor vehicles
20. Determinants of Attention
Objective/External factors Subjective/Internal factors
Stimulus Instincts
Size Interest
Intensity Need
Change Mental set
Contrast Mood
Novelty Physiological condition
Movement Habit
Repetition Heredity
Systematic form
22. Sensation
• Sense organs - Gateways of knowledge
• Knowledge is realized through sense
organs
• Immediate result of sense organ being
acted upon by appropriate stimuli
• Derived from the stimulation of the
sense organs or receptors
23. Name of the
sense organ
Name of the sense Sensation
Eyes Visual sense Vision
Ears Auditory sense Hearing
Nose Olfactory sense Smell
Tongue Gustatory sense Taste
Skin Tactile sense Touch
24.
25.
26.
27. Perception
• Perception = Sensation + Meaningful
Interpretation
• Process of getting to know objects and
objective facts by the use of the senses
-R.S. Woodworth and D.G. Marquis
28. Characteristics
• Meaningful
• Selective
• Our past experience determines the nature of
perception
• Synthetic activity
• Analysis in perception
• Analysis and synthesis occur at the same time
• Process of integration takes place
34. Determinants of Perception
• External Factors
i. Proximity
ii. Similarity
iii. Continuity
iv. Closure
• Internal Factors
i. Past experiences
ii. Attitude or Mental set
36. Illusion
• That which does not really exist
• Visual Illusion
• Auditory Illusion
• Optical Illusion – physically equal,
subjectively and psychologically unequal
51. Meaning of Concept
• Generalized image or idea which
stands for a group of objects that
have some common characteristics
• Man, Animal, Book, Car, Tree etc. -
Concepts
55. Gagne’s Hierarchical Learning Theory
• Signal Learning
• S-R Learning
• Chaining
• Verbal Association Learning
• Multiple Discrimination Learning
• Concept Learning
• Rule/Principle Learning
• Problem Solving
56. John Dewey’s Problem Solving
• Awareness of the Problem
• Recognition of the problem
• Collection of Data
• Formulation of Hypotheses
• Evaluation or Testing of Hypothesis
• Making of Generalization
57. Teacher’s Role
• Moderate Motivation
• Encourage Divergent Thinking
• Problem should be presented as a whole
• Level of Difficulty
• Active Manipulation
• Practice
• Incomplete Solution of Problems
58. Piaget’s
Cognitive Development Theory
• Sensory Motor Stage
- (Birth to 2 years)
• Pre-operational Stage
- (2 to 7 years)
• Concrete Operational Stage
- (7 to 11 years)
• Formal Operational Stage
- (11 years to adulthood)
59. Bruner’s Cognitive Development or
Meaning Verbal Learning Theory
1 Enactive
Representation
Motor actions and
Movements
Pre-school
Stage
2 Iconic
Representation
Sensory Images or
Mental Pictures
Childhood
Stage
3 Symbolic
Representation
Words, Symbols,
Formula
Adolescence
Stage
61. Concept Maps
• Lead from
“Ausubel’s Theory of Advanced Organizers”
• Novak and Gowin –
developed Concept Maps in Teaching
62. Concept Maps
It is useful in explaining the
general principles formed out of
many related ideas and also the
mutual relationships existing
between the various general
principles themselves
73. Uses of Concept Maps
• To understand:
The relationship between the various ideas put forth in a
lesson -
Lead to the general principles
How the different general principles are themselves
related
• To prepare a classified summary of the ideas learnt in a
lesson -
Hierarchical way
Linkage
Cross linkage
• Helps the teacher to prepare the lesson for the class
• Given as a follow up activity to pupils – Home Assignment
• Promotes Analytical thinking in students –
Learning become meaningful and comprehensive
74. Memory - Meaning
• Layman – capacity to reproduce what is learnt
• Psychologists – Remembering
• Remembering – An active process of Mental
search
• Remembering – Retention & Retrieving
• Retention – What is learnt
• Retrieving – Retrieving it when it is required for
subsequent use
75. Remembering – 3 Stages
Learning
or
Memorizing
Retention
or
storing
Retrieving
or gaining
access to it
(Recall
or
Recognition)
76. Learning or Memorizing
Learning
Depends
on
Nature of
Learning
Material
Length or Amount
Meaningfulness
Complexity
Association
Nature of
the
Learner
Physical Condition
Intelligence
Interest/Motivation
Need
Learning
Methods
Rote Learning/Meaningful Learning
Spaced/Massed Learning
Whole/Part Learning
Associative Learning
77. Kinds of Memory
Incidental or
Intentional
Memory
Vivid or
Indistinct
Memory
Observational
or Rote
Memory
88. Strategies for Improving Memory
• Have the desire or motivation to learn
• Meaningful material is learnt quickly and
retained longer
• Follow SQ3R method (Survey, Questioning,
Recite, Repeat ad and Review)
• Spacing the learning periods
• Recitation
• Over-learning
89. • Rhymes and logical associations
• Mnemonic devices – VIBGYOR
• Multisensory learning
• Periodical rest and sleep immediately after
learning – improves retention
• Subjects of study – arranged
• Teacher – Instruction Style – Concept Maps
98. MEMORY DISORDERS
• Result of damage to neuro-anatomical
structures that hinders the storage, retention
and recollection of memories
• Progressive including Alzheimer’s disease
• Immediate including disorders from head
injury
103. Role of Teacher in
Teaching and Learning
Teacher as
a
Model
Teacher as
a
Transmitter
of
knowledge
Teacher as
a
Facilitator
of
Knowledge
Teacher as
a
Negotiator
Teacher as
a
Co-Learner
104. Credit to the Sources
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