When starting this class all I knew was that the title of the text was Cognition. I was unsure of what the text would actually cover. When my students give me answers to questions I always reply to them with "why is that" I realize how hard of a question that can be sometimes. I feel like I am learning "the why" from the reading of this text.
A part of chapter 2 that I feel I struggled with was part of the feature-analysis theory. When applying this to my classroom, I made a post about classifying solid figures by their faces, edges, corners. After reading others posts I am unsure if this is a good example since these are not two dimensional patterns.
I thought of my students when reading the part on context and speech perception. Students often make mispronunciations while reading and continue on with the story even though it does not make sense. When listening to a student read and this happens, I simple raise my hand to let them know that they need to reread that sentence to check to make sure it makes sense. When slowing down and actually listening for comprehension they often realize "Ohhhh, that doesn't sound right. We then practice looking for other words in the text that can help us determine the meanings.
There were many studies done to prove theories from all parts of chapter 2. One that stands out to me the most was Simons and Chabris's videotape of the gorilla that proves inattentional blindness. I most definitely believe it because I didn't see the gorilla myself.
Much of the cognitive research done from chapter 2 is very important. Especially for those people who lack the ability to perceive things the same as others. Research teaches us why that is. I would use many of these strategies for students that have trouble recognizing how we do certain tasks in class. I cannot think of any other way to accomplish these things in a better way.
Hi Jessica. I just wanted to respond to your post about raising your hand to let your students know that they have mispronounced a word while reading. I think it is a positive way to alert them to their mistake and encouraging them to reread for comprehension. I remember hating to read aloud in school. I was always afraid of someone criticizing my mistakes.
ReplyDeleteI have not seen the Simons and Chabris's videotape. I look forward to seeing it sometime.
I think research is important too. I think there is a lot about the brain we don't fuly understand.
Thanks Jessica. The important thing about the feature analysis theory is the idea that we break visual objects down into distinctive component parts and that helps us distinguish them from other objects. As the text says, the focus is on 2D, but the idea is the same as the component-relations theory for 3D. So your example of distinctive qualities is an example of a "good" feature set, as I was asking about, even though you could argue exactly which of the two theories it belongs to.
ReplyDeleteAnd by the way, keep in mind that the template-theory matching (the first one) isn't really ascribed to anymore by anyone. The book mentions it so you can see how thinking has evolved on the subject of visual recognition.
Hi Jessica! I actually just watched Simons and Chabri's videotape! I agree with you I didn't see the gorilla either because I was too focused on counting the passes. I even watched it with 2 students and they didn't see it either. After going back and watching it, it was funny how I couldn't recognize it!
ReplyDeleteNice blog, I see the same type of behavior with older students (high school). It's interesting how no matter the age they show some of the same characteristics. I especially notice with reading that too many skim over the words to where they have no content. Then when we talk about a passage they have to reread it to see what we're talking about. Well, my theory still holds true that they're being taught the right way at the younger levels, the students are just stubborn! Keep up the good work.
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