Chapter 2 provides insight on theories of visual and auditory perception. It discusses how our perceptions as humans utilizes previous knowledge to interpret stimuli. It offers information on how we rely on visual and auditory stimuli to make sense of our world. I found the information on face perception to be extremely interesting. Throughout the chapter I often thought of how babies must perceive their surroundings such as their mother's face or sound of her voice. Interesting.
While reading the chapter, I was thinking about my previous experience with the brain and how it functions. It has been a few years, but in my AP class we talked about the different parts of the brain and how neurons work together. I have also done some reading on the effects of exercise and the brain.
I guess a point I am not clear on would be why some people rely more heavily on the visual aspect of learning and why others may not require that stimulus as much.
If I were in a teaching environment, I would use this information everyday. From how I design my lesson to how I arrange the learning environment. Am I communicating the information in a way that is easily perceived by my students?
I think the author provides adequate evidence, through a variety of sources, that lends to its credibility. I think we do use many cues in our perception processes.
I would use this information with all types of students. I would hope to identify which students rely more heavily on visual stimuli and meets those needs appropriately.
I am not clear on how to achieve the same thing faster, cheaper or better?
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Thanks Jenn. One possible reason for some people not requiring as many visuals is the level of prior knowledge they already possess. If you are an expert in a topic, for example, you may not need a chart to understand how a new topic fits into your existing knowledge.
ReplyDeleteAnother possible reason is that more mature learners are better (usually) at abstract thinking. They don't always need the concrete visualizations.
Regarding your last point, for this particular topic of visual recognition, the cost effectiveness question doesn't really apply, so I agree with you. Now if you were comparing one teaching method or technology to another, then it would apply.
It is interesting that you mentioned how a baby sees/ hears their mother. In the text there was an example of being able to identify people by a single feature. I hear that that babies can not identity their parents by a single feature because of a lack of mental development. Instead, babies need the whole face to recognize someone. That is why when children play peek a boo they are so enthralled, because when the face is covered they aren't able to recognize the person anymore- making them invisible!
ReplyDeleteJenn,
ReplyDeleteYou make some very strong points. I love teh example that Kerry uses. What I would have loved for the book to do was go more in depth about facial recognition in babies vs older people. How does experience (stored memories) effect the effectiveness of this. Is it faster or slower--what do you think?
Hi William,
ReplyDeleteIt is funny you post this question. I was just reading this article this morning:
http://shine.yahoo.com/channel/parenting/what-will-toddlers-remember-351795/
Isn't it funny how the universe works sometimes. I don't know if we are just in- tune to different things and therefore notice something we may not have otherwise....or if there are larger elements at play.
Have you ever had the experience where you remember something, but aren't sure why...like if you just remember an event through looking at old pictures or if you have solid memories of actually being there? I think about these memories sometimes when I think of my grandmother who passed away while I was in elementary school. I have memories of her and times we spent together, but there are visual memories of her from when I was really young that probably come from pictures I have seen.
Thanks for your post!