Cognition, Memory, and Intelligence - grasped in split second

Sensory-based Acquisition of Short Term or Working Memory –

Knowledge – more logical and abstract information temporarily stored, 10-15
thinking manner. secs up to one minute

One’s mental capacity is evolving in Short term memory often absorbs

a progressive, sequential manner cues that enable brains to process
which is anchored on an individual’s readily available information.
biological development.
Long term memory – information are
Cognition – crucial part of an permanent
individual’s development process which
- covers both explicit and implicit
influences behaviour, just as how
memory, declarative, procedural
behaviour also impacts it, assuming a
memory
bi-directional connection.
- limitless, immeasurable
- taken and analyze
Intelligence – capacity for
- involves remembering,
understanding, learning, planning,
perceiving, and thinking
problem solving.
- an umbrella term to cover high-
order thinking. - Applying knowledge in the proper
context
Memory – information is acquired and
retained Intelligence, often hereditary not
environmental
- computer system: encoding,
storing, retrieving Intelligence is harnessed, not
confined, not confined by academic
Sensory Memory – iinformation from
context.
the external environment perceived
through senses Multiple Intelligences – Howard
Gardner
- form of chemical and physical
stimuli
Verbal Linguistic – oral and written
language
Logical Mathematical – mathematical
equations
Visual – Spatial – graphic information
Musical - produce and make sound
Naturalistic – distinguish aspects of
natural world
Bodily Kinesthetic – use body to solve
problems
Interpersonal – sensitive of others
thoughts and emotions
Intrapersonal – self-introspection
Robert Sternberg – Triarchic Theory
Intelligence – mental activity to shaping
real-world environments
Componential/Analytical – abstract
thinking and logical reasoning, verbal
and mathematical skills
Experiential/Creative – dealing with
novel situations
Contextual/Practical – street smart,
apply knowledge to real world and
shape or choose environment
Human Learning
Learning – relatively permanent change
in a person’s knowledge or behaviour;
transferred to long term memory
NOTE
1. THE CHANGE IS LONG TERM
2. SOURCE OF CHANGE –
EXTERNAL
3. CHANGE – ATTRIBUTED TO
PERSONAL EXPERIENCES
Social Cognitive Theory – value of
social environment in one’s learning
FOUR STAGES
1. ATTENTION – what is interesting and
useful - ANDREI
2. RETENTION – stores and gives
mental representation – lagi iniisip amp
3. MOTOR REPRODUCTION – recalls
and rehearses information (inaalala q
sya)
4. MOTIVATION - repeats entire
process consistently – lagi naming sya
lang char???
Self-efficacy – confidently learn and
master particularly skill, challenging
tasks and deals with frustrations
efficiently
ALBERT BANDURA – self efficacy can
be developed through:
Mastery Experience – simple tasks to
complex tasks
Social Modelling – observing
identifiable model
Improving Physical and Emotional
States – relax and calm before dealing
Verbal Persuasion – provide
encouragement and feedback during
accomplishments
Human Agency – another valuable
principle in learning process.
People – self regulating and pro-
active/not just product of inner forces
Intentionality – active decision to
engage in activity
Forethought – outcomes and
consequences of actions
Self-reactiveness – constructing and
regulating behaviour appropriately
Self-reflectiveness – reflecting and
evaluating thoughts and behaviours
Surface Learning – accept info and
memorize it, more absorption of facts
Deep Learning – deeper
understanding, meaningful connections,
metacognitive skills
Human Emotions
Emotions – driving force on how one
acts and behaves, phsyiological
- Plays a part in making decisions
- Lower level responses, create
biochemical reactions
- Making aware of threats coming
- Biological experience and
response
Feelings – mental portrayal of what is
going on to your body, subjective
Emotional Intelligence – array of non-
cognitive abilities, coping with demands
and pressures
- Ability to understand emotion
- Innate indiv characteristics and
skills and development
Adolescence – turbulent time, crucial
point of development
Emotional Regulation – attempt to
influence emotion, negate impact of
unpleasant emotions
Cognitive Reappraisal – evaluation of Empathy – putting yourself into their
situation prior to making valuations . shoes
uses reason to appraise situation,
logical

Suppression – involves denial and

masking of facial expressions to hide
emotions

Cognitive/Covert Strategies –
experiential avoidance avoidance of
thoughts and feelings

Rumination – repeated
contemplation

Acceptance and distraction

- Alter negative impacts

Behavioral/Overt Strategies –
engagement in observable activities,
allows to monitor them directly

Self-control – disruptive impulses

Trustworthiness – honesty and

integrity

Conscientiousness – responsibility for

one”s performance

Adaptability – handling change with

flexibility

Innovation – new ideas