...Attention Worksheet Using the text, Cognition: The Thinking Animal, the University Library, the Internet, and/or other resources, answer the following questions. Your response to each question should be at least 150 words in length. 1. How do you define the concept of attention? The concept of attention can be defined as what human communication regards as the process by which symbols are exchanged. Attention is how a person reacts to internal and external aspects of their lives. Some are able to multitask, with things going on all around them, and some are not. (Vohns, 1964) Others are not able to separate what they are learning to what is going on around them. Donald O. Hebb stated “Attention refers to a selectivity of response.” Some are able to deal with distractions and still maintain their level of attention as if there were no interruptions during them doing their tasks. (Vohns, 1964) The concept of attention goes beyond whether or not a person is able to function in a high functional environment. We are all different in how we process our attention spans. Some of us have high attention spans that include us being able to handle more than one or two things at a time and still be able to pay attention to everything at once. Most individuals are not able to handle the fact of multitasking, they can only focus their attention on one item and if they are handed something else to do, they cannot deal with trying to keep their attention on the task at hand. (Vohns, 1964) ...
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...DIPLOMA IN PRE-PRIMARY TEACHERS TRAINING MID TERM ASSIGNMENT ON COMMUNITY HELPER Topic: Community Helpers Subject : Environment Studies Level / Class : GRADE II No. of students : 16 Time : 40 mins Age Group : 6-7 years Teaching Aids : Flash Cards, Marker, VCD, Reference Book “Hello Earth” Aim of the Lesson: a) Main focus - To develop understanding in young learners about Helpers in our community and how they help us? b) General Aim - To develop listening and speaking skills. To enhance their knowledge about community helpers. To enhance the volume of their vocabulary. To develop memorization and imaginative skills. Concepts Introduced: a. Identification of Community Helpers. b. Tools used by Community Helpers. c. Work Place of Community Helpers. d. Dress up of Community Helpers. e. Dramatization of Community Helpers. Time Allotted | Activity Planned | Teacher’s Activity | Student’s Activity | Anticipated Problems (Teacher’s Point of View) | 10 min | Warm...
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...of Phoenix Material Attention Worksheet Using the text, Cognition: The Thinking Animal, the University Library, the Internet, and/or other resources, answer the following questions. Your response to each question should be at least 150 words in length. 1. How do you define the concept of attention? Attention occurs when a person is mentally focused on someone or something and channels other distractions out. In my opinion, a person pays attention by active listening and intensively observing. For instance a couple on a date in a crowded restaurant gives one another their undivided attention by keeping eye contact and intently listening to everything the other one says to them. I believe it is imperative to show someone you are giving him or her undivided attention when they are speaking to you and that shows them you respect their thoughts and feelings. Moreover, there are two types of attention, one being divided attention and selective attention. Divided attention occurs when a person tries to multi-task and dividing their attention to more than one person or task. Selective attention occurs when person selects one particular person or thing to focus on and they block everything else surrounding them out. This allows them concentrate on one thing so they can better understand and process the information being conveyed. 2. What is the relationship between attention and cognition? • I believe attention can be allocated to tasks...
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...by applying theories to your own behaviour. In this assessment, you will submit three (3) out of six (6) tutorial worksheets as part of a portfolio. You must submit worksheet 1 and then choose any two (2) from worksheet 2 to 6. The tutorial program has been designed to assist your learning and is directly linked to this assessment. You should aim to attend most of the tutorials if you seek a good mark. Consumer Behaviour List In the first tutorial, you will be select ONE consumer behaviour from the list below that you have done in the last three months. You will then complete worksheets in the tutorials of weeks 2 – 7 on that consumer behaviour. Once you have selected a behaviour you cannot change as your assessment requires to submit worksheets on the same behaviour. List of Consumer Behaviours * Buying a PC/laptop/high-technology item * Booking/arranging/going on an overseas holiday * Selecting a university * Going to the movies * Choosing a restaurant for a special occasion * Evaluating and selecting a mobile phone plan * Choosing to do volunteer work * Buying a fashion item * Going to a concert * Changing a bad habit (smoking, reducing alcohol intake, getting fit, eating better) Assignment structure and requirements You must follow this structure, do not change the order of the content of the worksheets in any way as this may result in reduced marks. This assignment requires the use of first-person language. The total...
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...Math 100 Review for Test III As college students, you are expected to be able to review on your own, and carefully manage your time. That is, the primary responsibility for mastering the material is your own. Here are some suggestions that may help in preparing for your first test. As listed in the Course syllabus, you may bring one sheet of self-prepared notes. You are cautioned that spending too much time searching through notes can be fatal. You should know the material well enough that only a quick glance at notes will suffice. A very good source for review is the Worksheets that you have been printing during the term. Printing one or two Worksheets each week is a good study skill. Click on Worksheet in the blue bar in Aleks. This will show the Worksheets and answers. You can also get ALEKS to suggest Review problems for you. Click on Review in the blue bar in ALEKS. You should see something similar to what is below. You should look over the list, and decide for yourself which problems you had trouble with and need to review. Clicking on any topic listed will bring you to Practice on that topic. This test will cover Chapters 5. There are 23 possible topics that were covered. I will certainly not ask a question from every one of these topics, but ... you should be prepared to answer questions on any of them. And there might be a review topic from the first two tests. Based on your work to date, I expect all of you to do very well....
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...Website Planning Worksheet n o This worksheet can help you to lay a solid foundation for your web sit e. It will help define your goals along with setting a o o r t p r guidelines to make sure your website is complete and useful for your visitors. If you don't know an answer or feel like it e k m s r o w l a t e doesn't apply to you, then simply leave it blank. If you have any quest ions; please call and I'll be happy to help you Name Address r City State Zip Code Business Phone n Home Phone Cell Phone Description of your business c o s (One Paragraph) e [Type a quote from the document o or the summa ary of an inte eresting point. You can t position t the text box a anywhere in the document t t. Use the Dra awing Tools t tab to change the e formattin ng of the pull quote text bo ox.] Description of services c e , (Separated by commas) Example: Pizza, Restaurant, Take Out, Salads, Italian, Entrees, Pasta, a m p s e [Type a quote from the u e document o or the summa ary of an interesting point. You can t anywhere in the document t. Use the Dra awing Tools tab to change e position the text box a the forma atting of the p pull quote tex xt box.] 1 What is your "Motto· or ·Slogan"? Do you want people to: ☐ Learn more about your business or organization? ☐ Hire you to perform a service? ☐ Buy products from you...
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...Essay for english Everyone may think different reasons of why and why not boredom does or doesn't lead someone into trouble. Boredom does lead to trouble; this can be found for not only teens, but adults as well; however, boredom can lead some to find a new perspective about him/her. A kid decides to explore his family’s house, and then BAM, his mother/father is yelling at him because maybe he broke something or he wasn’t supposed to go in that room. This can bring about problems within the family and can be a result of a broken family. Lots of teens hang out with friends, and sometimes do stupid things. I think this because, since they were bored at home all day, and finally getting out with their friends, makes them want to do dumb things or act stupid and could lead them and their friends into big trouble. If teenagers are bored, they may start hanging out with the wrong group of “friends” just because it would seem to them to bring some entertainment. The same motivation can make them try and use cigarettes, alcoholic drinks or even drugs. Boredom often makes young people do something illegal to get their share of adrenaline. Boredom and peer pressure - these are the big culprits when it comes to teenage drinking, drugs, sex and violence. If they have enough knowledge they can also become very dangerous thieves and hack people’s credit cards or computers. This helps them focus their brain and get their sense of pleasure. If youths are not that intelligent, they might...
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...Template of the Athletics Teaching Training Program. Here are some steps that would be very handy to base your athletics program on. 1. Plan for Success – Make sure that you have all of your equipment ready, be completely organised. 2. Sizzling Starts – Get the kids attention, get down to their level, get to point and make it sound as interesting and as fun as possible. 3. Time Duration – Set out all of you activities so that you fit them in, always have a back up activity in case you have time remaining. 4. Dynamic Dialogue – Make your introduction as short and sweet as possible. Talking for too long will make the kids wrestles and bored. 5. Show, Don't tell – Most of the kids will learn what to do better if you show them, rather than trying to explain it, because they will get bored and lose concentration. 6. Ban the Boring Bits – When you are explaining what to do, show all of the exciting bits to get them interested, don’t say the boring bits and throw in a joke if need be. 7. Exciting Endings – Always finish with the final activity, they will enjoy it a lot more, especially when they know how to do the activity correct. Hence why we do the small activities to show them how to do it. 8. Coaching points – Have 3 easy and simple coaching points so the kids understand and won’t forget. 9. Equipment – Have all your equipment ready to go, do not run around in the last minute finding equipment because you weren’t organised. 10. Safety – Keep an eye...
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...Salem Saleh 10-13-13 Summary Composition 800 Hidden Intellectualism In recent discussion of, intelligence, a controversial issue has been whether or not schools provide equal opportunity for students of all interests. The schools believe there is a certain standard in which students will become successful and smart. However, Gerald Graff, in Hidden Intellectualism, argues that students who are considered, “street smart” should also be acknowledged as, “intellectual” but do not meet that standard due to the set expectations of academia. The educational system is intended to develop everyone for an equal chance of success. If it did, it would be able to make the "street smart" achieve the intellectuality that is expected to meet the academic standard. The author emphasizes that academia or academics are focusing on educational life by being capable of reading and understanding a difficult text. Also the street smart won't be able to pass this task unless they can choose a subject that is interesting rather than what is automatically given them. In addition, he author encourages academia to tap into their students’ street smart to help them succeed in an academic environment they might otherwise be excluded from by changing the subject to a subject in which the student is interested. I am of two minds about Gerald Graff’s claim that teachers should encourage students to focus on subjects that are interesting and make the students motivated to learn. On the one hand,...
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...THE EFFECT OF SELECTIVE ATTENTION ON THE ACADEMIC DEVELOPMENT OF THE NIGERIAN STUDENT BY GODWIN EIGBE A PAPER PRESENTED AT THE INSTITUTE OF OPENCAST MINING AND TECHNOLOGY BENIN CITY 23RD AUGUST, 2013 Introduction The poor performance of Nigerian students in both internal and external examinations have been decried in many quarters across the country and many have blamed the society, the schools and parents for their role in the deteriorating level of academic performances. Not many have questioned the role of the students themselves in the dilemma that has befallen them. The search for a permanent cure to this menace has been on for decades. However with every new dawn the case seems to go worse. There are many who blame the poor economy as a result of high level corruption being perpetrated in government and political circles. Others believe that the school system is failing and is not doing enough to ensure that students get the maximum attention necessary for excellence. And there are others who believe that neglect on the part of parents is responsible for poor performances in schools. However true these factors are, no independent factor can be singled out to be more responsible for the problem of poor performance by students in schools. More recently, many researchers have identified lack of seriousness, laziness which leads to procrastination and corruption and examination malpractices in schools...
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...I enjoyed most of what she lectured about. My favorite part of the lecture was when she spoke of ghosts and the haunted houses. The stories that followed the pictures were very interesting and kind of sent chills up my spine. That was the part of the lecture that had my full attention. It was interesting that these people didn’t just move out, but just adapted and lived with these ghosts. If it were me I would have moved out immediately. Some of the pictures of the homes were eerie, however some of the homes just seemed like normal houses. The only way you could know they were haunted was if the story was placed next to the picture. The other part of the lecture that I found interesting was the miniature recreations of crime scenes. I thought it was interesting how detailed the artists were with all the objects in the home. I wonder how they were able to so accurately place the paint onto the little cups and pieces of furniture. I also thought it was interesting how they created burned homes in the small scale. At times I was not able to distinguish whether the picture was of a real home or of the miniature recreation of the home. Other parts of the lecture didn’t really capture my attention and I found it to be a bit boring. One thing I liked about the lecturer was that she was able to show us the process that she had to go through to get these stories and pictures. She said she ended up creating a relationship with these people and the amount of time she must have...
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...Introduction This paper explores covert attention and the information processing in which we ignore other parts of the environment while concentrating on another thing. Covert attention allows our eyes to select things that we want to hear or see and nothing else without any eye movement at all. Past research shows that a person fixated on any object or thing directs all their attention to that point and blocks out anything else in their environment. Examples of this are shown in our everyday lives. For example, when we are at a crowded restaurant with a bunch of different conversations going on a person is concentrated only on their conversation at their table or talking on the phone to someone while driving is all examples of covert attention. This research study is going to test the past research that has been conducted on covert attention to prove it true or not. This study will also have a fixated point, thats an arrow pointing left or right, that the participants will focus on while trying to answer whether or not there is a blinking box to the left or right of the screen. Method Participants The sample used for this study on covert attention was my Kennesaw State University class of cognitive psychology taught by Dr. Tim Martin. This project was chosen to be done by Dr. Tim Martin and the class because we would have a substantial number of different demographics of individuals in the class to conduct a study of covert attention. The number of participants in this study...
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...the amount of work she was assigned. Though there were times I was tempted to jump in and share my story from the day I refrained and instead only asked small questions about her day to get her to open up more. Towards the beginning of the conversation she seemed distracted and kept looking off other places while talking, however the longer I reinforced that I was interested in what she had to say and the more I attempted to make eye contact with you the more she relaxed. She then began meeting my eyes as she talked. At the end of the conversation she in turn asked about my day. It was nice to each get to share out stories to someone who was clearly interested in listening to what we had to say. Throughout the week I paid extra attention to not only my body language, but the body language of others. In one instance I noticed that a member in my group project was sitting with their arms crossed and their eyes focused down at the table. I then began to notice that no one had asked for this person’s input on the project because he seemed so closed off. I decided to mirror his body language and I folded my arms across my chest and looked down. I stopped engaging in the conversation and no one directly spoke to me. After a couple of minutes I sat...
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...to accomplish multiple tasks in the same general time period by engaging in frequent switches between individual tasks” (Konig et.al. 2005). This definition helps us to support our question that multitasking is necessary to teenagers and students. Teenagers and students are part of daily life that requires productivity from them and this will call in for a multitasking. Students and teenagers are surrounded by multiple tasks that all require their attention, and considering the time frame this will not be that much possible. Also at times multitasking will not be that much encouraged due to the fact that when multitasking we tend to divide our attention between the two tasks and thus overwhelming our thoughts which may lead to poor results on what we intended to do. To get much out of multitasking we need to reap the benefits while minimizing the drawbacks. Benefits of multitasking come in handy. We are able to do attend to different types of tasks simultaneously in a given time frame and jumping to others which require our attention, thus saving more time. Multitasking helps the student to switch between different sort of assignments and this prevents boredom and increases our creativity through brainstorming for the other project while doing the other. This becomes more inspiring and keeps us in need of more. Multitasking enables us to use our extra time prolifically. This is depicted in doing our morning jogging; we can listen to an online lecture about a particular subject...
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...plethora of things, but the Internet is often the first that comes to mind. Not our 3-D televisions, not our Wii gaming consoles; not even our iPod mobile music players. The Internet has been swift in its takeover. While we indeed have access to all this wealth of information and activity, the situation we are essentially faced with is which comes first, and how quickly we shove it aside? It is quite apparent that heavy use of this technology has changed the attention levels of a rising generation- and not for the better, but for the worse. When such a hard fact is factored into place what also needs evaluating are the things not said. Chukkas, 2 Do we really understand the workings of attention? What then does a debilitated attention span have on a person? Are we truly interacting with the material before us, or just being exposed to it? If we do not follow through with the information found before us, how do we then make connections and deductions in our minds? Do we understand that to give great attention is to comprehend great things? These are some of the questions that arise when we consider the things not said. It is after we arrive at the hard truths that such questions inspire that we begin to realize our exact predicament. How do we discover the true science of subjects if we continue to be...
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