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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 Human Learning
language
Learning – relatively permanent change
Logical Mathematical – mathematical in a person’s knowledge or behaviour;
equations transferred to long term memory

Visual – Spatial – graphic information NOTE

Musical - produce and make sound 1. THE CHANGE IS LONG TERM

Naturalistic – distinguish aspects of 2. SOURCE OF CHANGE –


natural world EXTERNAL

Bodily Kinesthetic – use body to solve 3. CHANGE – ATTRIBUTED TO


problems PERSONAL EXPERIENCES

Interpersonal – sensitive of others Social Cognitive Theory – value of


thoughts and emotions social environment in one’s learning

Intrapersonal – self-introspection FOUR STAGES

Robert Sternberg – Triarchic Theory 1. ATTENTION – what is interesting and


useful - ANDREI
Intelligence – mental activity to shaping
real-world environments 2. RETENTION – stores and gives
mental representation – lagi iniisip amp
Componential/Analytical – abstract
thinking and logical reasoning, verbal 3. MOTOR REPRODUCTION – recalls
and mathematical skills and rehearses information (inaalala q
sya)
Experiential/Creative – dealing with
novel situations 4. MOTIVATION - repeats entire
process consistently – lagi naming sya
Contextual/Practical – street smart,
lang char???
apply knowledge to real world and
shape or choose environment Self-efficacy – confidently learn and
master particularly skill, challenging
tasks and deals with frustrations Surface Learning – accept info and
efficiently memorize it, more absorption of facts

ALBERT BANDURA – self efficacy can Deep Learning – deeper


be developed through: understanding, meaningful connections,
metacognitive skills
Mastery Experience – simple tasks to
complex tasks Human Emotions

Social Modelling – observing Emotions – driving force on how one


identifiable model acts and behaves, phsyiological

Improving Physical and Emotional - Plays a part in making decisions


States – relax and calm before dealing - Lower level responses, create
biochemical reactions
Verbal Persuasion – provide
- Making aware of threats coming
encouragement and feedback during
- Biological experience and
accomplishments
response
Human Agency – another valuable
Feelings – mental portrayal of what is
principle in learning process.
going on to your body, subjective
People – self regulating and pro-
Emotional Intelligence – array of non-
active/not just product of inner forces
cognitive abilities, coping with demands
Intentionality – active decision to and pressures
engage in activity
- Ability to understand emotion
Forethought – outcomes and - Innate indiv characteristics and
consequences of actions skills and development

Self-reactiveness – constructing and Adolescence – turbulent time, crucial


regulating behaviour appropriately point of development

Self-reflectiveness – reflecting and Emotional Regulation – attempt to


evaluating thoughts and behaviours 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