USELFModule 3. Unfolding The Mental Self

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UNIT 1.

Cognition, Memory, and


Intelligence
This unit discusses the nature of cognition and
metacognition, its underlying mechanisms, and
how it contributes to one’s sense of self. This
further tackles the mechanism of human memory
and the different types of human intelligences

Intended learning outcomes

At the end of this Unit, students are expected to


demonstrate the following:

1. Explain and elaborate concepts and processes on cognition, memory, and intelligence
2. Analyze and demonstrate how cognition, memory, and intelligence are manifested in various
aspects of his life.
3. Apply principles of cognition, memory, and intelligence to his own life.
Memory Game
• https://www.memozor.com/memory-games/for-adults/emoji

01/08/21
Diagnostics
 Learning Checkpoint
 Do you AGREE or DISAGREE?

 Everything we learn becomes permanently stored in our memory.

 We have an innate capacity to analyze and apply information.

 Personal and environmental factors influence the way we think.

Intelligence is manifested in a variety of ways.

 Intelligence is only acquired in schools.


Unit 1. Cognition, Memory, and Cognition
Intelligence
We are born with innate capabilities that empower us to
manage ourselves in various settings and situations. As
we are born, we depend on our senses as we make
reactions and reflexes that are part of our developmental
milestones. As we grow older, we begin to observe our
environment, analyze information, make choices, and
behave appropriately according to the situation. From a
sensory-based acquisition of knowledge, we are led to a
more logical and abstract manner of thinking as we grow
older, evidenced by more complex tasks and challenges
that we are faced with as we mature and develop. Even
our school tasks correspond to the mental level that we
are expected to be in.
Unit 1. Cognition, Memory, and
Intelligence
Memory is composed of three levels: sensory memory, Memory
short-term or working memory, and long- term memory.
Sensory memory is the level that allows information from
the external environment to be perceived by an
individual via his senses, usually in the form of chemical
and physical stimuli, often with focus and intent. It is also
the shortest level of memory, where information only
lasts for half a second. However, not all stimuli are
perceived by our sensory memory; just like a computer,
our mind can only accommodate those sensory
information that will be useful and thus is transferred to
our short-term memory. All other stimuli are largely
ignored by the individual. When information is deemed
to be useful for the immediate future, then it is
transferred to our short-term or working memory.
Attention is a critical factor of the transfer from sensory
to working memory.
Unit 1. Cognition, Memory, and
Intelligence
Intelligence has been defined in a number of ways. The Intelligence
term has been referred to as an individual’s capacity for
logic, understanding, self-awareness, learning, planning,
creativity and problem solving. It has been characterized
as the application of knowledge to enable adjustment to
the environment. Thus, it is not merely knowing but
applying knowledge appropriately whenever the need
arises. Intelligence is often thought of as hereditary
rather than environmental in nature. Two things should
be noted about intelligence; one, individuals are born
with innate intellectual ability that is harnessed in
various contexts; and two, intelligence is not confined to
the school context. Intelligence is one of the critical
constructs that underlie studies of individual differences
and a number of theories have already been presented
to explain its nature. From the ancient times to the
present, it has been a popular focus of study.
A number of theories have been presented with regard to intelligence. The Multiple Intelligence model of
Howard Gardner has proposed eight (8) types of human intelligence, as follows:

Intelligence Description
Verbal-linguistic Ability to analyse information and produce output that involves oral and written language.
Logical-mathematical Ability to understand and answer mathematical equations
Visual-spatial Ability to analyse graphical information
Musical Ability to produce and make meaning of different types of sound.
Naturalistic Ability to identify and distinguish aspects of the natural world.
Bodily-kinesthetic Ability to use one’s body to create products or solve problems.
Interpersonal Ability to be sensitive of other people’s thoughts and emotions.
Intrapersonal Ability for self-introspection
Aside from the Multiple Intelligence theory, another framework proposed is that of Sternberg’s Triarchic Theory
of intelligence. According to Sternberg (1985), intelligence is defined as “a mental activity directed toward
purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life.”
Sternberg proposed three aspects of intelligence: componential, experiential, and contextual intelligence.
According to the theory, intelligence is a function of how these three aspects are interchangeably used by the
individual and up to what levels they are used.

Cog Alternative name Description


Componential Analytical Includes abstract thinking & logical reasoning; verbal & mathematical
skills.
Experiential Creative Divergent thinking and ability to deal with novel situations
Contextual Practical Being “street smart”; ability to apply knowledge to the real world and
shape or choose an environment.

Both theories of multiple intelligence and triarchic theory explain the nature of intelligence, and the personal
and environmental factors that shape it.
Tasks
• Answer the Multiple Intelligence Test on this link:
https://mypersonality.info/test-mi 
Individual Guide questions:
• What are your top 3 results?
• Do you agree with the results of the online test? Why or why not?
• How can you harness these intelligences in everyday life?
Group discussion:
• Form a group who share the same criteria of intelligence. Enumerate at least
three ways on how your intelligence helps you in your everyday life. Prepare
a ppt presentation of your experiences.
Assignment
• Reading
https://human-memory.net/
Jigsaw Classroom: Read the following by group:
 Introduction – The Human Memory
 Types of memory
 Memory Processes
 Memory Disorders
 Memory and the Bain
The members of the group will discuss the assigned topic in their respective group
then each will be assigned to other groups thus each member from the original group
shares what they have discussed in their original group.

01/08/21
UNIT 2. The Mechanism of Human Learning
This unit provides an overview of learning, the
factors that contribute to the learning process,
and how it shapes our individual self.

Intended learning outcomes

At the end of this Unit, students are expected to


demonstrate the following:

1. Define and explain about learning and the learning process.


2. Identify and explain what factors influence the learning process.
3. Apply principles of learning to one’s academic life.
Diagnostics
 Learning Checkpoint
 Do you AGREE or DISAGREE?

 Learning is a lifelong process.

 Learning happens in a variety of situations.

 Every individual learns in exactly the same manner.

There is a limit to what we can learn.

 Learning is a choice.
Unit 2. The Mechanism of Human
Learning
Learning
If cognition, memory, and intelligence are underlying
mechanisms that allow us to perceive, process, and apply
information for daily adaptation, then learning is a
natural consequence of these mechanisms. Learning is
defined as “a relatively permanent change in a person’s
knowledge or behavior as a result of experience”. This
definition connotes three things: one, that the change is
long-term; two, that the source of change comes from
within the memory or knowledge structure of the
individual; and lastly, that the change is attributed to
personal experience of the learner in his environment,
and not due to some temporary state. When we transfer
knowledge or information to long-term memory and that
is elaborated, rehearsed, and practiced, then learning
happens.
However, the notion of learning is underlined by notions of self-efficacy and human agency. Self-efficacy is defined
as “the extent to which we believe we can confidently learn and master a particular skill.” When an individual has
high self-efficacy, they are likely to engage in challenging tasks and recover from disappointments quickly. On the
other hand, people with low self-efficacy are likely to avoid difficult tasks because of lack of confidence and result
to having low self-esteem. Thus, self-efficacy is a crucial factor behind learning and performance.

According to Bandura, self-efficacy can be developed by the following:

Mastery Experience Accomplishment of simple tasks that lead to more complex tasks.
Social modelling Observing an identifiable model who accomplishes the task.
Improving physical and emotional Being relaxed and calm before pursuing a challenging task.
states
Verbal persuasion Providing encouragement and feedback during the accomplishment of a
challenging task.
Apart from self-efficacy, human agency is another underlying principle in learning. People are not merely products
of inner forces or environments; they are self-regulating and proactive. We influence our own environments by our
characteristics and behavior; we influence other people; and we influence social groups in achieving large-scale
benefits.

Intentionality Making an active decision to engage in particular activities.


Forethought Anticipation of outcomes and consequences of particular actions.
Self-reactiveness Ability to construct and regulate behavior appropriately.
Self-reflectiveness Reflection and evaluation of one’s thoughts and behavior.

Thus, in the learning process, students are equally accountable for their performance as much as their teachers.
While teachers are considered agents of change in the learning process, students have the responsibility to be
equally involved as well. When teachers give tasks, it is a responsibility of the student to be engaged toward its
accomplishment; students are accountable for the level and quality of engagement in the task; students anticipate
outcomes commensurate to the quantity and quality of efforts exerted; and most of all, students should gain
valuable lessons and learning as they evaluate the entire learning process. It is in this perspective that students are
agents of their own learning, and they are expected to invest in their own learning cycle.
Differences between deep learning and surface learning have been consistently studied in various research.
Surface learning leads to mere absorption of facts, rote memorization, extrinsic motivation, focus on structured
curricula and assessment that does not allow for autonomous learning to happen, and pays attention to teacher
performance rather than student learning. On the other hand, deep learning strategies result to knowledge
construction, making meaningful connections, use of higher cognitive skills, enhanced intrinsic motivation, better
metacognition, and fosters discovery learning.

In adopting deep learning strategies, students can engage in the following habits:

• Take down notes. By taking down notes, students reinforce absorption of ideas and can relate them to
past information they have already stored.
• Ask questions during class sessions. Asking questions during class resolves two things: fosters
discussion and individual & group discovery and allows opportunity for immediate feedback of the learning
process.
In adopting deep learning strategies, students can engage in the following habits:

• Creating cognitive maps. The essence of deep learning is making meaningful connections among
information relayed to the learner. By creating cognitive maps, students can link concepts together,
resulting to personal construction of meaning shared by these information and enabling transfer to long-
term memory.

• Engage in collaborative learning activities with mentors and peers. There is a saying that “two heads
are better than one.” In joining study groups, learners can converse, exchange ideas, engage in debate,
and immerse in peer evaluation that can be used for personal feedback. Thus, teachers present
collaborative learning opportunities for this purpose.

• Go beyond the mandatory course requirements. Reading additional reference materials, watching
films that exhibit concepts discussed in class, going on trips for authentic learning experience, and other
learning opportunities not signified in the course syllabus can greatly enhance the learning process.
Lesson Assessment

• 1. List down three things that you significantly learned from


the lessons.
• 2. List down questions that you want to ask about the topics.
Ask a resource person or a classmate that can answer these
questions.

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