| The word "cognition" is defined as "the
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| | enjoyed. This implies that perception is
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| act of knowing" or "knowledge." Cognitive
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| | a cognitive skill that can be improved
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| skills therefore refer to those skills
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| | tremendously through judicious practice
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| that make it possible for us to know.It
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| | and experience.MEMORYA variety of memory
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| should be noted that there is nothing
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| | problems are evidenced in the learning
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| that any human being knows, or can do,
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| | disabled. Some major categories of memory
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| that he has not learned. This of course
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| | functions wherein these problems lie
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| excludes natural body functions, such as
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| | are:Receptive memory: This refers to the
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| breathing, as well as the reflexes, for
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| | ability to note the physical features of
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| example the involuntary closing of the
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| | a given stimulus to be able to recognize
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| eye when an object approaches it. But
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| | it at a later time. The child who has
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| apart from that a human being knows
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| | receptive processing difficulties
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| nothing, or cannot do anything, that he
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| | invariably fails to recognize visual or
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| has not learned. Therefore, all cognitive
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| | auditory stimuli such as the shapes or
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| skills must be TAUGHT, of which the
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| | sounds associated with the letters of the
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| following cognitive skills are the most
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| | alphabet, the number system,
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| important:CONCENTRATIONPaying attention
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| | etc.Sequential memory: This refers to the
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| must be distinguished from concentration.
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| | ability to recall stimuli in their order
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| Paying attention is a body function, and
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| | of observation or presentation. Many
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| therefore does not need to be taught.
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| | dyslexics have poor visual sequential
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| However, paying attention as such is a
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| | memory. Naturally this will affect their
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| function that is quite useless for the
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| | ability to read and spell correctly.
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| act of learning, because it is only a
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| | After all, every word consists of letters
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| fleeting occurrence. Attention usually
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| | in a specific sequence. In order to read
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| shifts very quickly from one object or
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| | one has to perceive the letters in
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| one thing to the next. The child must
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| | sequence, and also remember what word is
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| first be taught to focus his attention on
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| | represented by that sequence of letters.
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| something and to keep his attention
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| | By simply changing the sequence of the
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| focused on this something for some length
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| | letters in "name" it can become "mean" or
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| of time. When a person focuses his
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| | "amen". Some also have poor auditory
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| attention for any length of time, we
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| | sequential memory, and therefore may be
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| refer to it as
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| | unable to repeat longer words orally
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| concentration.Concentration rests on two
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| | without getting the syllables in the
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| legs. First, it is an act of will and
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| | wrong order, for example words like
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| cannot take place automatically. Second,
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| | "preliminary" and "statistical".Rote
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| it is also a cognitive skill, and
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| | memory: This refers to the ability to
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| therefore has to be taught.Although
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| | learn certain information as a habit
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| learning disability specialists
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| | pattern. The child who has problems in
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| acknowledge that "the ability to
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| | this area is unable to recall with ease
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| concentrate and attend to a task for a
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| | those responses which should have been
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| prolonged period of time is essential for
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| | automatic, such as the alphabet, the
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| the student to receive necessary
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| | number system, multiplication tables,
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| information and complete certain academic
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| | spelling rules, grammatical rules,
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| activities," it seems that the ability to
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| | etc.Short-term memory: Short-term memory
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| concentrate is regarded as a "fafrotsky"
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| | lasts from a few seconds to a minute; the
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| -- a word coined by Ivan T. Sanderson,
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| | exact amount of time may vary somewhat.
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| and standing for "things that FAll FROm
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| | When you are trying to recall a telephone
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| The SKY." Concentration must be taught,
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| | number that was heard a few seconds
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| after which one's proficiency can be
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| | earlier, the name of a person who has
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| constantly improved by regular and
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| | just been introduced, or the substance of
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| sustained practice.PERCEPTIONThe terms
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| | the remarks just made by a teacher in
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| "processing" and "perception" are often
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| | class, you are calling on short-term
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| used interchangeably.Before one can learn
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| | memory. You need this kind of memory to
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| anything, perception must take place,
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| | retain ideas and thoughts when writing a
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| i.e. one has to become aware of it
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| | letter, since you must be able to keep
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| through one of the senses. Usually one
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| | the last sentence in mind as you compose
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| has to hear or see it. Subsequently one
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| | the next. You also need this kind of
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| has to interpret whatever one has seen or
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| | memory when you work on problems. Suppose
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| heard. In essence then, perception means
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| | a problem required that we first add two
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| interpretation. Of course, lack of
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| | numbers together (step 1: add 15 + 27)
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| experience may cause a person to
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| | and next divide the sum (step 2: divide
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| misinterpret what he has seen or heard.
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| | sum by 2). If we did this problem in our
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| In other words, perception represents our
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| | heads, we would need to retain the result
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| apprehension of a present situation in
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| | of step 1 (42) momentarily, while we
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| terms of our past experiences, or, as
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| | apply the next step (divide by 2). Some
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| stated by the philosopher Immanuel Kant
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| | space in our short-term memory is
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| (1724-1804): "We see things not as they
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| | necessary to retain the results of step
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| are but as we are."The following
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| | 1.Long-term memory: This refers to the
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| situation will illustrate how perception
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| | ability to retrieve information of things
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| correlates with previous
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| | learned in the past.Until the learning
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| experience:Suppose a person parked his
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| | disabled develop adequate skills in
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| car and walks away from it while
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| | recalling information, they will continue
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| continuing to look back at it. As he goes
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| | to face each learning situation as though
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| further and further away from his car, it
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| | it is a new one. No real progress can be
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| will appear to him as if his car is
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| | attained by either the child or the
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| gradually getting smaller and smaller. In
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| | teacher when the same ground has to be
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| such a situation none of us, however,
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| | covered over and over because the child
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| would gasp in horror and cry out, "My car
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| | has forgotten. It would appear that the
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| is shrinking!" Although the sensory
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| | most critical need that the learning
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| perception is that the car is shrinking
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| | disabled have is to be helped to develop
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| rapidly, we do not interpret that the car
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| | an effective processing system for
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| is changing size. Through past
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| | remembering, because without it their
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| experiences we have learned that objects
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| | performance will always remain at a level
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| do not grow or shrink as we walk toward
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| | much below what their capabilities
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| or away from them. You have learned that
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| | indicate.Strangely, though, while memory
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| their actual size remains constant,
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| | is universally considered a prerequisite
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| despite the illusion. Even when one is
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| | skill to successful learning, attempts to
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| five blocks away from one's car and it
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| | delineate its process in the learning
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| seems no larger than one's fingernail,
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| | disabled are few, and fewer still are
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| one would interpret it as that it is
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| | methods to systematically improve
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| still one's car and that it hasn't
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| | it.LOGICAL THINKINGIn his book "Brain
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| actually changed size. This learned
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| | Building" Dr. Karl Albrecht states that
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| perception is known as size
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| | logical thinking is not a magical process
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| constancy.Pygmies, however, who live deep
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| | or a matter of genetic endowment, but a
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| in the rain forests of tropical Africa,
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| | learned mental process. It is the process
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| are not often exposed to wide vistas and
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| | in which one uses reasoning consistently
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| distant horizons, and therefore do not
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| | to come to a conclusion. Problems or
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| have sufficient opportunities to learn
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| | situations that involve logical thinking
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| size constancy. One Pygmy, removed from
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| | call for structure, for relationships
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| his usual environment, was convinced he
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| | between facts, and for chains of
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| was seeing a swarm of insects when he was
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| | reasoning that "make sense."The basis of
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| actually looking at a herd of buffalo at
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| | all logical thinking is sequential
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| a great distance. When driven toward the
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| | thought, says Dr. Albrecht. This process
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| animals he was frightened to see the
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| | involves taking the important ideas,
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| insects "grow" into buffalo and was sure
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| | facts, and conclusions involved in a
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| that some form of witchcraft had been at
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| | problem and arranging them in a
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| work.A person needs to INTERPRET sensory
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| | chain-like progression that takes on a
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| phenomena, and this can only be done on
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| | meaning in and of itself. To think
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| the basis of past experience of the same,
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| | logically is to think in steps.Logical
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| similar or related phenomena. Perceptual
| |
| | thinking is also an important
|
| ability, therefore, heavily depends upon
| |
| | foundational skill of math. "Learning
|
| the amount of perceptual practice and
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| | mathematics is a highly sequential
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| experience that the subject has already
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| | process," says Dr. Albrecht.
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