1. This chapter focuses on: the 3 types of attention ( divided, selective, and saccadic eye movement); theories and explanations on attention; and our consciousness. This chapter also focuses on the restrictions caused by medical impairments towards each of the key topics.
2. Expanding on the previous chapter about the physical (both visual and auditory) perception of how we perceive objects, this chapter goes in depth on the mental aspects of the process. While we may understand that we can take in multiple sources, this chapter explains that how regarding the way we process each piece of information and why we may recall certain things easier than others.
3. I had a question regarding unilateral neglect due to brain lesions. In figure 3.3 where the man was able to draw the right portion of the clock but not the left, why did he finish the circle outline? When I was reading it, I compared it to only seeing out of one eye, but when you close one eye, you can still see all the components before you, just in a short range of peripheral vision than with both eyes. Would it be more like if you closed one eye and put a notebook in front of your face, along your nose, to block half of your vision?
4. The component that I thought would be most relevant to teaching was the information on cross-modal and divided attention tasks. After reading this, and performing the examples using the colors, I was more aware of the importance off focusing on one thing at a time. In our world where we are fighting against time we hand papers out while giving instructions, allowing the students to record their names, which takes away from them listening to us, inevitable, loosing more through the divided attention aspect than you would have lost focusing on one thing at a time!
5. I believe everything the author says, especially after doing all the examples! I sometimes read the paragraph before flipping the page to do the example. Sometimes it is hard to believe the results until you do it yourself! In regard to that, I have difficulty understanding/ believing that people with brain lesions only see half of a picture or that they may miss half of the food on their plate. I guess it is one of those things you have to experience to really understand (which I don't really want to do!)
6. This chapter helped to explain why I can do certain things simultaneously (ie- type and watch tv) but not others (ie- read and watch tv). In one scenario you may be able to take in information either through divided attention or selective, but in another scenario it is easier to take in one source (hearing it) and say the answer (by visually writing it).
7. This information is applicable to EVERY situation- in the classroom how I might ask students to do two tasks of listening and writing or in my life when I am talking on the phone and driving. My mother ALWAYS knows when I am on the computer while I am talking to her on the phone... it drives her nuts :) Apparently I don't have the divided attention I thought I had!
8. Are there other ways to accomplish processing this information better.... maybe in the next hundred years when humans become computerized they will have multiple source- automatic recall systems... but for now, I think that practice is our only way to improve our abilities to divide attentions.
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Hey Kerry!!
ReplyDeleteYou brought up an interesting point about divided attention. I always struggle with time when passing out papers and giving instructions with my class this year. I am ready to begin giving instructions and they are still SLOWLY putting their name and date at the top. After I have finished directions I then have 5 students raising their hands asking what to do. This then leads me to go crazy hearing the same question over and over again. At first I took this as a management problem and we held a class meeting. Students came up with a solution using a listening checklist. This still hasn't helped. After reading I now know that it is more of an attention problem with some students. I must find engaging enough lessons that grab the attention of 20 third graders from the beginning and try to hold that attention.
Hi Kerry. I like the reflection you made about #3 and the unilateral neglect to the brain. I see what your saying about how the man could draw the rest of the circle but not see the numbers that were on the clock. The way I understand it is in terms of how the brain functions. The right side of the brain controls all the functions on the left side of the body and vice versa. It does not make sense that he could see a circle yet not seen any of the numbers on the clock. Maybe he was able to infer that the main object was a circle but not focus on the specific detail of the numbers? That is interesting to question though how that would happen.
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