Perception And Perception Of The Cognitive Development Of Human Beings

The human brain is capable of perceiving and interpreting information or stimuli received through the sense organs (i.e., eyes, ears, nose, mouth, and skin) (Weiten, 1998). This ability to perceive and interpret stimulus allows the human being to make meaningful sense of the world and environment around them. However, even as the human being is able to perceive and interpret stimuli information through all sense organs, stimuli is most often or primarily interpreted using the visual (eyes) and auditory (ears) sense organs (Anderson, 2009). However, for the purpose of this paper, the visual information process will be examined.

Koivisto and Revonsuo did an experiment that shows that when someone is focused on one thing they will not see the other thing that is going on in the same direction. Koivisto and Revonsuo wrote, “When participants are attending to a subset of visual targets or events and ignoring irrelevant distractors (‘‘selective looking’’), they often fail to detect the appearance of an unexpected visual object or event even when the object is visible for several seconds (‘‘sustained

Visual attention is the collective title given to the cognitive mechanisms that allow us to attend some visual stimuli over others, improving processing efficiency (McMains & Kastner, 2009). Here only covert visual attention, i.e. attention without head or eye-movement, will be considered. This is appropriate, since it seems that the primary purpose of eye-movements is to enhance visual acuity (Posner, 1980, p.9), which is not necessary for simple target detection required by the present study. There is a debate concerning the type of information that covert visual attention operates on, specifically if attention is deployed to specific areas in space or to perceptual objects.

In previous research, it has been claimed that that ordinary perceivers operate under a grand illusion of perception, and illusion that can be unmasked by change blindness and inattentional blindness. Change blindness and inattentional blindness are phenomena relating to the inability to notice particular stimuli within our visual field, a sort of lapse in our visual system. Change blindness is when a person fails to notice a change within their visual scene because the change occurs during a moment when the intake of visual stimuli is disrupted. Similar to change blindness, inattentional blindness is characterized by the failure to notice a fully visible, but unexpected object because attention is engaged in another object, task, or event. Cohen

Change blindness is the incapacity to detect changes to a visual scene. Over the past decade, many researchers (Simons & Levin, 1997; Simons & Rensink, 2005) have studied and reviewed this phenomena among several experiments. Notably, these studies have given contribution to understand perception, attention, and awareness.

2. If the individual is an infant, test for object permanence (see pp. 101-102 in your textbook). Describe both the test and the results. If the individual is a child, test his or her conservation skills using one of the tasks described on pp. 148-151 in your textbook. Describe both the test(s) and the results. What does performance on the object permanence or conservation task tell you about the individual’s stage of cognitive development in Piaget’s theory?

Vision is the most important sensory compared to other sensory modality therefore there is a wide range of research carried out on vision. Visual attention is defined as a term that portrays how individuals are able to change their view while attending to an image that is of a normal perspective due to the neurones in the cortex (Carasco, 2011). It is often described as a focal point which is situated with different locations in the region of space (Wright, 1998). Visual search requires detecting a specific target as quickly as possible. For example, trying to find your car in a large car park. By focusing our attention to the specific environment it improves our visual search of the target (Keane et al., 2015). The speed of a visual search

Perception refers to the interpretation of sensory information to form meaningful information (3). Perception is not possible with attentional processes. Attention to the information provided to the sensory receptors is required to to have perception (68). Attention and perception interact more with each other than as processes that are rigidly different. Driving is an example of something that requires both perception and attention. You need to perceive and recognize important objects such as stop signs, pedestrians, and oncoming cars. Driving also requires the mental concentration of paying attention. In something as complex of driving, lacking either attention or your ability to perceive things can result in dangerous situations (73). In

This definition emphasises how attention is thought of as a selective process. It seems clear from common sense that we cannot attend to all stimuli at once, so some kind of selection must take place as to what information we attend to and process further, and what is disregarded.

There are many different things that shape the cognitive development of children. To begin with cognitive development is when a child develops how to process, solve problems, and start making decisions. Once they have learned this they take everything they have learned into their adolescence. An example, of what can shape the cognitive development of a child can be an educational game. Educational games can be very useful in shaping a child’s development because they are having fun while learning at the same time and what kid doesn’t like to play games, the fact that it is even educational makes it even better for them. Not only are they having fun but there are many different games that help in different categories of development in

Phenomena like Pseudoneglect, Hemispatial neglect, and Inattentional blindness incites psychologists because they want to know why such cognitive deficits occur. These types of phenomena all stems from attention. The ability to be completely normal, but make leftward errors in line bisection because the left side of space tends to be favored; the ability to only attend to one side of one’s body and completely ignore the other; or the fact that we miss activities that occur right in front us, all contribute to cognitive research that interest researchers. Studies about attention are separated into two groups, spatial attention and temporal attention. Spatial attention simply means attention in space and temporal attention measures attention over time. This study concentrates on temporal attention and how it relates to learning.

Visual perception plays an important role in our lives allowing us to enjoy and explore the world around us, enabling us to interact with other people, and provides us with the tools we need to read books, watch the television, read cues and body language and look at fine art and beautiful things in great detail. (Eysenck and Keane 2005). Visual perception is the ability to gained information from our surroundings and the environment we live it using our sensory organs such as the ears, eyes, nose etc. When we use these sensory organs to pick up information from our surroundings these organs transmits the information gain and sends in to our brains (McLeod 2008)

The three adaptive processes for cognitive development are assimilation, accommodation, and equilibrium. These are three agents

It is essential that humans focus on specific objects as they would not be able to perform one action at a time, and humans see their world in objects. Another purpose of attention is so that actions can be directed and controlled (Allport, 1987 cited in Naish 2010). It is important to research this in order to optimise health and safety and performance in occupational fields and make further discoveries in clinical neuropsychology. Some debates rage around how we attend to objects through our auditory and visual processes. Early selection theorists argue that all extraneous information is filtered out at an early stage and is ignored completely. The brain has limited capacity to deal with all the stimuli surrounding the object. From

All children are unique as they learn, progress, develop at different rates and in a variety of ways. Nearly all theorists agree on the principles of children’s learning expansion in general and play a vital fragment of early childhood development. They all accept that cognitive learning is relatively systematic and takes place gradually at a variety of rates. Learning only occurs when experience causes a permanent change in an individual’s knowledge or behaviour (Weatherby-Fell, N. 2013). I am reviewing Burrus Federic Skinner’s behavioural theory and Jean Piaget cognitive development theory. This report style essay will provide an overview of the two theorists, a comparison between the two in relation to the image of the child, teaching, learning and development, and an analysis of how these two approaches align with the Early Years Learning Framework (EYLF). Subsequently, details of both theories will be discussed and explained to illuminate the differences and connections to how children learn. These two extremely well-known theorists’ approaches are stimulating, cause reflection upon learning methods and ensures thought provoking teaching.