4 arch sy 2010 attention concept creativity thinking

8/8/2019 4 Arch sy 2010 Attention Concept Creativity Thinking

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Cognitive Psychology


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Cognitive psychology

The scientific study of cognition The domain of cognitive psychology spans the entire

spectrum of conscious and unconscious mental

activities:sensation and perceptionlearning and memorythinking and reasoningattention and consciousnessimagining and dreamingdecision making, and problem solvingcreativity


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Cognitive psychology

Differs from other psychological perspectives intwo key ways

1. It accepts scientific research methods to study mentalprocesses, and generally rejects introspection as amethod of investigation, unlike psychoanalysis, which reliesheavily on subjective perceptions

2. It is concerned with internal mental states, (such asbelief, desire and motivation), unlike behaviourism, whichfocuses only on observable behaviours


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Concept

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Concept

Concept (as used in cognitive science) is an abstractidea or a mental symbol, typically associated with acorresponding representation in a language or

symbologyConcepts enable us to understand our world They allow us to construct theories about it so that we

may be able to explain it better through classification andlabelling.Concepts are discursive and result from reason.


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T ypes of concepts Empirical Abstract Evaluative Fictitious

Dispositional Theoretical Metaphysical


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T ypes of conceptsEmpirical: Concepts observable through the naked senses, such as chair , tables , cars

Ab stract: Concepts that does not truly exist in the

physical world, but rather subsists in the mind, likegeometric concepts such as circle , point and line

Evaluative: Concepts expressing approval or disapproval , or value of an object, action, or event, suchas the concepts good , bad , beautiful , ugly

Fictitious: Concepts with no known presently existing members in the extension, like monsters, centaurs


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T ypes of conceptsDispositional: H ybrid concepts bordering on the twilight zone of the observable and unobservable that can onlybe observed via sensory extension devices , such asmagnetism , temperature and relativity

T heoretical: Concepts that cannot be readily observablebut are believed to be functional , such as atoms , force ,and antimatter

Metaphysical: Concepts with a problematic status intheir use, such as God , the absolute , mind , matter


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Attention

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A ttention A concept studied in cognitive psychology that refers to

how we actively process specific information present inour environment

Attention is the taking possession of the mind, in clear and vivid form, of one out of what may seem severalsimultaneously possible objects or trains of thoughts

It implies withdrawal from some things in order todeal effectively with others (psychologist William James)


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A ttention

Attention allows you to tune out information, sensationsand perceptions that are not relevant at the moment andinstead focus your energy on the information that isimportant


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Creativity


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CreativityCreativity (in psychology and cognitive science) is a mentalprocess involving the generation of new iideas or concepts, or new associations of the creative mindbetween existing ideas or concepts

The act of making something new The tendency to generate or recognize ideas,

alternatives, or possibilities that may be useful in solvingproblems, communicating with others


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Stages of Creativity

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Wallas stage model

A ccording to this model, creativity is a processconsisting of 4 stages:

(i) preparation(ii) incu b ation(iv) illumination or insight(v) verification


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Wallas stage model

(i) preparation (preparatory work on a problemthat focuses the individual's mind on theproblem and explores the problem's

dimensions),i.e. T he problem, need, or desire, is defined and anyinformation the solution or response needs to accountfor is gathered, and criteria set up for verifying the

solution's acceptability


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Wallas stage model

(ii) incu b ation (where the problem is internalizedinto the unconscious mind and nothing appearsexternally to be happening)

i.e. One steps back from the problem and let onesmind contemplate and work it through. Like preparation,incubation can last minutes, weeks, even years


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Wallas stage model

(iii) illumination or insight (where the creativeidea bursts forth from its preconsciousprocessing into conscious awareness)

Ideas arise from the mind to provide the basis of acreative response. T hese ideas can be pieces of thewhole or the whole itself, i.e. seeing the entire concept or entity all at once. Unlike the other stages, illumination isoften very brief, involving a tremendous rush of insightswithin a short time


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Wallas stage model

(iv) verification (where the idea is consciouslyverified, elaborated, and then applied)

i.e. Where one carries out activities to demonstratewhether or not what emerged in illumination satisfies theneed and the criteria defined in the preparation stage


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CreativityM otivation for creativity

For novel, varied, and complex stimulation To communicate ideas and values To solve problems

Creativity involves ability to View things in new ways or from a different

perspective

G enerate new possibilities or new alternatives

T o be creative, novelty alone is not enough. T hecreation must have value, or be appropriate to thecognitive demands of the situation.


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Thinking


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T ypes of T hinking

Convergent thinkingDivergent thinkingCritical thinkingCreative thinkingInductive thinking

Deductive thinkingClosed questionsOpen questions


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T ypes of T hinking

Convergent thinking - T his type of thinking iscognitive processing of information around a common

point, an attempt to bring thoughts from differentdirections into a union or common conclusion

Divergent thinking - T his type of thinking starts from acommon point and moves outward into a variety of perspectives. When fostering divergent thinking,teachers use the content as a vehicle to prompt diverseor unique thinking among students rather than acommon view


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T ypes of T hinking

Critical thinking - T his is convergent thinking. Itassesses the worth and validity of something in

existence. It involves precise, persistent, objectiveanalysis. When teachers try to get several learners tothink convergently, they try to help them developcommon understanding

Creative thinking - T his is divergent thinking. Itgenerates something new or different. It involves havinga different idea that works as well or better than previousideas


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T ypes of T hinking

Inductive thinking - T his is the process of reasoning from parts to the whole, fromexamples to generalizations

Deductive thinking - T his type of reasoningmoves from the whole to its parts, fromgeneralizations to underlying concepts to

examples


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T ypes of T hinking

Closed questions - T hese are questionsasked by teachers that have predictableresponses. Closed questions almost alwaysrequire factual recall rather than higher levels of thinking

Open questions - T hese are questions that donot have predictable answers. Open questionsalmost always require higher order thinking


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Creative thought

It can be divided into divergent andconvergent reasoning.D ivergent thinking is the intellectual abilityto think of many original, diverse, andelaborate ideas.Convergent thinking : the intellectual ability

to logically evaluate, critique and choosethe best idea from a selection of ideas.


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Creative thought

D ivergent thinking : G eneration of ideasConvergent thinking : E valuation andselection of the best ideaBoth abilities are required for creativeoutput

Divergent thinking is essential to the

novelty of creative productsConvergent thinking is fundamental to

the appropriateness

4 arch sy 2010 attention concept creativity thinking

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