MODULE 4:

Unfolding The Mental Self

Prepared and Submitted by :

Caandoy, Kristine Jane L.

Castillo, Abby

De Jesus, Jade

Unfolding The Mental Self

Section 1: Cognition, Memory, Intelligence

• Cognition
 Cognition is defined as the complex array of mental processes involved in
remembering, perceiving, thinking, and how these processes are employed.

Types of Cognitive Processes

There are many different types of cognitive processes. They include:

Attention

 Attention is a cognitive process that allows people to focus on a specific

environmental stimulus. Attention is an important cognitive ability because it allows
us to focus on the information we need, while also filtering out irrelevant
distractions.

Language

 Language and language development are cognitive processes that involve the ability
to understand and express thoughts through spoken and written words. This allows
us to communicate with others, including conveying our own thoughts and learning
about others. It also plays an important role in thought.

Learning

 Learning requires cognitive processes involved in taking in new things, synthesizing

information, and integrating it with prior knowledge. Cognitive psychologists often
study the mental processes that involved in processing, comprehending, and
remembering information.
Memory

 Memory is an important cognitive process that allows people to encode, store, and
retrieve information. It is a critical component in the learning process and allows
people to retain knowledge about the world and their personal histories.

Perception

 Perception is a cognitive process that allows people to take in information through

their senses, then utilize this information to respond and interact with the world.

Thought

 Thought is an essential part of every cognitive process. It allows people to engage in

decision-making, problem-solving, and higher reasoning.

Cognitive psychology is the field of psychology that investigates how people think and the
processes involved in cognition.

• Memory
 Memory is the ability to store and retrieve information when people need it.

4 Main Types of Memories

1.Sensory Memory

 Sensory memory allows you to remember sensory information after the stimulation
has ended. Remembering the sensation of a person’s touch or a sound you heard in
passing is sensory memory.

There are five types of sensory memory:

  Iconic memory, which is visual
 Echoic memory, which is auditory
 Olfactory memory, which is smell
 Gustatory memory, which is taste
 Haptic memory, which is touch

2. Short-term Memory

 Short-term memory is the capacity to store a small amount of information in the

mind and keep it readily available for a short period of time.

3. Working Memory

 Working memory is a type of memory that involves the immediate and small amount
of information that a person actively uses as they perform cognitive tasks. While
some view working memory as a fourth distinct type of memory, it can fall under the
classification of short-term memory and, in many cases, is even used
interchangeably.

4. Long-term Memory

 Long-term memory refers to the transfer of information from short-term memory into
long-term storage in order to create enduring memories.

Long-term memory can be further subdivided into two different types: explicit (conscious)
and implicit (unconscious) memory.

• Explicit Long-term Memory

Explicit memories, also known as declarative memories, include all of the memories that
are available in consciousness. Explicit memory can be further divided into episodic
memory and semantic memory.
Episodic memories are formed from particular episodes in your life. Examples of episodic
memory include the first time you rode a bike or your first day at school.

Semantic memories are general facts and bits of information you’ve absorbed over the
years. For instance, when you recall a random fact while filling in a crossword puzzle, you
pull it from your semantic memory.

• Implicit Long-term Memory

Implicit memories are those that are mostly unconscious. This type of memory includes
procedural memory, which involves memories of body movement and how to use objects
in the environment.

• Intelligence
 Intelligence is a multifaceted concept involving the ability of individual to learn,
understand, and adapt the knowledge.

 Intelligence in psychology refers to the mental capacity to learn from experiences,

adapt to new situations, understand and handle abstract concepts, and use
knowledge to manipulate one’s environment.

 Intelligence has been defined in many ways: higher level abilities (such as abstract
reasoning, mental representation, problem solving, and decision making).

 Intelligence is a combination of several skills, such as problem solving,

understanding abstract concepts, and critical thinking.

 Intelligence, as defined by humans, refers to the intellect and mental capabilities of

human beings. This is measured by complex cognitive feats that shape the ability to
learn, form ideas, and utilize the concepts of logic and reasoning.
• Howard Gardner’s Theory of Multiple Intelligences

Multiple intelligences is an idea proposed by Harvard developmental psychologist Howard

Gardner in 1983. Howard Gardner first suggested the theory of many intelligences in his
1983 book “Frames of Mind,” which broadens the definition of intelligence and identifies
several separate types of intellectual skills.

Multiple intelligences is a theory that describes the various ways students learn and
acquire information. These multiple intelligences include the use of words, mathematics,
visuals, and music, as well as the value of social connections, reflection, physical exercise,
and connection with nature.

The theory posits that an understanding of which type(s) of intelligence a student may
possess can help teachers adjust learning styles, and suggest certain career paths for
learners. The theory has come under criticism from both psychologists and educators,
where many believe that the various ‘intelligences’ represent innate talents and abilities.
Cognitive psychologists have further stated that there is no empirical evidence to support
the validity of this theory

1.Verbal-linguistic intelligence

> Being capable of learning new languages and understanding how to use language to
achieve goals.

Example: analyzing facts and preparing a speech to deliver in front of a group.

2. Logical-mathematical intelligence:

>Being able to analyze problems logically and solve abstract problems.

Example: using mathematical concepts to solve a real-life mortgage scenario.

3. Spatial-visual intelligence

> Being able to use visual aids to arrive at a solution.

Example: using a tool like Photoshop to design a new logo for a fictional client.

4. Bodily-kinesthetic intelligence

> Being capable of using the entire body and engaging in movement to skillfully address a
challenge.

Example: performing CPR on a mannequin.

5. Musical intelligence

> Being able to produce and analyze pitch, rhythm and sound.

Example: asking students to produce and edit a podcast episode or write a song
showcasing their learnings from a course.

6. Interpersonal intelligence

> Being able to detect and explore the intentions, moods and desires of others.

Example: preparing a sales pitch with product discovery questions for a stubborn client.

7. Intrapersonal intelligence

> Being able to fully understand oneself and to effectively regulate one’s own life and
emotions.

Example: students to reflect on what their career goals are and what steps they’re taking to
meet their goals.
8. Naturalist intelligence

> Being able to recognize and classify the various plant and environmental species in one’s
surroundings.

Example: asking students to label five different plants using their scientific name after a
trip to a greenhouse.

• Robert Sternberg’s Triarchic Theory of Intelligence

Robert Jeffery Sternberg, a psychologist at Yale University, was born on December 8, 1949.
He is well-known for contributing to a better understanding of intelligence. He proposed
the Triarchic Theory of Intelligence. He defines intelligence as the ability to learn from
experience, think clearly, recall crucial details, and manage daily life. His insights have
helped us gain a more comprehensive understanding of intelligence.

Triarchical Theory of Intelligence This theory proposes that intelligence is made up of three
different and interconnected components, which is why it is known as a triarchic
hypothesis. Three aspects include

1.Analytical Intelligence is the analysis of information to solve problems. It might be

stressed as the ability to break down a problem into its constituent parts and analyze them
for problem solutions. It is a more traditional Technique of assessing academic success.

> Also known as componential intelligence.

2. Creative Intelligence refers to the one that involves using past experiences
creatively to solve novel or unique problems. This involves engaging in divergent thinking-
creatively solving problems.
Ability to apply prior knowledge to develop new solutions to problems or cope with novel
situations.

>Also known as experiential intelligence

3. Practical Intelligence refers to the intelligence that is intertwined with the

individual’s environment. The ability to adapt to one’s environment, and shape the
environment to the best fit of individual. This one involves the capability of an individual to
use his or her ability to function Efficiently in life. This one is called street smart.

According to Sternberg, practical intelligence is the ability to connect with the everyday
world successfully.

Also known as contextual intelligence.

Section 2 Human Learning

•Learning – is defined as a relatively permanent change in a person’s knowledge or

behavior as a result of experience. This definition connote 3 things:

1.The change is long-term

2.The source of change comes from within the external structures of memory or knowledge
of the individual.

3.The change is attributed to the personal experiences of the learner in his/her

environment.

•social cognitive theory which emphasizes the value of the social environment in one’s
learning process that is built on observational learning
1.Attention- When an individual focuses on information that he/she perceives to be
interesting and useful

2. Retention – stores and gives a mental representation of the information

3.Motor Reproduction – recalls and rehearses the information given, and

4.Motivation – Repeats the entire process constantly and consistently, then learning
happens.

Self-efficacy – is defined as the extent to which people believe that they can confidently
learn and master a particular skill.

•Albert Bandura – is a prominent psychologist known for his work on social learning
theory, which later evolve into the social cognitive theory

•According to Albert Bandura, self-efficacy can be developed through the following:

•Mastery experience – Accomplishing simple tasks that lead to more complex tasks.

•Social modelling – Observing an identifiable model who accomplishes the task.

•Improving physical and emotional states - Being relaxed and calm before pursuing a
challenging task.

•Verbal persuasion – Providing encouragement and feedback during the accomplishment

of a challenging task.

•Apart from self-efficacy, human agency is another valuable principle in the learning
process

•There are 2 strategies in learning that students can use:

1.Surface learning – Students simply accept information presented to them and memorize
them in an isolated and unlinked manner.

2.Deep learning – The deeper understanding of information by creating significant

meaningful links across different concepts and how it can be applied in practical ways.