Friday, February 21, 2014

Attention?

Go to www.luminosity.com. Create a free account. Train your brains for  5 days. Report your progress and share your experience. You can customize the training based on what you are interested in. Do you think that the daily use of these activities help users to be better learners, memorize important facts, increase task speed and accuracy or solve problems?

I've been waiting to post my blog so I could train my brain this week through daily workouts on luminosity.com. My scores overall seemed to variety quite a bit. I did notice that my 'workouts' in the evening scored much higher than my morning workouts. The range of available games is impressive and I wonder if physical therapist use this website or  others like it to engage patients. I'm not sure I'd use the games to workout a young healthy mind - I don't really have a solid reason behind this thought so it could easily be persuaded to change, I guess I hope children's play would develop the same skills in a more organic and natural way of evolving. I suppose I might be one of those people who needs to get away from the computer more often, but all of my classes are online right now.

The Luminosity tasks were each interesting, I'm curious to know more about their development and the intended focus of each task. If I want to increase my memory, why does the card game of Memory seem to be a favorite but is one game I least enjoy. I do like that type of variable on Luminosity, I couldn't alter my workouts since I was using a free trial. Being able to rate the tasks and setting my preferences for tasks that I'd like to try again over time would be very helpful. Everyone learns differently and the website appears to offer many options but I'm not sure if those options can be controlled by a paying member.

Being able to participate in more than three  tasks would also be nice, even more than the five allowed for paying members. Some days I feel better and I like to take advantage of 'good' physical and mental health days. Other days are a total loss due to frustration or a change in the weather causes body aches. I've placed pressure on myself this week to complete training every day so maybe I should have started soon so I could skip a few days. The tasks only took a few minutes though and they are a fun diversion.

I do feel like the tasks were a diversion, something new to try besides watching TV, reading homework, or other mindless activities available online. I wondered a few times how different these tasks may be compared to video games and the idea that our society views Luminosity tasks as more educational while video games are seen as a waste of time and played by many lonely misfits. Or the view that video games have a link to violence. None of the Luminosity tasks were violent by any means, but once we start trying to train our brain it feels like there is thin line between education and learning versus wasting time and resources.

I also found some other "brain games" online but those tasks were similar to jigsaw puzzles, dragging tiles into place to create an image, or simple math games. The Luminosity tasks felt much more mature and less like a lack of time spent on each one, but I'm not sure why even though I've been asking myself that question all week.

Overall I have to say that it is wonderful to find games online similar to the games I planned as a child. Perhaps their marketing of food, colors, and old fashion competition still works to bring people together. The Luminosity tasks do not bring people together, at least not in the trial version, since each individual is working on their own tasks. Perhaps we become better people and that will bring us to new people in the future.



Thursday, February 13, 2014

Attention

Please select (a), (b) or (c) and post your experience/reflection on your blog.

(a) Go to www.luminosity.com. Create a free account. Train your brains for  5 days. Report your progress and share your experience. You can customize the training based on what you are interested in. Do you think that the daily use of these activities help users to better learners, memorize important facts, increase task speed and accuracy or solve problems?

(b) What do mobile phones, loud radios and DVD players in cars, as well as high traffic, passengers, and other modern elements mean for driver attention to actual driving? If it is available to you, try going into a room that has a radio, TV, and any other distraction you can find. Now try to do your multiplication tables through 12. Talk about your experience. How much cognitive load can a driver handle while remaining effective at his/her task? Now, think about this in terms of the noise of an educational environment. How much noise is useful during learning? How much interferes with attention and consciousness? How should this impact the design of a learning environment? How much should it? Please look up some research to support your arguments.

(c) As a learner, what strategies do you use to pay attention? Please discuss 3 or more strategies and explain from a cognition point of view why these strategies work for you.

The most famous hermits in Literature.
Marcel Proust (France) - wrote the seven volume "In Search of Lost Time" after the untimely deaths of his parents. Proust secluded himself in his apartment and would only go out at night.

Emily Dickinson (United States) - only published seven poems in her lifetime. In 1862 Dickinson broke up with her boyfriend and went into seclusion.

Leo Tolstoy (Russia) -  writer, playwright, activist, and philosopher. 

Thomas Bernhard (Austria) - novelist, poet, and playright.  

Friday, February 7, 2014

Psychology Perception

  1. Go to a coffee shop with a notebook, order some coffee and sit down. Find someone in the room to stare at for two minutes or until they look back. Write a one or more page response on how they reacted and how it made you feel to do this.
  2. How do your perceptions compare with those of other people? What does a red apple look like? Do we see the same color of red? What does chicken taste like? What does falling in love feel like? If we both place our hands on a hot stove, will our pains be similar?
  3. Go to http://www.gerardkeegan.co.uk/psychart/psychology_art.htm. Examine the pictures. Write a couple of paragraphs about which theories or neurological functioning explains how seven of these pictures exploit our perception of the world.
For my CECS 5300 class I was instructed to complete one of the above tasks and write a blog about the experience. A friend of mine loves cognitive psychology and told me she wants to be included in any tasks I need to complete this semester. I love her enthusiasm and willingness to assist me. My dad was visiting from out of state when classes began and I mentioned the class to him. I told him one of my optional tasks was to go to a coffee shop and stare at someone until they looked back at me. My dad replied that this is a great way to get shot and seemed as a slightly dangerous task.

Dad is from a small town so I mentioned the task to two of my friends from the Dallas area to see what they thought. Both women, older than me, agreed with my dad and felt the task could be potentially dangerous and questioned what they might do if they found someone staring at them intently. I have to say, I agree with them and the coffee shop option is way too far outside my comfort zone. Flirting is done with small glances and looking away if the other person sees you looking at them, staring seems to be a very aggressive type of body language. I don't mind reaching outside my comfort zone and my dad would agree that I often live outside the comfort zone of most people. I don't mind going out in my pajamas and when traveling I usually prefer pajamas, especially when flying. If I'm going to be stuck in an airport with potential delays then I'm going to be comfortable and I don't care if other people do stare at me since they'll be wishing for pajamas if our flight is delayed. 

I do believe that everyone has different perceptions. I grew up in Nebraska and went to college there. Once I moved away from Nebraska I discovered that most people do not wear bright red all the time, and many people never red at all. In Nebraska red and white are the college colors for the University of Nebraska at Lincoln, also known as the Huskers. Many people, especially those living in Lincoln, have a large amount of red in their wardrobe and we were it year round. When I was married I had to separate our laundry into three piles: whites, colors, and always a load of red colors. I made the mistake of washing white undergarments with a red tshirt and my husband did not appreciate pink underwear.

My idea of a red apple is likely to be based upon my ideal of the color and shade of red compared to Husker red. Other teams also wear red but their colors are more burgundy than bright red. It is a subtle difference but college football fans notice the difference.

The taste of chicken is also likely to be different although many different foods are said to taste like chicken. I don't notice the taste of chicken so much but I did notice the taste of tomatoes after living in Dallas for a summer and then moving to northern Michigan (aka the Upper Peninsula). Tomatoes in Texas always taste fresh to me and taste more home-grown. After being in Michigan a few months I could really taste the difference of the imported tomatoes, they were not ripe even though the red coloring looked the same. They were not as juicy and the tasted very bland when compared to the taste of Texas tomatoes. Living closer to where the fruit is grown made a huge difference. Guacamole also tastes quite different in more northern states. The avocado is not fresh and is often overly mashed so the guacamole has a texture of pea soup or runny mashed potatoes. In Texas there are still small lumps of avocado in the guacamole so the texture is thicker.

Pain tolerance is very difficult to measure, even when one person is trying to describe their own pain and compare the differences within their own body. I have chronic pain in my lower back and right hip due to a car accident several years ago (someone turned in front of me and when I hit them it caused my car to roll over and slide about 100 meters, I was able to get out of the car by myself and did not appear hurt right after the accident). The nerve endings were damaged and I have since learned that the body only feels the pain in the area where the pain is most concentrated. In other words, I do not feel pain in other areas of my body unless that pain is greater than the usual pain I always feel in my lower back. My lower back pain will often change depending on my level of activity, the weather, and how much sleep I have had.

This past summer I had a very serve sunburn on my arm that eventually had blisters, probably a second degree burn. However, I could barely feel the burn even though a few blisters were popped when I scratched the area since I had a very active weekend due to my younger sister's outdoor wedding, a very long drive, and very little rest that weekend. My back pain was still worse than the sunburn so most of my pain was still focused on my back. My own pain is difficult to compare, from one area of the body to another but trying to compare my pain to another person's pain seems impossible. Everyone deals with pain differently and all of us have a very different pain tolerance, partially dependent on how much pain a person has known throughout their life. My pain tolerance used to be average but now my pain tolerance is much higher than it used to be before my car accident.

I also looked at the link in the third option for this class. I like optical illusions, probably because I can't draw and find it interesting how people learn to draw these illusions. Many of them are based on shading within the picture and perceptions that our eyes see. I often find the same type of shading can be done with fabric when people make quilts. I used to quilt when I had more time to devote to the hobby and still have a collection of fabric I hope to use one day when I am finished with school.

I've seen the same quilt pattern used throughout many quilts but the overall look and appearance of movement changes depending on the color of fabric and the gradients of shading seen in the fabric. One very popular quilt pattern is called Log Cabin, it involves a small square in the middle and rows added around the square in a circular pattern. However, once all of the quilt squares are sewn together many different looks can be achieved depending on the layout of the squares.

I did an Internet search for "Log Cabin quilts" and found the two following images. They use the same pattern, one quilt has red squares in the center, the other uses yellow, but the placement of light colors and dark colors results in very different overall images when the quilt is complete. The pattern can also be done with leftover fabric so there is no overall pattern with the planned shades creating another shape when finished. No optical illusions are created but the small patterns create bigger patterns depending on the placement of the pattern, color shades, and placement of the blocks next to one another. I could use the same quilt pattern over and over again and never create the same quilt twice but they could look very different.



Sunday, February 3, 2013

Module 3 : Snowflake Bentley

Module 3
Snowflake Bentley

Reference
Martin, J. B. (1998). Snowflake Bentley. New York, NY: Houghton Mifflin Company.

Summary
A Caldecott winner and true story about the discovery of snowflakes and the efforts Willie Bentley made in order to photograph snowflakes. Bentley was finally able to capture images of snowflakes, share the images with others, and discovered that no two snowflakes are the same.

What I Thought
The story and the pictures are highlighted with facts about Willie Bentley within the margins of the pages, which are illustrated with drawings of snowflakes. Facts about Bentley and his photographs add to the history of the story while the story itself tells about this remarkable man and his determination to share his images with others before the snowflakes melted and disappeared forever.

What Others Thought
Azarian's (A Farmer's Alphabet) handsome woodcuts provide a homespun backdrop to Martin's (Grandmother Bryant's Pocket) brief biography of a farmboy born in 1865 on the Vermont snowbelt who never lost his fascination with snowflakes. Wilson A. Bentley spent 50 years pioneering the scientific study of ice crystals, and developed a technique of microphotography that allowed him to capture the hexagonal shapes and prove that no two snowflakes are alike. Martin conveys Bentley's passion in lyrical language (""snow was as beautiful as butterflies, or apple blossoms""), and punctuates her text with frequent sidebars packed with intriguing tidbits of information (though readers may be confused by the two that explain Bentley's solution of how to photograph the snowflakes). Hand-tinted with watercolors and firmly anchored in the rural 19th century, Azarian's woodcuts evoke an era of sleighs and woodstoves, front porches and barn doors, and their bold black lines provide visual contrast to the delicate snowflakes that float airily in the sidebars. A trio of Bentley's ground-breaking black-and-white photographs of snowflakes, along with a picture and quote from him about his love for his work, is the icing that tops off this attractive volume. Ages 4-8. (Sept.) - Publishers Weekly (1998, September 28). Retrieved from: http://www.publishersweekly.com/978-0-395-86162-2

Ideas
Ideas for small children include folding paper and making their own snowflakes by cutting out designs from the folded paper. For the older children, bringing a microscope to the group to observe snowflakes, water, or other small items with the microscope to discover how difficult it is to see something so small and how those images can be reproduced by a camera. http://www.vickiblackwell.com/lit/bentley.html - includes instructions for making six-sided snowflakes, like those discovered by Bentley along with a bookmark to download and instructions for making woodcuts like those used for the illustrations in Snowflake Bentley.

Module 3 : Saint George and the Dragon


Module 3
Saint George and the Dragon

Reference
Hodges, M. (1984). Saint George and the dragon. U.S.A.: Little, Brown, & Company

Summary
Saint George, the Red Cross Knight, rides with Princess Una to her land where a dragon has scared everyone into hiding. Saint George battles the dragon each day and heals each night until he is able to conquer the dragon.

What I Thought
A winner among Caldecott winners. The pictures in this book only add more magic to the story about a dragon slayer and a princess in fairy land. The colorful borders on each page either add more details from the main picture, add smaller pictures to story, or enhance the story. Each frame and corner of the book adds another layer and element of surprise to the ancient but enchanting story. The story of George and his bravery encourages anyone to keep trying since each day is a new day to start over and try again. And while George is victorious over the dragon he does not give up on his duties to protect the King and Queen of Fairy Land.

What Others Thought
Gr 1-5 –Based on Edmund Spencer’s Faerie Queene, this mellifluous retelling blends drama with descriptive language to recount the epic battle between the Red Cross Knight and a terrifying lizard with iron teeth and blazing eyes. This quintessential hero-versus-dragon tale is fittingly illustrated with formal, romanticized paintings framed by delicate borders.Fleishhacker, J. (2006, December 1). Beasts of Lore. Retrieved from: http://www.schoollibraryjournal.com/article/CA6395092.html

Ideas
This story could be used in combination with other stories about fairies, good over evil, or begin a series about dragons. Children can dress up as knights, a princess, or even a dragon and listen to several different books about dragons throughout history. A book display of various dragon books to encourage readers of every age can be included along with this book for younger children.

Module 2 : Cloudy With a Chance of Meatballs


Module 2
Cloudy With a Chance of Meatballs

Reference
Barrett, J. (1978). Cloudy with a chance of meatballs. New York, NY: Simon & Schuster.

Summary
After fixing breakfast one morning, Grandpa tells a story to his grandchildren about a land where the food rains from the sky everyday. No one has to cook, order food, or grow any food. Everyone eats the same thing. However, one day the sky does not stop raining and too much food floods the town. The residents build rafts from leftover food and sail away to a new land.

What I Think
 This hilarious story tells the story about a far away land where the sky rains food every day. No one has to cook anything but one day the sky doesn't stop raining food. The pictures are clever with small details to entertain adults and children. For example, the local restaurant has no cover, no minimum, and it is always open (since there is no roof on the building). The story is funny but takes a dramatic twist when the sky doesn't stop running food and the town becomes flooded with leftovers like giant pancakes as big as a house. The residents use the food to sail away and find a new land where it snows (mashed potatoes?) and the sky is sunny (sunny side-up).

What Others Think
This story is a gratifying, if lightweight, dish of foolishness. Its aim is for laughs -- and it gets them, through sight gags for both kids and adults, humor presented in the deadpan tones of an old-style weather forecast ("Dinner one night consisted of lamb chops, becoming heavy at times, with occasional ketchup"), and the sheer preposterousness of events. Don't look for hidden depths here; the story lives on the surface, and as slapstick it works just fine.
The text rambles at times: Almost half of a class of 6-year-olds was looking out the window as a read-aloud neared its finish, and the librarian was delivering a bright reading at that. "Too long," groaned one child. The illustrations look like something found in a turn-of-the-century magazine, with their hectic line work and wealth of details. It has a bit of science fiction too: Those giant T-bones could easily have come from a spaceship. Lewis, P. (2013). Retrieved from: http://www.commonsensemedia.org/book-reviews/cloudy-with-a-chance-of-meatballs

Ideas
A cooking exercise with a small group of children would be fun while eating snacks together and talking about what it would be like everyday if their snacks rain from the sky. This book encourages the imagination to wander and imagine food as houses or sailboats. Activities could include building a gingerbread house or making a city out of gumdrops, lollipops, and other small snacks that are fun to eat and build with.


Module 2 : The Dead Bird


Module 2
The Dead Bird

Reference 
Brown, M. (1938). The dead bird. New York, NY: HarperCollins.

Summary
When the neighborhood children find a dead bird they decide to bury the bird and sing it a song.

What I Thought
This simple book carefully tells the story about the neighborhood's children finding a dead bird and how they decided to pay their respects to the bird by burying it, singing it a song, and placing a stone on top of the grave. The children did not know the bird but they were sad anyway and found ways to express themselves through a song, a stone, and adding flowers to the buried bird's grave. The children returned each day to sing to the bird but the story does not give a specific amount of time.

What Others Thought
The bird was dead when the children found it. It was still warm and its eyes were closed. They wrapped the bird in grapevine leaves, dug a little grave and buried the bird. On top of his grave they placed ferns and little white violets and yellow flowers. And every day, until they forgot, they went and sang there. Remy Charlip's illustrations in mossy green and cerulean blue convey the tenderness of the little forest funeral -- gently presenting the idea of mortality. The tone is reverent and solemn rather than morbid.  Kirkus Review. (2011, October 11). Retrieved from: https://www.kirkusreviews.com/book-reviews/margaret-wise-brown/the-dead-bird/

Ideas
This book is a wonderful conversation started for children talking about death. They could decorate rocks as grave markers and add their own words in order to express how they feel about a loved one dying or a death they heard about on the news. The children in the story did not know the bird but they were able to bury the bird and express how they felt by singing a song to the bird and adding a grave marker to the site so they could return each day, until they forgot.