1. Describe the brain-cognition phenomenon.
2. Explain the Three-Box Model of Learning.
I found no specific reference to "brain-cognition phenomenon." I guess you're stuck with reading your text materials.
This may help on the second question.
http://cla.calpoly.edu/~cslem/101/7-C.html
Teen suicide is a major public health problem in the U.S. The government and many voluntary organizations are doing their best to tackle this problem. This assignment is all about getting to know such initiatives better. Identify such suicide prevention programs in your area: teen “hotlines,” treatment facilities, etc. Read their promotional literature, and summarize the services in a short report that would include data about the following:
1. the number of teens the agency serves per month,
2. the types of services they offer,
3. the gaps that may exist in the students’ communities in services for teens.
Also present some ideas to fill these gaps.
1. The brain-cognition phenomenon refers to the relationship between the brain and cognitive processes, which are the mental activities involved in acquiring, processing, storing, and using information. In this phenomenon, the brain is responsible for carrying out cognitive functions such as perception, attention, memory, language, problem-solving, and decision-making. It is through the complex network of neurons in the brain that these cognitive processes take place.
To understand the brain-cognition phenomenon, one can start by studying the structure and functions of the brain. Neuroscientists and cognitive psychologists use various research methods such as brain imaging techniques and behavioral experiments to explore how different regions of the brain are involved in specific cognitive processes. For example, studies have shown that the prefrontal cortex is crucial for executive functions like planning and decision-making, while the hippocampus is important for forming and retrieving memories.
Additionally, researchers investigate how changes in the brain, whether through development, aging, or neurological disorders, impact cognitive abilities. By studying these relationships, scientists gain insights into the nature of cognition and how it is influenced by the brain.
2. The Three-Box Model of Learning is a framework that explains the cognitive processes involved in learning and memory. It was proposed by Richard Atkinson and Richard Shiffrin in the late 1960s. According to this model, there are three boxes or stages through which information flows during the learning process: the sensory memory, short-term memory, and long-term memory.
Here is a breakdown of each stage in the Three-Box Model:
- Sensory Memory: This is the initial stage where sensory information from the environment is briefly registered. Sensory memory helps us retain a snapshot of what we perceive, but it has a limited duration (a few milliseconds to a couple of seconds) and capacity. For example, when you see a picture, the visual information is briefly held in your sensory memory before being transferred to the next stage.
- Short-Term Memory: This stage is responsible for holding and manipulating information that is currently in our conscious awareness. It has a limited capacity, around 7 items (plus or minus 2), and a short duration without rehearsal (around 20-30 seconds). Short-term memory allows us to retain information temporarily, such as remembering a phone number before dialing it, but it requires active attention and rehearsal to prevent decay or displacement.
- Long-Term Memory: This is the final stage where information is stored semi-permanently. Long-term memory has a vast capacity and can retain information for an indefinite period, from minutes to a lifetime. It is divided into explicit (declarative) and implicit (procedural and conditioning) memory. Explicit memory involves conscious recall of facts and events, while implicit memory represents the unconscious learning of skills, habits, and associations.
The Three-Box Model provides a framework for understanding how information is processed and retained in memory. It suggests that information must pass through these stages for effective learning and long-term storage. However, it is important to note that memory processes are complex and can involve interactions between these stages, as well as additional factors like attention, encoding, and retrieval.