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Report on Perception and Attention

It is well-known that processes of both perception and attention differ soundly depending on individual abilities of every person. Moreover, these methods have a significant impact on learning ability. Therefore, for every group of people there exists an optimal way to aid the attention and perceptive processes of each member. In the current paper, I want to analyze the role of my abilities and experiences within a Learning Team consisting of four members.

As for our team contains several individuals, the process of creating an appropriate learning environment must address a perception of auditory stimuli and related experiences for every member. To identify my threshold and comfort levels for acoustic stimuli, I analyzed my experiences in appropriate situations. To receive the most accurate information, I conducted both the dichotic listening and the “cocktail party” phenomenon examining. The results of these surveys allowed me to get somewhat precise data on the subject.

During carrying out the “cocktail party” experiment, I was able to identify my threshold for auditory stimuli. I must admit that my limit was maximal among all the other members. It means that an individual minimum volume that allowed my attention to producing a response appeared to be the highest in our Learning Team. This parameter lowers my personal, and the whole group’s subsequently attention level. From the other hand, the result of a dichotic listening experiment was more encouraging with the comparison to previous one. The comfort level of my perception of auditory stimuli was rather low. It means that the point when I perceived sounds through both ears with maximal comfort was instead a little compared to those performed by other members (but not lower).

My dividing attention facilitates learning process when I consciously receive two or more auditory stimuli through different channels simultaneously. While unconsciously processing some various information (as in the “cocktail party” case) my dividing attention level promotes the learning process to a lesser degree. Summarizing the knowledge gained during our Learning Team experiments we may assess the level of our group’s learning ability based on dividing attention.

In conclusion, it would be advantageous to make some recommendations and to outline the ground rules that will accommodate perception and attention to learning for our Learning Team. Based on our experiments I may summarize that the significant sensory perception problem that affects learning process within a group is, in my opinion, a substantial distinction between the levels of dividing the attention of group members.

The main rule in this case – is to identify the thresholds and comfort levels of each participant and to determine average levels of these parameters comprehensible for every member. Such “mean” dividing attention level will create an optimal environment for group learning process.

Styles, E. (2005). Attention, Perception and Memory; An Integrated Introduction (Psychology Focus). Psychology Press.
Reddy, P. (1991). Attention and Skills Learning. British Psychological Society.