Today’s lesson: generosity. December 1. 3, 2. Good follow- up to last week’s class. With the work on the prayer books out of the way this week, we were able to focus more closely on the lesson.
After welcoming the children, we started in the usual way with prayers. They weren’t so eager to recite prayers by heart today, so we invited them read the prayer they were working on from the whiteboard. Once they were done, we worked on memorizing it. The children seemed to be having some trouble memorizing the words alone, so we had them come up with actions to go along with the words. They seemed a lot more enthusiastic once we started doing that. I often forget how powerful gestures can be as a memorization tool, since I tend to memorize things just by repeating them! In this case, it really seemed to help the children to get into the prayer and enjoy learning it by heart.
After singing the song, we moved on to learning the quote from the lesson: “To give and be generous are attributes of mine…” We had them memorize the quote using a quote jumble, as before, by hiding the words from the quote around the room and having the children collect them all and put them together in order. It’s a pretty popular activity, and they always seem to enjoy it. This week, though, the youngest child in the group wasn’t too happy that the older kids seemed to keep picking up all the hidden words before he had the chance to find any.
We ended up letting him look for the remaining two or three words on his own as the older children worked on putting the rest of the words in the right order, and that seemed to satisfy everyone. It reminded me of the age gap that exists in our class, though, and of the need for us to eventually split the class into multiple grades.
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We’ve already talked about doing some outreach in the neighbourhood around the class in the new year; hopefully we can make some good connections with local families, bringing in new children and junior youth—and maybe another willing teacher to help out, as well? After we were done with the quote, we sat down again to listen to the story of ‘Abdu’l- Baha visiting the shepherds, and his generosity in giving them the sheep they were guarding. Thankfully, this story is one we study carefully when we get trained up with Ruhi Book 3, so I was familiar enough with it to tell it from memory, a little differently than usual in case the older children remembered it.
I’ve had some practice making up bedtime stories for my two- year- old son lately, so it went pretty smoothly.)At the end of the story, we segued neatly into the game, a card game we call Giving, which is all about sharing what we have with others who are in need. First, we got the children to think about some of the things they need the most in life. From there, we introduced the seven different “needs” highlighted in the game: clean food and water, clean clothes, safety and shelter, friends and family, education, work or occupation, and spirituality. We explained the game in relation to “Go Fish”, where players ask for cards that they need; here, players can give a card they have several of in order to receive a card they need. In the end, everyone ends up with one of each card. And we all win! They children really seemed to love the game, so I think we can say it was a success. We would’ve played a few more times, too, but we moved on to our country presentation afterwards, all about Australia. We heard all about kangaroos and koalas, and we sampled Milo and Vegemite.
Yes, Vegemite. The verdict on that one? Only three of us—me, my wife, and one of the children—were able to stomach it. Dating Websites For Bipolar People there. I went home with the jar.
I have made several games the past few years. Here is a list of my favorite ones. *The game cards for the games below can be printed out on card stock. A stolen smartphone can ruin anyone’s day, though our smartphones’ built-in anti-theft software seems to be working, according to San Francisco District Attorney.
Memory - Wikipedia. Overview of the forms and functions of memory. Memory is the faculty of the mind by which information is encoded, stored, and retrieved. Memory is vital to experiences and related to limbic systems, it is the retention of information over time for the purpose of influencing future action. If we could not remember past events, we could not learn or develop language, relationships, nor personal identity (Eysenck, 2. Often memory is understood as an informational processing system with explicit and implicit functioning that is made up of a sensory processor, short- term (or working) memory, and long- term memory (Baddely, 2. The sensory processor allows information from the outside world to be sensed in the form of chemical and physical stimuli and attended to with various levels of focus and intent. Working memory serves as an encoding and retrieval processor.
Information in the form of stimuli is encoded in accordance with explicit or implicit functions by the working memory processor. The working memory also retrieves information from previously stored material.
Finally, the function of long- term memory is to store data through various categorical models or systems (Baddely, 2. Explicit and implicit functions of memory are also known as declarative and non- declarative systems (Squire, 2. These systems involve the purposeful intention of memory retrieval and storage, or lack thereof. Declarative, or explicit, memory is the conscious storage and recollection of data (Graf & Schacter, 1.
Under declarative memory resides semantic and episodic memory. Semantic memory refers to memory that is encoded with specific meaning (Eysenck, 2. Schacter & Addis, 2.
Szpunar, 2. 01. 0). Declarative memory is usually the primary process thought of when referencing memory (Eysenck, 2.
Non- declarative, or implicit, memory is the unconscious storage and recollection of information (Foerde & Poldrack, 2. An example of a non- declarative process would be the unconscious learning or retrieval of information by way of procedural memory, or a priming phenomenon (Eysenck, 2. Foerde & Poldrack, 2.
Tulving & Schacter, 1. Priming is the process of subliminally arousing specific responses from memory and shows that not all memory is consciously activated (Tulving & Schacter, 1. Eysenck, 2. 01. 2; Foerde & Poldrack, 2. Absence Epilepsy In Adults. Memory is not a perfect processor, and is affected by many factors.
The manner information is encoded, stored, and retrieved can all be corrupted. The amount of attention given new stimuli can diminish the amount of information that becomes encoded for storage (Eysenck, 2. Also, the storage process can become corrupted by physical damage to areas of the brain that are associated with memory storage, such as the hippocampus (Squire, 2. Finally, the retrieval of information from long- term memory can be disrupted because of decay within long- term memory (Eysenck, 2. Normal functioning, decay over time, and brain damage all affect the accuracy and capacity of memory.Memory loss is usually described as forgetfulness or amnesia.
Sensory memorySensory memory holds sensory information less than one second after an item is perceived. The ability to look at an item and remember what it looked like with just a split second of observation, or memorization, is the example of sensory memory. It is out of cognitive control and is an automatic response. With very short presentations, participants often report that they seem to "see" more than they can actually report. The first experiments exploring this form of sensory memory were precisely conducted by George Sperling (1.
Subjects were presented with a grid of 1. After a brief presentation, subjects were then played either a high, medium or low tone, cuing them which of the rows to report. Based on these partial report experiments, Sperling was able to show that the capacity of sensory memory was approximately 1. Because this form of memory degrades so quickly, participants would see the display but be unable to report all of the items (1.
This type of memory cannot be prolonged via rehearsal. Three types of sensory memories exist. Iconic memory is a fast decaying store of visual information; a type of sensory memory that briefly stores an image which has been perceived for a small duration. Echoic memory is a fast decaying store of auditory information, another type of sensory memory that briefly stores sounds that have been perceived for short durations.Haptic memory is a type of sensory memory that represents a database for touch stimuli. Short- term memoryShort- term memory is also known as working memory. Short- term memory allows recall for a period of several seconds to a minute without rehearsal. Its capacity is also very limited: George A.
Miller (1. 95. 6), when working at Bell Laboratories, conducted experiments showing that the store of short- term memory was 7±2 items (the title of his famous paper, "The magical number 7±2").
Could this computer game delay Alzheimer’s symptoms? New study suggests it could. You’re staring at a computer screen. Two objects flash before your eyes, one directly in front of you, and the other off to the side, barely in view. In a split second, they’re both gone.
Now the computer asks you: What were they? Where were they? Did you get a chance to see them both? Ukrainian Tsar And His German Wife. If you answer correctly, don’t relax yet.
The next level will be harder. But whatever you do, don’t give up. A new analysis of previous research data announced at the Alzheimer’s Association International Conference this week tentatively suggests that this kind of game could decrease the risk of symptoms of dementia by almost half, compared to not having any brain training at all. The study presented is under peer review and hasn’t yet been published. Studies can change dramatically from the conference setting to the pages of a journal, reminds PLOS blogger Hilda Bastian, so the findings should be considered preliminary for now.)The game is called a speed- of- processing task.
It’s one of three types of cognitive training that 2,8. Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) study, a randomized longitudinal study funded by NIH. The participants averaged 7. Scientists tracked them for 1. The participants were split into four groups. One played the speed- of- processing games, and two other groups took a memory or reasoning class.
The last group did nothing, and served as a control. The memory classes taught tricks for memorization, like mnemonic devices or “methods of loci,” which is a tool to remember a series of objects by visualizing each one in a different physical location. The reasoning course taught logic and pattern recognition, and trained people how to choose the next letter in a series, based on the order of the ones that precede it. The most recent ACTIVE paper was published in 2. Monday in Toronto, a research team led by Jerri Edwards at the University of South Florida announced that they had used the wealth of data from the ACTIVE study to ask a different and more provocative question: Could cognitive training delay the onset of dementia or cognitive decline related to Alzheimer’s? Their findings showed that the group that completed 1. Alzheimer’s or other forms of dementia, compared to those who received no brain training at all. These participants did 1.
We believe this is the first time a cognitive training intervention has been shown to protect against cognitive impairment or dementia in a large, randomized, controlled trial,” Edwards said, in a news release. The result caused a stir of cautious curiosity at its presentation, said one attendee, Penny Dacks, a neuroscientist and the director of aging and Alzheimer’s prevention at the Alzheimer’s Drug Discovery Foundation. It raises some meaty questions: Why did speed- of- processing show the strongest correlation and not, for example, the memory classes? And could it really be possible that only 1. I think it’s really exciting,” Dacks said in an interview with The Washington Post. For one thing, it shows us that not all cognitive training is equal.
This is not going get us all the way, but if it could help even a fraction of the population, I think that it should be applauded. And certainly pursued with more research.”While the study is a secondary analysis of past data, the researchers claim it could be the first hint that a brain training game could alter the onset of dementia.“That’s a spectacular finding,” Susanne Jaeggi, the director of the Working Memory and Plasticity Laboratory at the University of California, Irvine told Dan Hurley in a New Yorker article. We didn’t have any evidence that computerized training had any preventive effects on dementia. You could argue that this study provides evidence that it is possible.”Researchers are hesitant to accept the findings right away. There’s good reason to be a little skeptical. Beside the fact that it’s still under review, the 2.
ACTIVE study wasn’t designed to track dementia, Jonathan King told the Washington Post. He was the project director and co- author of the 2. National Institute on Aging. Their goal was to see if they could help aging healthy adults achieve better functioning through the different kinds of classes and games. And overall, they did. Those who took reasoning classes got better at reasoning.
Those who played speed of processing games got better at driving, probably due to increasing their visual field. Edwards and a co- author on the new study, Lesley Ross, both worked on data collection for the ACTIVE study.
When they saw that these games could positively affect the adults’ functioning they knew they wanted to take a closer look at the data.“Given that one of the primary definitions of dementia has to do with both the person’s cognitive status but also the person’s functional status, that suggested to us that maybe we should go ahead and look at this again,” Ross told The Washington Post.