RELATIONSHIP BETWEEN LEARNING PERCEPTION AND UNDERSTANDING

LEARNING 

Learning is a complicated practice.  New insights into how the human brain learns make it clear that many of the learning practices that faculty used in the past, and that students continue to use, are highly inefficient, ineffective, or just plain wrong. Better learning does not always require more effort or more time; rather one need only effectively align how the brain naturally learns with the demands of the college classroom. 

Furthermore, there are three main cognitive learning styles like visual, auditory and kinesthetic. these 3 helps us to improve our learning. The common characteristics of each learning style listed below can help you understand how you learn and what methods of learning best fits you. Understanding how you learn can help maximize time you spend studying by incorporating different techniques to custom fit various subjects, concepts, and learning objectives. Each preferred learning style has methods that fit the different ways an individual may learn best.

 VISUAL 

• Uses visual objects such as graphs, charts, pictures, and seeing information

 • Can read body language well and has a good perception of aesthetics 

• Able to memorize and recall various information 

• Tends to remember things that are written down 

• Learns better in lectures by watching them

Tips for Visual Learner 

• Turn notes into pictures, charts, or maps 

• Avoid distractions (windows, doorways, etc.) 

• Learn the big picture first and then focus on the details 

• Make mind and concept maps instead of outlines 

• Color code parts of new concepts in your notes 

• Use flash cards when trying to study vocabulary

AUDITORY  

• Retains information through hearing and speaking                                                            

• Often prefers to be told how to do things and then summarizes the main points out loud to help with memorization 

• Notices different aspects of speaking 

• Often has talents in music and may concentrate better with soft music playing in the background                                                                  

            

Tips for Auditory Learner 

• Record lectures and then listen to them 

• Repeat material out loud and in your own words

 • Discuss materials in your study groups 

• Read textbooks aloud 

• Listen to wordless background music while studying 

 KINESTHETIC 

• Likes to use the hands-on approach to learn new material                                                     • Is generally good in math and science                                                                                    • Would rather demonstrate how to do something rather than verbally explain it                    • Usually prefers group work more than others

 Tips for Kinesthetic Learner

 • Take study breaks often                                                                                                           • Learn new material while doing something active (e.g., read a textbook while on a treadmill)                                                                                                                                   • Chew gum while studying                                                                                                     • Work while standing                                                                                                               • Try to take classes with instructors who encourage demonstrations and fieldwork

 CRAMMING AND TRANSFERENCE OF LEARNING

Cramming is not learning. A day or two of cramming is not enough time for the brain to form the permanent memories necessary to meet the neuroscience definition of learning. For an example, for cramming is to start studying for a test the night before and stay up all night doing so. And also, transference of learning occurs when people applying information, strategies and skills they have learned to a new situation or context. It is the application of knowledge gained from completing one task to help solve a different, but related problem. So, here I can give an example like a person who knows to drive a moped can easily learn to drive a scooter.  

 

PERCEPTION 

Perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. Example for perception is I and my friend both see a tiger. I see a terrifying insect and want to run. But my friend said he see a wonderful sign of the nature. 

PERCEPTION OF PHILOSOPHY

The philosophy of perception is concerned with the nature of perceptual experience and the status of perceptual data, in particular how they relate to beliefs about, or knowledge of, the world. Any explicit account of perception requires a commitment to one of a variety of ontological or metaphysical views.

The vast topic of perception can be subdivided into visual perception, auditory perception, olfactory perception, haptic (touch) perception, and gustatory (taste) perception. 

 

PERCEPTION BELIEF:

Visual perceptual skills are the brain's ability to make sense of what the eyes see. For example, completing a puzzle I use my vision to complete the task. Most of the belief arise from visual perception. I believe in the existence of god because from the time I remember I had seen my parents worshipping god. Vision had a large impact on the society and religion. Media plays a huge role manipulating a person belief from what they broadcast. 

First, one does not necessarily come to acquire perceptual beliefs in virtue of simply seeing the world. Simple seeing is something that cognitively unsophisticated creatures can do, creatures such as wasps that do not have more sophisticated beliefs, propositional beliefs. It is plausible, though, that if one sees a certain object as a bus stop, then one would also come to believe that there is a bus stop being seen. In many cases, this is, of course, true, but it is not in all. Thus, we have seen that we can be perceptually engaged with the world in various ways. Such engagement can amount to the mere acquisition of perceptual information, the experience of seeing the world as being a certain way, or the possession of the cognitive states of perceiving and believing that it is so. If all goes well, such perceptual beliefs may constitute perceptual knowledge of the world. 

Perception, Justification and Causation

 Perceptual experience provides both causal and justificatory grounding for our perceptual beliefs and for our knowledge of the passing show. In this section, we shall start to look at the causal and justificatory relations between perception, belief and knowledge. As was discussed above, our perceptual experience can be conceptually structured: we can see the world as being a certain way, or we can see that it is thus and so. Thus, such experience could be seen as providing justification for our perceptual knowledge in that you could be justified in taking things to have the properties you see them as having. The fact that perceptual experience is conceptual, however, is not sufficient to ensure that your perceptual beliefs are justified. Dave, a friend of yours, sees every tackle made against a player of West Ham United Football Club as a foul. He is not, however, justified in taking this to be true. Often these clashes are simply not fouls; Dave is wrong, and even when he is correct, when he really sees that a foul has been committed, it would seem that his prejudiced observation of the game entails that in these cases he only gets it right through luck, and thus, he is not justified in his belief. The fact, then, that our experience is conceptual does not entail that we have justified perceptual beliefs or knowledge. Section 3 considers what else needs to be said, and investigates an account of how perceptual experience is seen to provide epistemic justification. First, though, consider an account of perceptual knowledge that does not make use of the notion of justification.

 ILLUSION AND HALLUCINATION

 Another contrast to veridical perception is hallucination. The fundamental idea of hallucination is that does not amount to perception at all, but it bears some similarity to the mental aspects of perception—either it involves an experience subjectively like, or indistinguishable from, the perceptual experience had in veridical perception, or it involves being in a state that the subject cannot tell apart from such an experience. suppose that, although you seem to see a purple car before you, there is no such car. To put it in Smith's terms, although you seem to perceive a car and its properties, you do not actually perceive a car and its properties. What you suffer in this case, then, is a hallucination of the car. As with illusion, cases of hallucination exist in sensory modalities other than vision. For example, you might have an experience as of a feather brushing lightly against your skin. But there might be no feather, or any other object, touching your skin. In that case, according to the traditional definition, you do not actually perceive anything and you suffer a hallucination of a feather. Perception of a property (e.g. a colour, a shape, a size) can enable thought about the property, while at the same time misleading the subject as to what the property is like. This long-overlooked claim parallels a more familiar observation concerning perception-based thought about objects, namely that perception can enable a subject to think about an object while at the same time misleading her as to what the object is like.

 

HUMAN UNDERSTANDING 

 Understanding self represents the sum total of people’s conscious perception of their identity as distinct from others. It is not a static phenomenon, but continuous to develop and change throughout our lives.