Mid-afternoon. You had a late lunch at
Cracker Barrel and are now at Barnes and Noble off Fields Ertel Road. Before
lunch you and Carol were working on the last of the Christmas cards, at least
for now. The day has been dreary and wet but at least the ice has melted. You
assume that there is a draft seven there is more to add to the conclusion
before moving on to finishing chapter one. As such let's go to draft seven. -
Amorella
1552
hours. I'll have it in a moment. Again, I feel clueless as to what's coming
here. Last night I had a flash inclination but it dimmed away before I could
absorb it.
You are now ready but the fingers don't
work. - Amorella
1602 hours. I don't have a focus.
This is because your mind is clear, not
blank. - Amorella
1607 hours. I always thought blank and clear were the same meaning in
this context.
Your mind is clear and ready to receive a
message from myself not blank. - Amorella
1608 hours. I don't think I've ever considered this, or if I have it
didn't stick. Automaticity takes in the general run of 'how things work'. I
need to check the word. I have two definitions the first from scilean and the
second from Wikipedia.
** **
Automaticity is that ability to do
things without having to think about them at a conscious level. When we do
something automatically, the mind isn’t occupied with the small details of the
task. Imagine some of the common every day activities you do with automaticity:
driving a car, adding five plus three, riding a bicycle, catching a ball,
dialing a telephone, and, yes, reading and writing. We acquire these skills through
simple repetition and practice. Over time, such repetition establishes
automatic response patterns that our brains call upon constantly throughout our
daily lives. In achieving automaticity, we free our brains – our working
memories – from the details of the task, allowing us to use that brain power to
do more, building on those sets of automatic skills.
http://www.scilearn.com/blog/automaticity-in-reading
** **
** **
Automaticity is the ability to do things without
occupying the mind with the low-level details required, allowing it to become
an automatic response pattern or habit. It is usually the result of learning,
repetition, and practice.
Examples of automaticity are common activities
such as walking, speaking, bicycle-riding, assembly-line work, and driving a
car (the last of these sometimes being termed
"highway hypnosis"). After an activity is sufficiently
practiced, it is possible to focus the mind on other activities or thoughts
while undertaking an automatized activity (for example, holding a conversation
or planning a speech while driving a car).
Characteristics
John
Bargh (1994), based on over a decade of research, suggested that four
characteristics usually accompany automatic behavior:
Awareness
A
person may be unaware of the mental process that is occurring.
Intentionality
A
person may not be involved with the initiation of a mental process.
Efficiency
Automatic
mental processes tend to have a low cognitive load, requiring relatively low
mental resources.
Controllability
A
person may not have the ability to stop or alter a process after initiation.
Bargh
states that these are simply common characteristics; not all are needed for a
process to be considered automatic. For instance, stereotype activation has
been described as an automatic process: it is unintentional and efficient,
requiring little effort. However stereotype activation is accompanied by above
chance awareness and if conflicting processing goals are available then it
becomes controlled. Therefore stereotype activation only satisfies two of
Bargh's criteria, but is still considered to be an example of automatic
processing.
In
reading
LaBerge and Samuels (1974) helped explain how
reading fluency develops.[5] Automaticity refers to knowing how to perform some
arbitrary task at a competent level without requiring conscious effort — i.e.,
it is a form of unconscious competence.
Moreover, if the student is automatic or is
"a skilled reader, multiple tasks are being performed at the same time,
such as decoding the words, comprehending the information, relating the
information to prior knowledge of the subject matter, making inferences, and
evaluating the information's usefulness to a report he or she is writing"
(Samuels). It is essential to understand automaticity and how it is achieved to
better a student's performance. This is important for teachers because
automaticity should be focused on in early years to ensure higher level reading
skills in adolescence.
In psychology, the four stages of
competence, or the "conscious competence" learning model, relates
to the psychological states involved in the process of progressing from incompetence
to competence in a skill.
History
Initially described as "Four Stages for
Learning Any New Skill", the theory was developed at Gordon Training
International by its employee Noel Burch in the 1970s. It has since been
frequently attributed to Abraham Maslow, although the model does not appear in
his major works.
The Four Stages of Learning provides a model
for learning. It suggests that individuals are initially unaware of how little
they know, or unconscious of their incompetence. As they recognize their
incompetence, they consciously acquire a skill, then consciously use it.
Eventually, the skill can be utilized without it being consciously thought
through: the individual is said to have then acquired unconscious competence.
Several elements, including helping someone
'know what they don't know' or recognize a blind spot, can be compared to some
elements of a Johari window, although Johari deals with self-awareness, while
the four stages of competence deals with learning stages.
The four
stages of competence
1.
Unconscious
incompetence The individual does
not understand or know how to do something and does not necessarily recognize
the deficit. They may deny the usefulness of the skill. The individual must
recognize their own incompetence, and the value of the new skill, before moving
on to the next stage. The length of time an individual spends in this stage depends on
the strength of the stimulus to learn.
2.
Conscious
incompetence Though the individual
does not understand or know how to do something, he or she does recognize the
deficit, as well as the value of a new skill in addressing the deficit. The
making of mistakes can be integral to the learning process at this stage.
3.
Conscious
competence The individual
understands or knows how to do something. However, demonstrating the skill or
knowledge requires concentration. It may be broken down into steps, and there
is heavy conscious involvement in executing the new skill.
4.
Unconscious
competence The individual has
had so much practice with a skill that it has become "second nature"
and can be performed easily. As a result, the skill can be performed while
executing another task. The individual may be able to teach it to others,
depending upon how and when it was learned.
Selected
and edited from Wikipedia
** **
Bedtime. You have been working around the
house. Craig and Alta arrive Monday about lunchtime. Assorted odd jobs needed
done plus you got Carol an early extra Christmas time present, a weather
station just like the one she saw in a recent National Geographic catalogue. You
have been watching HGTV on down time between chores. All for tonight, post. -
Amorella
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