As long ago (relatively speaking) as 1998, Linda Stone, formerly of Apple, coined the term ‘continuous partial attention’ (CPA) to characterise the kind of restless digital flitting that results from the need to stay constantly informed and in touch. Translated to a classroom context, CPA would hardly seem conducive to learning.
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As psycholinguists Nick Ellis and Peter Robinson put it: “What is attended is learned, and so attention controls the acquisition of language itself” (2008, p. 3). Likewise, Dick Schmidt (2001) argues that only through the exercise of attention is input converted to intake: “Unattended stimuli persist in immediate short-term memory for only a few seconds at best, and attention is the necesary and sufficient condition for long-term memory storage to occur” (p. 16)
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from a cognitivist perspective, teaching might well be defined as the ‘management of attention for pedagogical purposes’. Managing attention means both drawing attention to the subject at hand, and drawing attention away from whatever might be a distraction
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