Module 4.

Unfolding the Mental Self

This module focuses on the intellectual aspects of Self. As intelligent beings, humans strive and
successfully cope with the demands of environment across time. Our intellectual abilities make us
superior over other organisms in the planet. Thus, a thorough understanding of this gift to humanity
warrants serious attention. The module also covers discussions on how human beings learn, and how our
learning abilities develop our being.

UNIT 1. Cognition, Memory, and Intelligence

This unit discusses the nature of cognition and metacognition, its underlying mechanisms, and
how it contributes to one’s sense of self. This further tackles the mechanism of human memory and the
different types of human intelligences

We are born with innate capabilities that empower us to manage ourselves in various settings
and situations. As we are born, we depend on our senses as we make reactions and reflexes that are part
of our developmental milestones. As we grow older, we begin to observe our environment, analyze
information, make choices, and behave appropriately according to the situation. From a sensory-based
acquisition of knowledge, we are led to a more logical and abstract manner of thinking as we grow older,
evidenced by more complex tasks and challenges that we are faced with as we mature and develop. Even
our school tasks correspond to the mental level that we are expected to be in.
Memory is composed of three levels: sensory memory, short-term or working memory, and long-
term memory. Sensory memory is the level that allows information from the external environment to be
perceived by an individual via his senses, usually in the form of chemical and physical stimuli, often with
focus and intent. It is also the shortest level of memory, where information only lasts for half a second.
However, not all stimuli are perceived by our sensory memory; just like a computer, our mind can only
accommodate those sensory information that will be useful and thus is transferred to our short-term
memory. All other stimuli are largely ignored by the individual. When information is deemed to be useful
for the immediate future, then it is transferred to our short-term or working memory. Attention is a critical
factor of the transfer from sensory to working memory.
Intelligence has been defined in a number of ways. The term has been referred to as an
individual’s capacity for logic, understanding, self-awareness, learning, planning, creativity and problem
solving. It has been characterized as the application of knowledge to enable adjustment to the
environment. Thus, it is not merely knowing but applying knowledge appropriately whenever the need
arises. Intelligence is often thought of as hereditary rather than environmental in nature. Two things
should be noted about intelligence; one, individuals are born with innate intellectual ability that is
harnessed in various contexts; and two, intelligence is not confined to the school context. Intelligence is
one of the critical constructs that underlie studies of individual differences and a number of theories have
already been presented to explain its nature. From the ancient times to the present, it has been a popular
focus of study.
A number of theories have been presented with regard to intelligence. The Multiple Intelligence
model of Howard Gardner has proposed eight (8) types of human intelligence, as follows:

Intelligence Description

Verbal-linguistic Ability to analyse information and produce output that involves oral and
written language.
 Logical-mathematical Ability to understand and answer mathematical equations

Visual-spatial Ability to analyse graphical information

Musical Ability to produce and make meaning of different types of sound.

Naturalistic Ability to identify and distinguish aspects of the natural world.

Bodily-kinesthetic Ability to use one’s body to create products or solve problems.

Interpersonal Ability to be sensitive of other people’s thoughts and emotions.

Intrapersonal Ability for self-introspection

Aside from the Multiple Intelligence theory, another framework proposed is that of Sternberg’s
Triarchic Theory of intelligence. According to Sternberg (1985), intelligence is defined as “a mental activity
directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to
one’s life.”
Sternberg proposed three aspects of intelligence: componential, experiential, and contextual
intelligence. According to the theory, intelligence is a function of how these three aspects are
interchangeably used by the individual and up to what levels they are used.

Cog Alternative name Description

Componential Analytical Includes abstract thinking & logical reasoning; verbal &
mathematical skills.
Experiential Creative Divergent thinking and ability to deal with novel situations
Contextual Practical Being “street smart”; ability to apply knowledge to the real
world and shape or choose an environment.

Both theories of multiple intelligence and triarchic theory explain the nature of intelligence, and the
personal and environmental factors that shape it.

UNIT 2. The Mechanism of Human Learning

This unit provides an overview of learning, the factors that contribute to the learning process, and
how it shapes our individual self.
If cognition, memory, and intelligence are underlying mechanisms that allow us to perceive,
process, and apply information for daily adaption, then learning is a natural consequence of these
mechanisms. Learning is defined as “a relatively permanent change in a person’s knowledge or behavior
as a result of experience”. This definition connotes three things: one, that the change is long-term; two,
that the source of change comes from within the memory or knowledge structure of the individual; and
lastly, that the change is attributed to personal experience of the learner in his environment, and not due
to some temporary state. When we transfer knowledge or information to long-term memory and that is
elaborated, rehearsed, and practiced, then learning happens.

However, the notion of learning is underlined by notions of self-efficacy and human agency. Self-
efficacy is defined as “the extent to which we believe we can confidently learn and master a particular
skill.” When an individual has high self-efficacy, they are likely to engage in challenging tasks and recover
from disappointments quickly. On the other hand, people with low self-efficacy are likely to avoid difficult
tasks because of lack of confidence and result to having low self-esteem. Thus, self-efficacy is a crucial
factor behind learning and performance.
According to Bandura, self-efficacy can be developed by the following:
Mastery Experience Accomplishment of simple tasks that lead to more complex
tasks.
Social modelling Observing an identifiable model who accomplishes the task.

Improving physical and Being relaxed and calm before pursuing a challenging task.
emotional states

Verbal persuasion Providing encouragement and feedback during the

accomplishment of a challenging task.

Apart from self-efficacy, human agency is another underlying principle in learning. People are not
merely products of inner forces or environments; they are self-regulating and proactive. We influence our
own environments by our characteristics and behavior; we influence other people; and we influence social
groups in achieving large-scale benefits.

Intentionality Making an active decision to engage in particular activities.

Forethought Anticipation of outcomes and consequences of particular actions.
Self-reactiveness Ability to construct and regulate behavior appropriately.
Self-reflectiveness Reflection and evaluation of one’s thoughts and behavior.

Thus, in the learning process, students are equally accountable for their performance as much as
their teachers. While teachers are considered agents of change in the learning process, students have the
responsibility to be equally involved as well. When teachers give tasks, it is a responsibility of the student
to be engaged toward its accomplishment; students are accountable for the level and quality of
engagement in the task; students anticipate outcomes commensurate to the quantity and quality of
efforts exerted; and most of all, students should gain valuable lessons and learning as they evaluate the
entire learning process. It is in this perspective that students are agents of their own learning, and they
are expected to invest in their own learning cycle.

Differences between deep learning and surface learning have been consistently studied in various
research. Surface learning leads to mere absorption of facts, rote memorization, extrinsic motivation,
focus on structured curricula and assessment that does not allow for autonomous learning to happen,
and pays attention to teacher performance rather than student learning. On the other hand, deep learning
strategies result to knowledge construction, making meaningful connections, use of higher cognitive skills,
enhanced intrinsic motivation, better metacognition, and fosters discovery learning.

In adopting deep learning strategies, students can engage in the following habits:
• Take down notes. By taking down notes, students reinforce absorption of ideas and can relate
them to past information they have already stored.
• Ask questions during class sessions. Asking questions during class resolves two things: fosters
discussion and individual & group discovery and allows opportunity for immediate feedback of the
learning process.

Creating cognitive maps. The essence of deep learning is making meaningful connections among
information relayed to the learner. By creating cognitive maps, students can link concepts together,
resulting to personal construction of meaning shared by these information and enabling transfer to long-
term memory.
• Engage in collaborative learning activities with mentors and peers. There is a saying that “two
heads are better than one.” In joining study groups, learners can converse, exchange ideas, engage in
debate, and immerse in peer evaluation that can be used for personal feedback. Thus, teachers present
collaborative learning opportunities for this purpose.
• Go beyond the mandatory course requirements. Reading additional reference materials, watching
films that exhibit concepts discussed in class, going on trips for authentic learning experience, and other
learning opportunities not signified in the course syllabus can greatly enhance the learning process.