Changes

'''Sensations''' are units of [[information]] received from the [[environment]], such as a visual feature or a [[sound]]. [[Perceptions]] are organized and interpreted sensations, such as recognizing a face or interpreting a sequence of sounds as a familiar song. These [[concepts]] represent more of a historical distinction than a functional distinction; nevertheless, the distinction between sensation and perception continues to be made by [[research]]ers and textbook writers. Perceptual development is the emerging capacity to detect information from the environment and from internal sources to adapt to and function within the world. [[Knowledge]] about the perceptual development of infants has expanded more rapidly than that of older children. This discrepancy has occurred because the earliest appearance of various perceptual capacities has been emphasized. In addition, knowledge about visual development has expanded more rapidly than knowledge about the development of other perceptual systems. This discrepancy has occurred, in part, because of the [[belief]] that the visual system provides the best source of external information.

'''Sensations''' are units of [[information]] received from the [[environment]], such as a visual feature or a [[sound]]. [[Perceptions]] are organized and interpreted sensations, such as recognizing a face or interpreting a sequence of sounds as a familiar song. These [[concepts]] represent more of a historical distinction than a functional distinction; nevertheless, the distinction between sensation and perception continues to be made by [[research]]ers and textbook writers. Perceptual development is the emerging capacity to detect information from the environment and from internal sources to adapt to and function within the world. [[Knowledge]] about the perceptual development of infants has expanded more rapidly than that of older children. This discrepancy has occurred because the earliest appearance of various perceptual capacities has been emphasized. In addition, knowledge about visual development has expanded more rapidly than knowledge about the development of other perceptual systems. This discrepancy has occurred, in part, because of the [[belief]] that the visual system provides the best source of external information.

<center>For lessons on the [[topic]] of the '''''Senses''''', follow [http://nordan.daynal.org/wiki/index.php?title=Category:Senses '''''this link'''''].</center>

<center>For lessons on the [[topic]] of the '''''Senses''''', follow [https://nordan.daynal.org/wiki/index.php?title=Category:Senses '''''this link'''''].</center>

<center>For lessons on the related [[topic]] of '''''Morontia Bodies''''', follow [http://nordan.daynal.org/wiki/index.php?title=Category:Morontia_Bodies '''''this link'''''].</center>

<center>For lessons on the related [[topic]] of '''''Morontia Bodies''''', follow [https://nordan.daynal.org/wiki/index.php?title=Category:Morontia_Bodies '''''this link'''''].</center>

==Educational Psychology==

==Educational Psychology==

In [[education]]al [[psychology]], a quick review of several introductory textbooks reveals that little attention is given to sensation and perception. Most textbooks mention information processing theories of knowledge acquisition and include a three component model of [[human]] [[memory]] consisting of sensory registers, short-term working memory, and long-term memory. Within this [[model]], the sensory registers receive environmental input. These registers have a large capacity to receive information, but the information quickly fades away unless it is transferred to short-term working memory. The other section of educational psychology textbooks in which sensations and perceptions are mentioned concerns students with special needs, in particular, those with a sensory challenge such as a visual or auditory impairment. Despite this limited coverage, much knowledge has been obtained on perceptual development within the last half-century and a familiarity with this knowledge could facilitate the teaching of students.

In [[education]]al [[psychology]], a quick review of several introductory textbooks reveals that little attention is given to sensation and perception. Most textbooks mention information processing theories of knowledge acquisition and include a three component model of [[human]] [[memory]] consisting of sensory registers, short-term working memory, and long-term memory. Within this [[model]], the sensory registers receive environmental input. These registers have a large capacity to receive information, but the information quickly fades away unless it is transferred to short-term working memory. The other section of educational psychology textbooks in which sensations and perceptions are mentioned concerns students with special needs, in particular, those with a sensory challenge such as a visual or auditory impairment. Despite this limited coverage, much knowledge has been obtained on perceptual development within the last half-century and a familiarity with this knowledge could facilitate the teaching of students.