In a team the members react differently to the various auditory stimuli therefore even the attention and perception processes are facilitated by variant environments. There are those whose auditory senses are stimulated in an environment where the team meetings are held in a location where there are other noisy elements like music. During these sessions, there may be music in the background or team members may be noisy during the learning process but this does not hinder their attention and perception.

They can pick out the important issues from the other unnecessary conversations without affecting their perception of the issues in discussion. They are aided by the selective attention just as in the cocktail party phenomena where one specifically picks sounds from a complex environment. (Science Daily, 2008). Other members’ auditory senses are still stimulated during disorderly discussion sessions when team members give various views as they discuss the topic in question. These members are also best suited for the ‘cock tail party effect’.

They can listen to a number of conversations and still be able to pick up the comments that are important to them and sift the ones that are not of importance. Their auditory stimulus is aided by the fact that they can switch their attention by focusing on the different voices under a certain scale of time. (Science Daily, 2008). The other members were only more responsive in an environment where only one speaker contributes at a time and there are very minimal destructive noises. This is because their auditory senses are highly stimulated when there are minimal destructions as they focus attention only one thing.

This is similar to the dichotic listening theory where it said that one side of the ear is more sensitive than the other therefore one is more likely to retain what is picked from the active side (Marek, 2008). It is for this reason therefore that attention can only be focused on one speaker. This is not like the ‘cock tail party’ situation where individuals can still focus attention on the important information in spite of destruction from other unnecessary sounds. (Marek, 2008). Discuss how dividing attention impedes or facilitates Learning.

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Dividing attention is something which distracts or prevents somebody from concentrating from the main activity. According to the exercise which we carried out, it was ascertained that majority of the team members were negatively affected by divided attention. It was found out that when one is alert and focused on one activity he tends to be more resources than when his attention is divided between two tasks. Divided attention in this case impeded attention of the team members. This is because once a team member is distracted from the most important thing one tending to loose what he or she has gained.

Many times when there is divided attention, the mind does not concentrate to important things. Instead it concentrates to outside environment which may not be important at that time. Another aspect of dividing attention is that it could result to conflicts due to different View points held by the participants unless they are committed to team learning which can lead to disagreements. (McCann, 2002). On the other hand problems are solved differently so is the approach thus diversity becomes one of the hallmarks of team learning.

This also keeps all members alert and attentive, and above all dividing attention if encouraged in a positive manner will result to better results. To cub the demerits of diversity in team learning, content issues in the team can be solved by “Team Management Wheel” which highlights ways to be undertaken by individual members in the team on how to approach work stations. (McCann, 2002). Sensory Perception Problem Considering the various environments that stimulate the auditory senses of different members, we could come to the conclusion that main problem affecting sensory perception is attention.

This is because attention is an active processing of aggregate information while perception is durational. (Crary, 1999, p. 154) Furthermore attention given to a particular situation will determine an individual’s perception. As outlined by Crary, most of the time attention is just a replication of an individual’s presence and it may also act as a substitute whenever it seems impossible to portray attentiveness. It is therefore evident that the major sensory perception problem is attention because lack of attention means that there is no presence and without presence there is no way the learning process can be successfully completed.

Moreover, perception can not take place without attention to the details (Crary, 1999, p. 4). However, attention can be affected by destructive elements. Nevertheless, attention could still be connected to each other. This is because destruction could be necessary in some situations so as to prompt attentiveness. This implies that when there are destructive elements, individuals have to keenly focus attention on the important issues while sifting out the unimportant ones (Thorndike, 1913).

Recommendation The major problem that hinders perception is attention. Therefore it would be advisable if the environment during the learning team meetings be totally away from any destructive elements. This is because most of the team members fit best in the dichotic listening. Therefore this means that the learning team meetings should be held in areas with minimal noise and discussions held in an orderly manner to avoid commotion that may destruct the attention of the team members.

Better still the learning team sessions should be approached in an interesting way so as to capture and maintain the attention of all team members. In order to put these into practice therefore, the following rules should be followed during the learning team sessions. The location of the meetings should always be away from any noisy places or places that are likely to have a lot of destructive elements. In addition, the sessions should always begin with an activity led by one member on a rotational basis so as to draw the attention of team members into the meeting.

Further, the discussions should be orderly. Whenever one team member is giving out his/her views the others should listen and only argue or add to the point when the other team member is through with his/her discussion point. The last thing to consider is that the subjects of discussion during the learning team meetings should be strictly covered without swaying the meetings to other personal issues. Such discussions should only be held during the breaks or upon completion of the learning team meeting.


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