MODULE 8:

THE MENTAL SELF

REPORTED BY:
PERALTA, CAMILO.
PCBET-01-201A
SUBMITTED TO: PROF. AGNES F. MONTALBO
“A sound mind in a sound body is a
short but full discription of a happy
state in this world.”
-JOHN LOCKE
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 JUMP OFF
• As an adolescent, what are your similar experience like
Tracy/Margaret and Adam’s?
• What do you think/feel in significant people’s (parents, siblings
or friends) reaction about your behavior?

3
MENTAL SELF-
On a surface level is our thoughts and on
the deeper level, it is the domain of our
beliefs, desires and values and goals.

VALUES-

Are representation of what we embrace

internally as essential and important in our
life.
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 BRAIN STRUCTURE

FOREBRAIN

MIDBRAIN

HINDBRAIN
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BRAIN
The organ in our bodies that
most directly controls our
thoughts, emotions, and
motivation

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FOREBRAIN

Is the region of the brain located toward

the top and front of the brain.

PARTS OF
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FOREBRAIN
 Is the outer layer of the cerebral
CEREBRAL CORTEX hemispheres.

BASAL GANGLIA Collection of neurons crucial to

motor function

project to the appropriate region in

THALAMUS
the cortex

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 three central interconnected
LIMBIC SYSTEM cerebral structures: the septum,
amygdale, hippocampus

HYPOTHALAMUS Regulates behavior related to

species survival

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MIDBRAIN

Helps to control the eye movement and

coordination

PARTS OF
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MIDBRAIN
 RETICULAR A network of neurons essential to
ACTIVITING SYSTEM the regulation of consciousness

BRAIN STEM Connects the forebrain to the spinal cord

PERIAQUEDUCTAL This region seems to be essential

GRAY for certain kinds of adaptive
behavior
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SOURCES:
× https://www.nbia.ca/brain
× https://www.pinclipart.com/pindetail/iRRwRRJ_lo
bes-of-the-brain-without-labels-clipart/-structure
-function/
× https://www.neuroscientificallychallenged.com/bl
og/know-your-brain-midbrain

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THANK YOU!

13
BRAIN STRUCTURE

REPORTED BY:
RAFAEL, DENISE.
PCBET-01-201A
BRAIN STRUCTURE

HINDBRAIN
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HINDBRAIN

Comprises the medulla oblongata, the

pons, and the cerebellum

PARTS OF
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HINDBRAIN
MEDULLA

The place at which nerves from the

right side of body cross over to the
left side of the brain and nerves
from the left side of the body cross
over to the right side of the brain

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PONS

Serves as a kind of relay station

because it contains neural fibers
that pass signals from one part of
the brain to another

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CEREBELLUM

(From Latin, “little brain”) controls

bodily coordination, balance, and
muscle tone, as well as some
aspects of memory involving
procedure-related movements

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ATTENTION AND MEMORY
ATTENTION- is the concentration and
focusing of mental effort

MEMORY- is the retention of

information over time

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EXECUTIVE FUNCTIONING

Attending to information to engage in a

number of high order cognitive activities, such
as making decisions, reasoning, thinking
critically, thinking creatively and metacognition

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DECISION MAKING

Generating different options, examine a

situation form a variety of perspectives,
anticipate the consequences of decisions, and
consider the credibility of sources.

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REASONING
DEDUCTIVE REASONING- involves
reasoning from the general to the specific

INDUCTIVE REASONING- involves

reasoning from the specific to the general

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CRITICAL THINKING

Thinking reflectively and productively and

evaluating evidence

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CREATIVE THINKING

Ability to think in novel ways and discover

unique solutions to problems

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 GOOD STRATEGIES FOR
ACCOMPISHING GOAL
1. Have adolescents engage in brain storming and come
up with as many ideas as possible
2. Introduce adolescents to environments that stimulate activity

3. Don’t over control

4. Encourage internal motivation

5. Introduce adolescents to creative people

SOURCES:
× https://en.wikivet.net/Hindbrain_-_Anatomy_%26
_Physiology

× https://www.researchgate.net/figure/The-three-p
arts-of-the-brain-Hindbrain-Midbrain-and-Forebr
ain-Image-source_fig1_337186250

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THANK YOU!

28
META COGNITION

REPORTED BY:
RAÑA, JELYN.
PCBET-01-201A
METACOGNITION

Cognitive psychologists call this

kind of thought as cognition
about cognition, or “knowing
about knowing.”

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 SELF-
REGULATORY
LEARNING

Is the self-generation and self-

monitoring of one’s thought,
feelings, and behaviors in order
to reach a goal.

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 CHARACTERISTICS OF SELF-
REGULATED LEARNERS
1. Set goals for extending their knowledge and sustaining
their motivation

2. Are aware of their emotional makeup and follow

strategies for managing their emoptions

3.Periodically monitor their progress toward a goal

 CHARACTERISTICS OF SELF-
REGULATED LEARNERS
4. Fine-tune or revise their strategies based on the
progress they have made

5. Evaluate obstacle that arise and make necessary

adaptations.
SURFACE AND
DEEP
LEARNING
DEEP LEARNING- Focus on concepts,
integration of knowledge and cumulative
experience, an emphasis on intrinsic
motivation and ownership material, active
learning, and interactions and relationships

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SURFACE AND
DEEP
LEARNING
SURFACE LEARNING-Focuses on rote
memorization of unrelated facts, short term
retention, uncritical acceptance of ideas and
facts, dependence on formulae to problem
solve, ad passive information assimilation

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SOURCES:
× https://www.kqed.org/mindshift/46038/the-role-
of-metacognition-in-learning-and-achievement
× https://www.google.com.ph/search?q=metacogni
tion&source=lnms&tbm=isch&sa=X&ved=2ahUK
EwjXya3Nk7_nAhUkzIsBHSjvBGQQ_AUoAXoEC
BEQAw&biw=1366&bih=618#imgrc=d2x9gfHPq
sJQ4M

36
THANK YOU!

37
 THEORIES OF
INTELLIGENCE

REPORTED BY:
RECAÑA, RENALYN
PCBET-01-201A
INTELLIGENCE

Encompasses a range of aptitudes, skills

and talents
Howard Gardner
× Born on July 11, 1943

× American Developmental
Psychologist

× Known for his Theory of

Multiple intelligence

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 GARDNER’S EIGHT MULTIPLE
INTELLIGENCE

VERBAL/LINGUISTIC MUSICAL

MATHEMATICAL/LOGICAL INTERPERSONAL

SPATIAL/VISUAL INTRAPERSONAL

BODILY/KINESTETIC NATURALISTIC
VERBAL/LINGUISTIC

Ability: use of language

Occupations: authors, journalists,

speakers
MATHEMATICAL/LOGICAL

Ability: Carry out mathematical

operations

Occupations: scientists, engineers,

accountants
SPATIAL/VISUAL

Ability: estimating spaces, think three-

dimensionally

Occupations: Architects, artists, sailors

BODILY/KINESTETHIC

Ability: manipulate objects and

physically adept

Occupations: Surgeons, craftspeople,

dancers, athletes
MUSICAL

Ability: Sensitive to pitch, melody,

rhythm and tone

Occupations: Composers, musicians

and sensitive listeners
INTERPERSONAL

Ability: understand and effectively

interact with others

Occupations: successful teachers,

mental health professionals
INTRAPERSONAL

Ability: understand oneself

Occupations: theologians,
psychologist
NATURALISTIC

Ability: observe patterns in nature and

understand natural and human-made
systems

Occupations: farmers, botanists,

ecologists, landscapers
Robert Sternberg
× Born on December 8,1949

× American psychologist and

psychometrician

× Develop the triarchic theory of

intelligence

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 STERNBERG
TRIARCHIC THEORY

Intelligence comes from three forms: analytic intelligence which

refers to the ability to analyze, judge, evaluate, compare and
contrast; creative intelligence which consists of the ability to create
design, invent, originate and imagine; practical intelligence which
involves the ability to use, implement, and put ideas into practice.

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 THEORY OF MENTAL
SELF-GOVERNMENT
LEVELS
1. FUNCTIONS OF GOVERNMENTS OF THE MIND

2. STLYISTIC PREFERENCES

3. FORMS OF MENTAL SELF-GOVERNMENT

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 STYLES OF MENTAL SELF-
GOVERNMENT
FUNCTIONS:
LEGISLATIVE

EXECUTIVE

JUDICIAL
EXECUTIVE
CHARCTERISTIC: Likes to follow
directions, do what he or she is told,
be given structure

EXAMPLE: like to solve problems,

write papers on assigned topics, do
artwork form models.
LEGISLATIVE
CHARCTERISTIC: Likes to create,
invent design, do things his or her own
way, have little assigned structure

EXAMPLE: like doing science projects

writing poetry, stories or music, and
creating original artworks.
JUDICIAL
CHARCTERISTIC: Likes to judge and
evaluate people and things

EXAMPLE: like to critique work of

others, write critical essays give
feedback and advice
SOURCES:
× https://www.verywellmind.com/theories-of-intelli
gence-2795035
× http://www.robertjsternberg.com/thinking-styles

57
THANK YOU!

58
 STYLES OF MENTAL
SELF-GOVERNMENT

REPORTED BY:
ROJO, ARSENIO N.
PCBET-01-201A
 STYLES OF MENTAL SELF-
GOVERNMENT
FORMS:
MONARCHIC

ANARCHIC

HIERARCHIC

OLIGARCHIC
MONARCHIC
CHARACTERISTIC: like to do one
thing at a time devoting to it almost all
energy and resources.

EXAMPLE: like to immerse self in a

single project.
HIERARCHIC
CHARACTERISTIC: Like to do things
at once.

EXAMPLE: like to budget time for

doing homework so that more time
and energy is devoted to important
assignments
OLIGARCHIC
CHARACTERISTIC: Like to do many
things at once but has trouble setting
priorities

EXAMPLE: Like to devote sufficient

time to reading comprehension items,
so may not finish standardized verbal-
ability test
ANARCHIC
CHARACTERISTIC: Like to take a
random approach to problems.

EXAMPLE: Writes an essay in stream-

of-consciousness form; in
conversations, jumps from one point to
another; starts things but doesn’t finish
them
 STYLES OF MENTAL SELF-
GOVERNMENT
LEVELS:

GLOBAL

LOCAL
GLOBAL
CHARACTERISTIC: likes to deal with
big picture generalities, abstraction

EXAMPLE: writes an essay on the

global message and meaning of a
work of art.
LOCAL
CHARACTERISTIC: Like to deal with
details, specifics, concentrate
examples

EXAMPLE: writes an essay describing

the details of a work of art and how
they interact
 STYLES OF MENTAL SELF-
GOVERNMENT
SCOPE:

INTERNAL

EXTERNAL
INTERNAL
CHARACTERISTIC: Likes to work along,
focus inward, be self-sufficient

EXAMPLE: prefers to do science or

social studies project on his or her own
EXTERNAL
CHARACTERISTIC: Likes to work with
others, focus outward, be interdependent

EXAMPLE: prefers to do science or

social studies project with other
members of a group
 STYLES OF MENTAL SELF-
GOVERNMENT
LEARNING:

LIBERAL

CONSERVATIVE
LIBERAL
CHARACTERISTIC: likes to do things
in new ways, defy conventions

EXAMPLE: prefers to figure out how to

operate new equipment even if it is not
the recommended way, prefers open-
classroom setting
CONSERVATIVE
CHARACTERISTIC: likes to do things
in tried and true ways, follow
conventions

EXAMPLE: prefers to operate new

equipment in traditional way, prefers
traditional classroom setting
SOCIAL COGNITION: ADOLESCENT EGOCENTRISM

is the heightened self-consciousness of

adolescents, which is reflected in their
belief that others are interested in them
as they are themselves, and in their
sense of personal uniqueness and
invulnerability (imaginary audience)
: ADOLESCENT PERSPECTIVE TAKING

The ability to assume another person’s

perspective and understand his or her
thoughts and feelings, are likely to
involved in the development of
adolescent egocentrism
 HOW CAN WE MAINTAIN OUR
COGNITIVE FUNCTIONS?
1. Practice the art of focusing 5. Create acronyms

2. Mentally report the

6. Turn routine tasks into rituals
information when you want to
memorize 7. Use spatial and temporal
landmarks when retrieving
3. Sum up the information
information
4. Organize the information
8. Create associations
you want to learn
SOURCES:
× http://www.robertjsternberg.com/thinking-styles
× https://www.verywellmind.com/social-cognition-
2795912

× https://everhealth.net/the-research-world/the-
development-of-cognitive-perspective-taking-in-
adolescents-and-behaviors-with-parents

77
THANK YOU!

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