Theories Of Human Learning And Cognition

Theories Of Human Learning And Cognition

Theories Of Human Learning And Cognition

Write 5–6 pages in which you examine two or three conceptual approaches to a learning- and memory-related research question. Psychologists need to understand three conceptual approaches to memory and learning: neurological, behavioral, and cognitive. Show More By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Use information technology and tools to identify information in the domain of learning and cognition.

? Summarize scholarly research articles.

• Competency 2: Assess the important theories, paradigms, research findings, and conclusions in human learning and cognition.

? Apply different approaches to learning and cognition to a particular research question. ? Explain how research findings apply to a particular research question.

? Describe the conceptual approach being used in a particular research article.

• Competency 3: Analyze the research methodology and tools typically associated with the study of lifespan development.

? Describe the methods and measures used in different conceptual approaches to learning and cognition research.

• Competency 5: Apply knowledge of theory and research in learning and cognition to inform personal behavior, professional goals, and values in order to understand social policy. ? Apply knowledge of theory and research in learning and cognition to inform personal and professional behavior.

• Competency 6: Communicate effectively in a variety of formats.

? Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and mechanics as expected of a psychology professional.

Context In this first assessment, you will explore conceptual approaches to learning and memory. John Dewey (1910), in his influential text How We Think , and in response to the question “What is thought?” suggests: Show More No words are oftener on our lips than thinking and thought . So profuse and varied, indeed, is our use of these words that it is not easy to define just what we mean by them. … In the first place, thought is used broadly, not to say loosely.

Everything that comes to mind, that “goes through our heads” is called a thought. To think of a thing is just to be conscious of it in any way whatsoever. Second, the term is restricted by excluding whatever is directly presented; we think (or think of) only such things as we do not directly see, hear, smell, or taste. Then, the third, the meaning is further limited to beliefs that rest upon some kind of evidence or testimony. Of this third type, two kinds—or rather, two degrees—must be discriminated.

In some cases, a belief is accepted with slight or almost no attempt to state the grounds that support it. In other cases, the ground or basis for a belief is deliberately sought, and its adequacy to support the belief is examined. This process is called reflective thought; it alone is truly educative in value, and it forms, accordingly, the principle subject of [learning and cognition]. (pp. 1–2) As Dewey (1910) and W. Scott Terry (2009), point out, you already know a great deal about learning and cognition because you are alive and you think. Theories Of Human Learning And Cognition.

But, what is it about the concept of learning—its principles, laws, and heuristic rules—and how can this knowledge be usefully and realistically applied (Terry, 2009)? References Dewey, J. (1910). How we think . Boston, MA: D.C. Heath. Terry, W. S. (2009). Learning and memory: Basic principles, processes, and procedures . Boston, MA: Allyn and Bacon.

Questions To Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community. Show More

• What are the differences between learning, memory, cognition, and performance?

• Where do our ideas on learning and cognition come from?

• Why do we study human learning and cognition?

• What conceptual approaches and research methodologies are employed to study learning and cognition, and how have they changed over time?

• How does our worldview influence the way we think about learning and cognition?

Resources Suggested Resources The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Resources Click the links provided to view the following resources:

• APA Paper Template . Show More Capella Multimedia Click the links provided below to view the following multimedia pieces:

• Timeline – Introduction to Learning and Cognition | Transcript . Library Resources The following e-books or articles from the Capella University Library are linked directly in this course:

• Koltko-Rivera, M. E. (2004). The psychology of worldviews . Review of General Psychology , 8 (1), 3–58.

• Boesch, C. (2007). What makes us humans (homo sapiens)? The challenge of cognitive cross-species comparison . Journal of Comparative Psychology , 121 (3), 227–240.

• Garcia-Marques, L., Santos, A. S., & Mackie, D. M. (2006). Stereotypes: Static abstractions or dynamic knowledge structures? Journal of Personality and Social Psychology , 91 (5), 814–831. Course Library Guide A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP3500 – Learning and Cognition Library Guide to help direct your research.