Reference no: EM13815924

Theories Of Human Learning And Cognition

Overview

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.

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].

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. 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)?