Description
The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.
To complete this assignment, students may utilize the Learning and Cognition Handbook template (Links to an external site.) or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in the Ashford Writing Center (Links to an external site.). Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the Where to Get Free Images guide (Links to an external site.) for assistance with accessing freely available public domain and/or Creative Commons licensed images.
The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:
- The Neurosciences: A Look at Our Brains
- Socio-Cognition: Social Interactions in Learning
- Learning and Literacy: Reading, Writing, and Language Development
- Diversity and Culture: The Effects to Learning
- Connectionism and Learning: A Web of Development
The sections listed below must be used within the paper to delineate the sections of content.
Table of Contents
In this section, students will list all sections and subsections included in the handbook with the applicable page numbers.
Preface
In this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.
Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct. Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).
Chosen Construct
In this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.
Sub-Constructs
Information for each sub-construct will be presented in 500 to 700 words.
- Comprehension
- Problem Solving
- Memory Development/Retention
- Lifelong Learning
- Domains and Domain Learning
- Affective Outcomes of Emotion
- Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)
Conclusion
In this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.
Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, go to Pathbrite(Links to an external site.) and upload the revised Learning and Cognition Handbook to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.) to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.
The Learning and Cognition Handbook
- Must be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following the Learning and Cognition Handbook template (Links to an external site.) as a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
- Must include a title page with the required information from the handbook template:
- Title of handbook
- Student’s name
- Institution’s name
- Student’s contact information (address and email)
- Course name and number
- Instructor’s name
- Date submitted
- Must include the sections and subsections required as indicated in the handbook template.
- Must address the construct and sub-constructs with critical thought and substantiated assertions.
- Must document all sources in APA style as outlined in the Ashford Writing Center.
- Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center at the end of the handbook and precedes any optional appendices if applicable to the project.
Explanation & Answer
Attached.
Running head: LEARNING AND COGNITION HANDBOOK
Learning and Cognition Handbook
Student’s name:
Institution’s name:
Student’s contact information (address and email):
Course name and number:
Instructor’s name:
Date submitted:
1
LEARNING AND COGNITION HANDBOOK
Preference………………………………………………………………….3
Introduction………………………………………………………………..3
Comprehension…………………………………………………………….4
Problem Solving……………………………………………………………6
Lifelong Learning………………………………………………………….8
Memory Development/Retention…………………………………………..9
Domains and Domain Learning……………………………………………11
Affective Outcomes of Emotion………………………………………….13
Effects of Demographic Differences………………………………………15
Conclusion…………………………………………………………………17
References…………………………………………………………………..18
2
LEARNING AND COGNITION HANDBOOK
3
Learning and Cognition Handbook
Preference
An innocent kid is the kind of a child who should be cherished and
loved. Their innocence and lack of knowledge about the world should
be taken care of through an environment of protection, safety, and
love. Nonetheless, this world is sometimes cruel and unfavorable for
innocent kids to achieve and develop. In the current world, cruelty on children is real and
unbelievable abuse on children is experienced and this calls for an immediate action to be
taken by school psychologists and teachers. The two parties can be helpful in
understanding children who are suffering and who are being abused either emotionally or
physically. This is important in instilling self-esteem and help children to have an
effective learning technique. All learning institutions should introduce a technique that
will enable it to understand the children in their facilities, the problems they are passing
through and how to
solve such problems.
Introduction
Aukrust (2011) defines social interaction as an exchange between two or more people and
is a critical foundation of society. Social interaction is important in various ways. By socially
interacting with one another member of the society are able to formulate laws and policies,
institutions and systems within which they seek to live. Aspects of social interactions are carried
into the process of learning. Social interaction develops positive learning environments.
Remember that the greatest social aspect of social learning is a community. Lave and Wenger
LEARNING AND COGNITION HANDBOOK
4
coined the phrase "community of practice" stated that people are social beings, and their
knowledge is enhanced via active social interactions (Sims & Lorenzi, 2012). Bearing this in mind,
this handbook will dwell on Socio-Cognition: Social Interactions in Learning. In order to achieve
an in-depth understanding of the chosen construct, the handbook will examine it on the light of
traumatic children; social learning in the traumatized child.
Comprehension
It is well known that learning and reading challenges in school
going kids can be influenced through sub-construct of
understanding. In the learning perspective, understanding is vital. Reading comprehension is
described as the capability to comprehend the meanings of words. Comprehension intermingled
with a child's environmental experiences enhances the meaning of words and sentences that they
learn when they were young. If the kid's environmental surroundings are not conducive due to
abuse and trauma, the understanding of phrases will be influenced by intrusive remembrance of
trauma or abuse (Sims & Lorenzi, 2012). Some of the intrusive flashbacks are fear that can affect
their remembrances, problem-solving knowledge and hamper their understanding and
comprehension of lyrics and their meanings. A traumatized kid's thinking manner of learning is
encompassed with emotions of embarrassment, annoyance, fear, frustration, and mistrust.
Emotions of this kind make it hard for a kid to comprehend in a clarity way, and impact the
decoding of incoming incitements in a conscience and clear way.
Children are preoccupied in the sense that has been hurt and violated. The traumatic feeling
in their heart often makes them feel frustrated, abused and violated by others in an authoritative
way over them. Remember that traumatized children will always fear their seniors on the bases
LEARNING AND COGNITION HANDBOOK
5
that they exhibit more power to intimidate them. Precisely, such children are scared and broken,
however, as a school psychologist or a teacher have the ability to heal and abide by the moral
standards of A.4.a. (Avoiding Harm and Imposing Values, in the American Counseling
Association). Still in the lines of adhering to the construct of and educational knowledge,
integrating Trauma Informed Education Curriculum in the learning process will create an
empathetic technique of learning and understanding literacy for abuse traumatized and abused
children. This technique will offer such children an opportunity to interact and learn in a stressfree environment. The literacy and comprehension ability of a child kicks off in very early age
(infancy).
Certainly, the environment background within which the
child is learning plays a vital duty in their developmental abilities
in literacy, understanding and reading abilities as well. In a loving
and conducive environment, an individual succeeds on the chances
given to them via a parental improvement of communication. This can be r...