How does social Interaction relate to learning? , homework help

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Learning and Cognition Handbook

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.

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.

  • Socio-Cognition: Social Interactions in Learning

(ages 3-11, early and middle childhood).

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 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)

At the minimum-Sources that have to be utilized: Any additional sources or references must be within the past 10 years

American Educational Research Association. (2011). Code of ethics [PDF]. Retrieved from http://www.aera.net/Portals/38/docs/About_AERA/CodeOfEthics(1).pdf

Bietti, L.M. and Castello, F. G. (2013). Embodied reminders in family interactions: Multimodal Collaboration in remembering activities. Discourse Studies: An Interdisciplinary Journal for the Study of Text and Talk ISSN: 1461-4456 Online ISSN: 1461-7080 Retrieved from http://resolver.ebscohost.com.proxy-library.ashford.edu

Bosacki, S.L. (2014). Brief Report: The Role of Psychological Language in Children’s Theory of Mind and Self-Concept Development. Psychology of Language and Communication, Vol. 18 DOI: 10.2478/plc-2014-0003Retrieved from http://search.proquest.com.proxylibrary.ashford.edu/docview/1528263759?accountid=32521

Kožuh, I., Jeremić, Z., Sarjaš, A., Lapuh Bele, J., Devedžić, V., & Debevc, M. (2015). Social Presence and Interaction in Learning Environments: The Effect on Student Success. Educational Technology & Society, 18 (1), 223–236. Retrieved from http://eds.a.ebscohost.com.proxy-library.ashford.edu

Martins, E.C., Oso rio, A., Veri ssimo, M. and Martins, C. (2016). Emotion understanding in preschool children: The role of executive functions. International Journal of Behavioral Development Volume: 40 Issue 1 (2016) ISSN: 0165-0254 Online ISSN: 1464-0651 Retrieved from http://resolver.ebscohost.com.proxy-library.ashford.edu

Smead, R. (2015). The Role of Social Interaction in the Evolution of Learning. The British Journal for the Philosophy of Science Retrieved from http://eds.a.ebscohost.com.proxylibrary.ashford.edu

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Explanation & Answer

Attached.

Running head: SOCIO COGNITION: SOCIAL INTERACTIONS IN LEARNING

Socio Cognition: Social Interactions in Learning
First Name: Last Name:
Institution:

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SOCIO COGNITION: SOCIAL INTERACTIONS IN LEARNING

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Socio Cognition: Social Interactions in Learning
Based on social constructivism, social interaction has a role in the creation of knowledge. This
has the implication that learning cannot be separated from the environment and that participants
will take part in interactions in order to obtain knowledge.


Comprehension

At the most primary level, learning develops from individuals’ sensations and perceptions (Fiske
& Taylor, 2013). This implies that it is through how we comprehend the environment that future
actions are shaped. This is the same situation with children that guides them in learning in their
daily lives. As activities keep repeating, a mental depiction is created in relation to association
that would guide internationalization. Through experiences therefore, elemental concepts will be
developed that are key to social cognition.


Problem Solving

The environments that children grow up are faced with lots of complexities. It is through
cognition that they are aided to effectively navigate through these complexities (Smead, 2015). It
is through these situations that problem solving skills become highly necessary. As children
navigate through problems successfully, experience is built that will guide behavior in terms of
acquiring knowledge. Navigating through future situations will be based on the problem-solving
skills through experience.


Memory Development/Retention

Memory development in children is inevitable since theirs is a learning stage as they grow into
being contributors of the society. They tend to make advances relative to their age in terms of
developing short-term, long term, working and autobiographical memory. This is bearing in
mind that the role of memory is not limited to recalling past actions but also aid in the daily

SOCIO COGNITION: SOCIAL INTERACTIONS IN LEARNING

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experiences in ways that ensure proper navigation of the environment (Spreng, 2013). This
brings to perspective the social world and all the aspects that are required to properly navigate. It
is imperative that information is maintained, developed, updated and manipulated based on
experiences within the social realm as a guide to obtain knowledge. Through families, children
have an opportunity to share information based on events that would go a long way in having an
impact on learning (Bietti and Castello, 2013).


Lifelong Learning

The role of children’s interactions in life cannot be taken for granted in facilitating learning. The
social experiences provide a basis for lifelong learning as they develop in the interactions with
those around them. They continue to develop a sense of who they are as they internalize
information through conversations with others and with their own selves at times (Bosacki,
2014). This is a continuous process as interaction will always take place during the course of
their lives.


Domains and Domain Learning

Social interaction involves the reciprocal exchange of information between actors in an
environment (Kožuh, Jeremić, Sarjaš, Lapuh, Devedžić & Debevc, 2015). This therefore implies
that the various domains that children grow up in and the interactions in which they lead go a
long way in determining what they learn.


Affective Outcomes of Emotion

Emotion plays a huge role in influencing the adjustment of children socially (Martins, Osorio,
Verissimo and Martins, 2016). A high amount of social competence could be pegged on
developed emotional understanding which tends to act as a guide to understanding others. Such

SOCIO COGNITION: SOCIAL INTERACTIONS IN LEARNING

children will have fewer problems in being around their peers hence the potential of learning
more through interaction.


Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation,
race)

It is wort noting that contexts that children grow up tend to lead to the development of an
understanding of the self and emotions that are associated to gender roles. Through parents and
familial backgrounds an internationalization of what is expected of them is produced that goes a
long way in development. Children are therefore guided on how to act in different situations
aligned to gender and other demographic differences in the long run.

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SOCIO COGNITION: SOCIAL INTERACTIONS IN LEARNING

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References
Bietti, L.M. and Castello, F. G. (2013). Embodied reminders in family interactions: Multimodal
Collaboration in remembering activities. Discourse Studies: An Interdisciplinary Journal
for the Study of Text and Talk ISSN: 1461-4456 Online ISSN: 1461-7080 Retrieved
from http://resolver.ebscohost.com.proxy-library.ashford.edu
Bosacki, S.L. (2014). Brief Report: The Role of Psychological Language in Children’s Theory of
Mind and Self-Concept Development. Psychology of Language and Communication,
Vol. 18 DOI: 10.2478/plc-2014-0003Retrieved
from http://search.proquest.com.proxylibrary.ashford.edu/docview/1528263759?accounti
d=32521
Fiske, S. T., & Taylor, S. E. (2013). Social cognition: From brains to culture. Sage.
Kožuh, I., Jeremić, Z., Sarjaš, A., Lapuh Bele, J., Devedžić, V., & Debevc, M. (2015). Social
Presence and Interaction in Learning Environments: The Effect on Student Success.
Educational Technology & Society, 18 (1), 223–236. Retrieved
from http://eds.a.ebscoho...


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