5-1 DEV.
2 years ago 1
5-1Discussion_HumansasComputers.txt
5-1devReadingandResources4.html.zip
5-1ModuleLectures4.html.zip
5-1GraduateDiscussionRubric.html.zip
5-1Discussion_HumansasComputers.txt
5-1 Discussion: Humans as Computers? The growing body of research on the information-processing theory continues to show its application across cognitive, social, and emotional domains. Kuther (2023) outlines three basic assumptions for the information-processing theory: * Thinking is information processing. The human mind is designed to take in information, process it, retrieve it, and use it in problem solving. * Cognitive change is a continuous process. Over our lifespan, we get better at using our cognitive systems. * Our cognitive resources are limited. There is a limit to how much information we can take in, process, or retrieve at a time. However, we learn different strategies to become more efficient at processing information as we grow. (Kuther, 2023). Given this perspective, in your initial post, attempt to utilize the information processing theory to explain the mental illness of depression, and discuss what implications this theory has for treatment.
5-1devReadingandResources4.html.zip
Reading and Resources4.html
|
|
Required Resources |
Textbook: Lifespan Development in Context: A Topical Approach, Chapter 7 This chapter provides an in-depth examination of the most current theory on cognitive development: information processing. It provides a foundation for understanding the concepts of storage, processing, and retrieval of information, akin to a computer. As you read, consider the following:
- The ability of the theory to accurately describe how humans think
- The ability of the theory to effectively account for socioemotional influences on cognitive processes
- The ability of the theory to account for typical and atypical development
- How our personal biases, cultural differences, and religious beliefs challenge the underlying assumptions of information processing theory
Video: Information Processing Model: Sensory, Working and Long Term Memory (7:33) This video presents information processing theory utilizing visual and auditory presentation to explain components of the theory. It provides a level of detail and examples of the key concepts that improve the viewer’s depth of comprehension of the information.
This resource supports the discussion.
5-1ModuleLectures4.html.zip
Module Lectures4.html
Theories of Cognitive Development – Contemporary
This is a good point to examine the progress and path for this course. The information for the modules is laid out in a manner that is very similar to how the field of developmental psychology has evolved over time. A higher concentration on biological and physical development fueled interest in the operations and abilities of the brain (cognitive function). This naturally led to an examination of how to assess cognitive abilities (intelligence testing), particularly with the goals of identifying individuals with deficits as well as those with exceptional abilities. The cognitive and intellectual domains of development were followed by the emotional and social aspects, and this path may reflect the fact that these aspects were much more difficult to conceptualize for research. In addition, the dominant influence of the medical community on research and society’s emphasis on education and achievement likely fueled the early focus on biological and cognitive development. While Module Five continues with the cognitive aspect of development, intellectual measurement and social and emotional domains will follow over the next few modules.
One of the more current steps on the path of developmental psychology’s evolution is to move from considering the various domains of development to considering the influence of the context/environment on each of these domains. In the final modules of this course, there will be a higher focus on the family structure, social influences, and the cultural contexts in examining their impact on development. Identifying risk factors that are associated with the development of criminal behavior is an example of how this current consideration of the environmental context is directing the development of assessment and intervention in the field.
Module Five moves the focus from the classical theories of cognitive development to the more current theory of the information processing model. The information processing model is largely built on the analogy of the human mind being like a computer. This includes how the human mind absorbs or perceives information (input), how that information is held within the brain (storage/memory), and how that information is utilized (retrieval/processing). Given the fact that computers were originally developed in an effort to mimic the abilities of the human brain, it is interesting to know that we are currently utilizing the concepts of computer science to describe cognitive processes. Throughout students’ exposure to information processing theory, it is important to continuously consider its ability to effectively account for the social and emotional influences on cognitive processes. Personal bias, cultural differences, gender differences, and diverse religious beliefs are a few examples that may challenge the limitations of the information processing theory.
5-1GraduateDiscussionRubric.html.zip
Graduate Discussion Rubric.html
Graduate Discussion Rubric
Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.
Directions
For each discussion, you must create one initial post and follow up with at least two response posts.
For your initial post, do the following:
- Write a post of 1 to 2 paragraphs.
- In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
- Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.
For your response posts, do the following:
- Reply to at least two classmates outside of your own initial post thread.
- In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
- Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.
Discussion Rubric
| Criteria | Exemplary | Proficient | Needs Improvement | Not Evident | Value |
|---|---|---|---|---|---|
| Comprehension | Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%) | Develops an initial post with a point of view or idea using appropriate detail (90%) | Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%) | Does not develop an initial post with an organized point of view or idea (0%) | 20 |
| Timeliness | N/A | Submits initial post on time (100%) | Submits initial post one day late (70%) | Submits initial post two or more days late (0%) | 10 |
| Engagement | Provides relevant and meaningful response posts with clarifying explanation and detail (100%) | Provides relevant response posts with some explanation and detail (90%) | Provides somewhat relevant response posts with some explanation and detail (70%) | Provides response posts that are generic with little explanation or detail (0%) | 20 |
| Critical Thinking | Draws insightful conclusions that are thoroughly defended with evidence and examples (100%) | Draws informed conclusions that are justified with evidence (90%) | Draws logical conclusions (70%) | Does not draw logical conclusions (0%) | 30 |
| Writing (Mechanics) | Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%) | Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%) | Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%) | Initial post and responses are not understandable and do not use proper citation methods where applicable (0%) | 20 |
| Total: | 100% |
5-1Discussion_HumansasComputers.txt
5-1 Discussion: Humans as Computers? The growing body of research on the information-processing theory continues to show its application across cognitive, social, and emotional domains. Kuther (2023) outlines three basic assumptions for the information-processing theory: * Thinking is information processing. The human mind is designed to take in information, process it, retrieve it, and use it in problem solving. * Cognitive change is a continuous process. Over our lifespan, we get better at using our cognitive systems. * Our cognitive resources are limited. There is a limit to how much information we can take in, process, or retrieve at a time. However, we learn different strategies to become more efficient at processing information as we grow. (Kuther, 2023). Given this perspective, in your initial post, attempt to utilize the information processing theory to explain the mental illness of depression, and discuss what implications this theory has for treatment.
5-1devReadingandResources4.html.zip
Reading and Resources4.html
|
|
Required Resources |
Textbook: Lifespan Development in Context: A Topical Approach, Chapter 7 This chapter provides an in-depth examination of the most current theory on cognitive development: information processing. It provides a foundation for understanding the concepts of storage, processing, and retrieval of information, akin to a computer. As you read, consider the following:
- The ability of the theory to accurately describe how humans think
- The ability of the theory to effectively account for socioemotional influences on cognitive processes
- The ability of the theory to account for typical and atypical development
- How our personal biases, cultural differences, and religious beliefs challenge the underlying assumptions of information processing theory
Video: Information Processing Model: Sensory, Working and Long Term Memory (7:33) This video presents information processing theory utilizing visual and auditory presentation to explain components of the theory. It provides a level of detail and examples of the key concepts that improve the viewer’s depth of comprehension of the information.
This resource supports the discussion.
5-1ModuleLectures4.html.zip
Module Lectures4.html
Theories of Cognitive Development – Contemporary
This is a good point to examine the progress and path for this course. The information for the modules is laid out in a manner that is very similar to how the field of developmental psychology has evolved over time. A higher concentration on biological and physical development fueled interest in the operations and abilities of the brain (cognitive function). This naturally led to an examination of how to assess cognitive abilities (intelligence testing), particularly with the goals of identifying individuals with deficits as well as those with exceptional abilities. The cognitive and intellectual domains of development were followed by the emotional and social aspects, and this path may reflect the fact that these aspects were much more difficult to conceptualize for research. In addition, the dominant influence of the medical community on research and society’s emphasis on education and achievement likely fueled the early focus on biological and cognitive development. While Module Five continues with the cognitive aspect of development, intellectual measurement and social and emotional domains will follow over the next few modules.
One of the more current steps on the path of developmental psychology’s evolution is to move from considering the various domains of development to considering the influence of the context/environment on each of these domains. In the final modules of this course, there will be a higher focus on the family structure, social influences, and the cultural contexts in examining their impact on development. Identifying risk factors that are associated with the development of criminal behavior is an example of how this current consideration of the environmental context is directing the development of assessment and intervention in the field.
Module Five moves the focus from the classical theories of cognitive development to the more current theory of the information processing model. The information processing model is largely built on the analogy of the human mind being like a computer. This includes how the human mind absorbs or perceives information (input), how that information is held within the brain (storage/memory), and how that information is utilized (retrieval/processing). Given the fact that computers were originally developed in an effort to mimic the abilities of the human brain, it is interesting to know that we are currently utilizing the concepts of computer science to describe cognitive processes. Throughout students’ exposure to information processing theory, it is important to continuously consider its ability to effectively account for the social and emotional influences on cognitive processes. Personal bias, cultural differences, gender differences, and diverse religious beliefs are a few examples that may challenge the limitations of the information processing theory.
5-1GraduateDiscussionRubric.html.zip
Graduate Discussion Rubric.html
Graduate Discussion Rubric
Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.
Directions
For each discussion, you must create one initial post and follow up with at least two response posts.
For your initial post, do the following:
- Write a post of 1 to 2 paragraphs.
- In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
- Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.
For your response posts, do the following:
- Reply to at least two classmates outside of your own initial post thread.
- In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
- Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.
Discussion Rubric
| Criteria | Exemplary | Proficient | Needs Improvement | Not Evident | Value |
|---|---|---|---|---|---|
| Comprehension | Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%) | Develops an initial post with a point of view or idea using appropriate detail (90%) | Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%) | Does not develop an initial post with an organized point of view or idea (0%) | 20 |
| Timeliness | N/A | Submits initial post on time (100%) | Submits initial post one day late (70%) | Submits initial post two or more days late (0%) | 10 |
| Engagement | Provides relevant and meaningful response posts with clarifying explanation and detail (100%) | Provides relevant response posts with some explanation and detail (90%) | Provides somewhat relevant response posts with some explanation and detail (70%) | Provides response posts that are generic with little explanation or detail (0%) | 20 |
| Critical Thinking | Draws insightful conclusions that are thoroughly defended with evidence and examples (100%) | Draws informed conclusions that are justified with evidence (90%) | Draws logical conclusions (70%) | Does not draw logical conclusions (0%) | 30 |
| Writing (Mechanics) | Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%) | Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%) | Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%) | Initial post and responses are not understandable and do not use proper citation methods where applicable (0%) | 20 |
| Total: | 100% |
- Shokun Steel Co. owns many steel plants
- Planning is an important aspect of management
- Bus 520 assignment 3
- Strayer PAD 505 Assignment 4:Implementing the Budget
- what are wilsons 15 points?
- Hans, a citizen and resident of Argentina, is a retired bank executive
- For you
- Phys Sci Questions
- Operations Management P3
- light refraction