Literature Review Resources

RES-815-RS-DissertationDevelopment-2.docx

Home >Psychology homework help >Literature Review Resources

Running head: DISSERTATION DEVELOPMENT 1

DISSERTATION DEVELOPMENT 3

Basis of Knowledge Transference Through Cognition and Instruction Models: A Case of the Autism Spectrum Disorder Learner

Your Name Goes Here

Grand Canyon University

Date

Relationship Between Cognition and Instruction in Knowledge Transference: A Case of the Autism Spectrum Disorder Learner

Dillon, R. F., & Sternberg, R. J. (Eds.). (1988). Cognition and instruction. Academic Press. Retrieved from https://www.elsevier.com/books/cognition-and-instruction/dillon/978-0-08-088583-4

The authors take a look at the definition and elements within cognition and instructions as separate yet complimenting disciplines. An identification of the relationship of focus with the two, the authors point out that processing in reading, writing, design of curriculum, reasoning and reformation as aspect that must be recognized. There is understanding and derivation of proscriptive ways in which teaching and cognitive components can be related to the mental activity. As such a delving into the translation of distinct learning and showcases high order skills acquisition. The authors have brought to attention value addition as a need for information processing and thus a requisite in transformation of knowledge or its transference. Therefore, there is a question of style and its applicability to different audiences in examination of the educational considerations and its effect to the learners. The authors contextualize the scientific merit of cognitive studies and its application to the transference of knowledge.

Haskell, R. E. (2000). Transfer of learning: Cognition and instruction. Elsevier.

The author looks at education, educators, and psychologists within education as the major stakeholders in transference of learning and thus significant in imparting change. As discussed, the learning and that transfer of knowledge across cuts multiple disciplines in a way that neglecting one can be detrimental to the development of the other. This is a simplistic way of explaining reasoning, personal development., social policy, and thinking allowing important early experiences to be laid out. However, majorly, the author points out that by the early 2000s, research pointed to a lack of transference of knowledge in classrooms and thus a failure in fundamentality of meaning and basic level implementation of cognition and instruction. The author draws attention to the models of knowledge transfer and its failure looking at historical formative education and thus a call for their revision. The perspective is an earlier understand of knowledge on the interest of language comprehension and the interaction in the learning environment.

Carnahan, C. R., Williamson, P. S., & Christman, J. (2011). Linking cognition and literacy in students with autism spectrum disorder. Teaching Exceptional Children, 43(6), 54-62.

In this article, the authors have an interesting insight on the development of cognition and use of instruction in transference of knowledge to ASD student. By focusing on the cognitive style, there foundation of learning and the differences in ASD learners, the authors bring to attention the fact that quality of life can only be weighed based on individual needs. The documentation of the difficulty of the student to comprehend provides insight into aspects of decoding the student use and thus applicable teaching models. This way, the article approaches determinants of communication differences in students as a definitive element of categorizing the student’s limitation and allowing reconfiguration of methods of teaching. The focus of the discussion delivers suggestions to the supporting elements of comprehension facilitating a look at style of reading as a part of the learning process hence educate on the need for individual-based approach in education.

Van Eylen, L., Boets, B., Steyaert, J., Evers, K., Wagemans, J., & Noens, I. (2011). Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies? Research in Autism Spectrum Disorders, 5(4), 1390-1401.

Right from the start, the article tackles consistency as an elemental part of instruction and thus a facilitator sin cognitive development on ASD individuals. Using Wisconsin Card Sorting Task (WCST) as the location of focus, the authors point out the deficiencies of limiting tasks by pointing out that there is a disengagement that is attained when a switch is required. By allocating this deficiency to a specific performing activity, the authors allow for understanding the explicit that is needed when giving instruction. Pointing this out, there is a sensitization of the need for requirements to be apparent and thus an assessment o capability of individuals with ASD. In bringing this out, the authors point out that in changing from one task to another, there is a revelation of cognitive flexibility impairments in individual with ASD. This is a limitation that should be recognized during instruction delivery and thus adjusted knowledge transference based on this through explicitness.

Richey, J. A., Damiano, C. R., Sabatino, A., Rittenberg, A., Petty, C., Bizzell, J., ... & Dichter, G. S. (2015). Neural mechanisms of emotion regulation in autism spectrum disorder. Journal of autism and developmental disorders, 45(11), 3409-3423.

This article contributes to discussion by pointing out the definition of Autism spectrum disorder (ASD). The authors pint that emotional regulation deficient within those with ASD is a challenge that must be faced during modulation of responses. Approaching this from an experimental point of view, the authors loos at neural activity for cognitive reappraisal in high functioning ASD adults. The result indicated that instruction pf increasing positive and negative emotional showed no activity on change of the activation of dorsolateral prefrontal cortex. This verified the mechanistic impairment of the emotional response in ASD individuals. An indication that the comorbid internalizing and externalizing disorders are at high rates within individuals with ASD, the authors characterize the cognitive functional capabilities of these individuals hence their limits. The focus on a generalization of the reaction and comprehension on instruction therefore, standardization of difficulty criteria analysis for the ASD learners founded on research evidence.

Degree

My program is Doctor of Philosophy in General Psychology with an emphasis in Cognition & Instruction.

Research Focus

The primary interest of philosophy is understanding reality through looking at the nature of knowledge and existence. The idea that knowledge can only be understood by knowing how transference of information is possible. By looking at language comprehension, interaction in learning and potential impact of limitation, that is cognitive and instruction. It points to an addition of value through arguing comprehension, presentation, and processing hence what actual successful implementation should be like.

Feasibility of Research Problem

Many therapy models apply to the autistic learner including cognitive behavior therapy to improve depression and group-based cognitive-behavioral intervention aimed at improving social-cognitive functioning in ASD individuals (Russell et. al.,2020). The different qualitative data available in research provide a basis through which further understanding of instruction and its relation to improvement. Data on ASD individuals and studies are easily available to provides enough comparative and justification for the research.

Problem Statement

Knowledge transference requires that the relationship of acquisition processes of knowledge, implementation of instruction facilitated through reasoning, curriculum design, reformation, reading, mathematics, and writing is effective for basic skills development. The challenges of ASD individuals on fundamentals necessary for interacting with reality which has been studied extensively. Individual needs through instruction necessary to facilitate cognitive development especially in present education models lacks attention. This paper therefore looks at the relationship between cognition and instruction in knowledge transference and implementation of success teaching models. Using the ASD learner, the meaning of cognition when limitations are present, and the process of instruction would be analyzed to understand the success in facilitating cognitive development and effective instructing model of knowledge transfer.

Defense of Article Selection (250)

When there is problem, recommending interventions can only be easy of the impact of the intervention has been carefully studied and understood. This means looking at its historical setting by showing the initial point of discussion. Dillon et.al. (1988) by giving a point of reference in the 1980s, allows for comprehension of the progressive thinking, advancement of the study in line with student demographic differentiation and its necessity. It is a relook at the success of cognition and instruction in comparison with the expected outcomes, hence the relationship between cognition and instruction as implemented for the learner. This is supported by a comparative analysis of whether implementation has been successful now. By looking at growth and policy that have stimulated growth in school learning environment, the book allows us to look (Haskell, 2000). Considering programs like ESL and segregation of student with challenge sin school today, the book can be used to understanding whether success of model revisitation has been observed. As seen with the case study of ASD students to point out that models of cognition and instruction can be different from one case to another in the case of Connor the actual definition of what reading and comprehension can look like is different (Carnahan et. al., 2011) An effective implementation of cognition and instructions on a practical level can exist in the education systems for successful knowledge transference. This gives an important context to collaboration of the initial assumption that cognitive development in ASD learner requires explicit implementation of instructions and thus point to the differences from other students that an ASD learner would have (Van Eylen et. al., 2011). The discussion of specification of models of teaching during knowledge transference is an essential need for advancement of the teaching models with the uniqueness of the ASD learner as a special circumstance that requires development of controls of predictability. In this way the outcomes could be more efficient with considerable higher success rates in cognitive development of the learner (Richey et. al., 2015).

References

Carnahan, C. R., Williamson, P. S., & Christman, J. (2011). Linking cognition and literacy in students with autism spectrum disorder. Teaching Exceptional Children, 43(6), 54-62. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/004005991104300606

Dillon, R. F., & Sternberg, R. J. (Eds.). (1988). Cognition and instruction. Academic Press. Retrieved from https://www.elsevier.com/books/cognition-and-instruction/dillon/978-0-08-088583-4

Haskell, R. E. (2000). Transfer of learning: Cognition and instruction. Elsevier. Retrieved from https://books.google.co.ke/books

Russell, A., Gaunt, D. M., Cooper, K., Barton, S., Horwood, J., Kessler, D., Metcalfe, C., Ensum, I., Ingham, B., Parr, J. R., Rai, D., & Wiles, N. (2020). The feasibility of low-intensity psychological therapy for depression co-occurring with autism in adults: The Autism Depression Trial (ADEPT) – a pilot randomised controlled trial. Autism, 24(6), 1360–1372. https://doi.org/10.1177/1362361319889272