mACQUEEN ASSESSMENT 10 edit please

THEORIES OF HUMAN LEARNING AND COGNITION 2

THEORIES OF HUMAN LEARNING AND COGNITION 9

Running head: THEORIES OF HUMAN LEARNING AND COGNITION 1

Introduction Comment by DrG: Begin at top of page

Memory and learning are complex activities characteristic of human beings. In their capacity, they are vital humanity aspects of which leads to the development of people both mentally and physically. The ability of people to learn is crucial because, foremost, it aids individuals to adapt to new situations and environments and to correct mistakes. All these activities are aimed at bettering the life of the society (Koltko-Rivera, 2004). Cognition or remembrance on the other side is essential facilitates and manipulates the utility of the stored information. It ensures that vital information, for instance, the one that a person learned at a given point in life is availed and made use of according to Dewey, (1910). There are several ways in which psychologists can comprehend these learning and remembering of humans. However, this paper focuses on the three conceptual approaches: neurological, behavioral, and cognitive. The paper explores one research question in the field of learning and memory. It looks at the differences between learning and memory using scholarly articles (Koltko-Rivera, 2004).

The Approaches

The initial approach, neurological bases on the connection that sits amid the changes in the structure of the brain and neural function together with their interaction with the skill of memory (Terry, 2009). The second behavioral approach bases on the association between stimuli patterns and the manner in which they are related to observable modes of conduct (Koltko-Rivera, 2004). For a point in case, the secret codes that people type and the names that they call. Lastly, the cognitive approach focuses on the link amid the substance of our judgment and thinking and the capacity of the people to recall information according to Koltko-Rivera, (2004).

What is the distinction amid learning and memory? Comment by DrG: You need to double space only

This research question is the hub of this paper. Whereas learning refers to the activity of acquiring new skills and knowledge from the surrounding, neighbors and activities of a person, memory is the ability of an individual to remember some information gained and stored during some time. Learning is an elementary component of the behavioral approach (Dewey, 1910). The process occurs as a result of the interaction of stimuli patterns and the ways in which they are related to the observable behaviors. This point means that learning is a product of individual perceiving of stimuli of observable modes of conduct (Koltko-Rivera, 2004). These stimuli may be such factors like another person performing some skill or doing some staff that the individual in mind cannot afford to execute or has never done. Learning is said to have occurred or to have been attained in the case of this person being able to do these staffs in the future after perceiving them from the other individual according to Terry, (2009). Comment by DrG: What do you mean? Comment by DrG: Why did you choose a source from 1910? Comment by DrG: Delete Comment by DrG: Your paper needs a strong introduction. The introduction provides you with an opportunity to capture your reader's attention and to provide an overview of your paper. Then add your thesis statement “the purpose of this paper is to…”

Whereas this is the case with learning, memory is a factor of neural approach. This point implies that for one to have memory of a certain event, factor, person, information or issue, some changes have to occur in the brain of an individual as Dewey, (1910) writes. These changes are often accompanied by the alteration of the neural functions and the brain structure. It is the engagement of the mind in relation of a certain event or information that results to recalling that is the immediate product of memory (Terry, 2009). Comment by DrG: This is not clear

On the ground of these two approaches, another of the variance of memory and learning envisages. This difference is that while memory is a result of a mental condition, learning is sourced from the environment and particularly behaviors in the surrounding. However, learning to some extent combines both of these aspects (Koltko-Rivera, 2004). These are behavioral factors and neurological factors. This is to mean, other than occurring as a result of stimuli of behaviors, learning initiates the brain especially prompting it to keep information and avail it when there is a need (Dewey, 1910). Comment by DrG: Ground? Comment by DrG: I am not sure what you mean? Comment by DrG: You need to clearly say what you mean

Support Information

Terry, (2009), in his work, entitled Learning and memory: Basic principles, processes, and procedures approve the relationship between memory and neurological approach and learning and the behavioral approach. He however, recognized that the brain and so the neurological approach plays a substantial role in learning and the whole process. Terry, (2009) on this ground said that the only human process that is controlled physically by the body is performance. The process occurs as a result of the actions; that is the movement of the body muscles. Considering the association between these two factors: learning and memory in addition to performance as he discussed, Terry, (2009) concluded that there is a vast link between the three processes. As such, learning is perpetuated by memory. This point means that an individual ought to have a good memory or the ability to store and remember information for him or her to be able to complete the learning process successfully. This way is one of the several that Terry, (2009) used to depict the relationship between memory and learning. To illustrate that amid performance and learning and memory, he said that a person has to learn how to do some action, remember the manner of doing for him or her to be able to perform the event. Comment by DrG: According to Author (year) Comment by DrG: Be sure to follow all directions: For this assessment, complete the following: Describe one research question you would like to explore related to learning and memory. Choose two of the three conceptual approaches listed above. Compare and contrast how these approaches address your research question. Find three or four scholarly sources, such as peer-reviewed research articles or textbooks, that are related to this research question. Describe what you learned from these sources regarding your research question, and explain how this knowledge contributes to your understanding. Identify which conceptual approach best fits the approach of each of the authors of the scholarly sources. Describe the methods and measures used in each of the three conceptual approaches. Different approaches will measure memory or learning in different ways based on the conceptual approach. For example, the neurological approach would focus on physical changes in the brain, while the behavioral approach would focus on observable changes in behavior. Describe the practical impact reading these articles might have on your personal or professional life.

In reference to his work, Terry, (2009) engrossed the neurological approach at large in the compilation of his work to try and avail, with authentication, what he was attempting to put across. The neurological approach provides that the understanding of the brain and body initiates memory, sensory experiences and smell and touch among others and emotions just to mention a few. This point is what Terry, (2009) was trying to prove when he associated learning, memory and performance together saying that they are linked and explaining the relationship between them. The article fulfilled this course by relating performance, a physical process of body muscles and memory and learning the mental processes. The interpretation here, according to the neurological approach is that learning is perpetuated by memory that in turn, brings about performance. Comment by DrG: What is your research question?

Dewey, (1910) is another author whose work comparatively supports this discussion. Discussing such issues like the manner in which human thinking occurs and the factors that bring it about, Dewey as well sheds light on memory and learning and so the variance that sits amid them. All these issues are covered in his How we think article. In the work, Dewey, (1910) defines thought as the process or action of thinking. In his accordance, thinking is a process that is controlled by the brain of an individual, and is covered by the neurological approach. Dewey, (1910) however says that the process, which is a product of memory, varies with learning foremost because the action is just part of the learning process whereas learning is the entire process. As such, the point stands as a difference between memory and learning as well, since the core elements of memory like thinking vary with learning. All the same Dewey, (1910) recognizes that there can be some interrelation between learning and thinking, which is the memory. He says that learning leads to thinking because the later process is merely reflecting on the new knowledge and experience that an individual has gained. This gaining occurs through the learning process. Comment by DrG: Unless you are using the landmark research, you need to use current articles

This article takes the lane of the cognitive approach since this work is deep-rooted in thinking. This approach focuses on the association between the human thoughtful content and the aptitude to recall and avail the stored information at the required time.

Methods and Measures in the Conceptual Approaches

All the theoretical approaches belong in the same field, psychology and have the same subject matter, humans. However, they vary in the manner in which they detect or perceive and measure
learning, memory or performance or any other human factor. Terry, (2009) based his work on the neurological approach. The core methodology that was employed in his work and so the approach to measuring memory and learning was focusing on the mental, physical changes or the structure of the brain. This point implies that the ability of a person to remember or recall information can be determined by considering and rating the brain, and other factors relating to it. If a person fails to remember for instance, the failure would be attributed to the brain and it will spread to affect other factors that are in association with memory or thinking. For example, an individual that failed to remember some information cannot be said to have learned successfully. Comment by DrG: You need to align with the questions asked and develop your comprehensive responses

While this is the situation with the neurological approach, the prime method that the behavioral approach employs is usually considering the physical or observable changes in the mode of conduct of individuals.

The practical impact of reading these articles on personal or professional life

These articles are some store of vital information that can help to better the life of humanity. Understanding that memory, learning and performance are linked prepares oneself to handle the courses that are results of these actions (Dewey, 1910). The information helps an individual to put set all the aspects of oneself that are necessary for the success of learning, memory and performance. Professionally, a person may use the knowledge to advise people on the appropriate states for learning, remembering and or performing. For instance, a recommendation may be offered to a person that he or she ought not to undertake learning when he or she is emotional.

References Comment by DrG: You need to follow APA formatting rules

Dewey, J. (1910). How we think. Boston, MA: D.C. Heath.

Koltko-Rivera, M. E. (2004). The psychology of worldviews. Review of General Psychology, 8 (1), 3–58. Comment by DrG: Italics

Terry, W. S. (2009). Learning and memory: Basic principles, processes, and procedures (4th ed.). Boston, MA: Allyn and Bacon. Comment by DrG: Review

Thank you for sharing your thoughts here in your first assignment. It is always a good idea to outline your plan for writing before you put pen to paper.  The introductory paragraph should introduce the problem and tell readers what you plan to present in the body of your paper.  Subsequent paragraphs should follow the same form, introductory statement, evidence to support a logical flow of ideas related to that statement leading to a concluding statement that provides a segue into the next main idea.  Before presenting recommendations, you must summarize the evidence, tying it to facts presented in your report with citations of sources.  Conclusions should follow so that you make it absolutely clear to readers what important evidence and main ideas you want them to carry with them into your recommendations.  Without a clear summary and conclusion, readers will have no clear idea what you are talking about and will be left to their own imagination.

Be sure to read over all directions and be sure that you have addressed each question. You also want to use our online databases to find peer reviewed and scholarly sources to support your work.

Turnitin indicated that your paper has a 7% match – nice job!! You had APA formatting errors and errors in your writing. I recommend that you contact your coach and your tutor to help you as you edit your paper. You will want to use all of our resources, Smarthinking, the Writing Center and iGuide APA resources. Continue to work on APA formatting – this is an important part of scholarly writing in the field of psychology – it gives you the author credibility. I recommend reviewing the 6th Edition of the APA Manual as well.

Good luck and keep working hard!