Psychology Theories

Question 1:

Read Chapters 5 and 6 from the Applied metacognition e-book, review  Elaboration Theory ,  Social Learning Theory , and  Self-Determination Theory  online, read “The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination” article, view the Emotional Intelligence and  Bloom’s Taxonomy  videos, and review any relevant Instructor Guidance.   Throughout the past several decades, the understanding of how we learn has been defined and redefined.  For the discussion please include the following:

1. Evaluate and discuss the applicability of social learning theory and Bloom’s taxonomy to the concepts of how we learn.  

2. Analyze how social learning theory and Bloom’s taxonomy incorporate cognitivism and constructivism into their frameworks.

3. Demonstrate an understanding of social learning theory and Bloom’s taxonomy may have contributed to the focus on the more recent theories of emotional intelligence, metacognition, and motivation (i.e., self-determination). This may be opinion, but please support your ideas with your experiences or current understanding.

4. Research three scholarly articles pertaining to the historical relevance of one of the following: emotional intelligence, Self-determination Theory, or metacognition..

5. Address the following questions about what you discovered during your research:

· What historical trends do you notice in the literature about your assigned subject?

· Does there appear to be any event or series of events (such as research findings) that helped to promote this area of variable within learning psychology?

6. Evaluate your learning style and share an example of how a better understanding of this theory might be applied to explain your learning behavior(s) in a real-life situation at school, work, or home.

Example answer:

Bloom’s taxonomy on how we learn would be; lesson to what is around us. And what our bodies are telling us. Example is if our bodies are telling us that something is wrong, then we shouldn’t do it. My gut gets a funny feeling in it when I am at that point when deciding withers its right or wrong. Other words weigh the pros and cons to the subject. These behaviors shape who we are in the community.

Bloom focuses more on information processing and how we learn. Constructivism, meaning is given to the lessons taught (Simpson, 2011). I believe that she shows us how our brains work and develop different thinks {or thinking}.

Now social learning comes from watching and listening to people around you and their actions. The example I will use for this would be; church we learn about god, and Jesus and the Holy Ghost and resurrection. This is about what we believe and what our minds will accept.

We learn from our parents from the time we are born till the day we pass, we learn from our instructors at school, friends {we learn how to walk, talk, how to read, do math, and how to play different games with our friends}. The emotional intelligence to all of this would be how we except it and or process it.

The research that I chose is self-discrimination theory. When our minds are full of knowledge and it has improved then our needs are met.

Yes. The researcher of this article did a test and collected some data to calculate the findings of the test. It showed that the participants are more eager to learn when their most basic needs are met.

Evaluate your learning style and share an example of how a better understanding of this theory might be applied to explain your learning behavior(s) in a real-life situation at school, work, or home.

My learning style is hearing, and writing things down so I will not forget, even hands on helps. With this being said I would consider this to be a social theory since I have to be out in the public all day.  By writing things down I believe I can learn best by listening to what the instructor is saying by reading and listening to them. When I was in my 20’s I worked for a place that worked with metals {coating and plating} I had to put them on a rack piece by piece for them to be cleaned. When they were done drying I had to ask where they were to go, after that. They had to show me a couple of time till I caught on. So watching other do things helped me learn well.

 References

Lieberman, D. A. (2012).  Psychology of Learning  San Diego, CA: Bridgepoint Education. 

CTEillinois. (2013,March 3).  Bloom’s taxonomy [Video file]. Retrieved from http://youtu.be/4Fy5MUzdWMg 

Magnavita, J.J.  (2012).  Theories of Personality.  San Diego, CA

Simpson, D. J. (2001). John dewey's concept of the student. Canadian Journal of Education, 26(3).

Yilmaz, K. (2011). The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices. Clearing House, 84(5), 204-212. doi:10.1080/00098655.2011.568989

Question 2

Prior to engaging in this discussion, please read “ The Development of Memory Efficiency and Value-Directed Remembering Across the Life Span ” article, watch the Memory processes , Storage and Recall and Three Kinds of Memory videos, and review any relevant instructor guidance.  This guidance can be very helpful as it may include strategies that support your preferred learning.

1. Describe how memory development and learning affect each other by defining the types of memories listed below in your own words (the use of quotations is inappropriate) and citing personal examples of each.  

· Episodic Memories

· Semantic Memories

· Procedural Memories

2. Next, apply basic research methods in psychology to your initial statements on these issues by researching at least one peer-reviewed article per memory type (three articles total) to supplement your definition of each. 

3. After completing your research, critically analyze and discuss, in depth, how each of your real-life examples represents each type of memory. 

4. Lastly, evaluate and comment on how episodic memories, semantic memories, and procedural memories each potentially affect how a person learns.

Example Answer:

Episodic Memory – The memory of autobiographical events, we use this type of memory when we remember experiences from our past. This would include places we have been, who we were with, what we were doing, when and where this experience occurred, and any emotions we felt at that time. This is the kind of memory I use when I think back on this past Christmas.

Semantic Memories – The memory of common knowledge, we use this type of memory when we remember the things we have learned. This would include the things we can very easily remember like the names of our family and friends’ colors, letters, shapes and other basic information that we can recall without having to think. This is the kind of memory I use when I write my name and address or say hello to a friend.

Procedural Memories – The memory of motor skills, we use this memory when we perform our everyday task. This would include walking, talking, tying our shoe, brushing our teeth, eating and other activities that we know how to do. This memory stores the information on how to do these things. This is the kind of memory I use when I drive to work or walk to the park.

As stated (Williams, 2015) “Episodic (experiential or autobiographical) memory of having drawn a picture in the past.”

As stated (Dodd, 2008) “Semantic Memory, which contains factual information not associated with a particular time and place.”

As stated (Canadian Nursing Home, 2006) “Procedural - memory that concerns skills and "know-how," rather than "know-that" knowledge”

Episodic memory is our unique memory of specific events from our past experiences. This memory helps me in real life situations when I want to reminisce on the past like this past Christmas. When I hang out with friends we usually reminisce on our good times together. We may have different relocations of the same even, because it is our own special memory and everyone has their own unique experience from an event. This part of our memory can also help us recall our behavior and learn from those past experiences.

Semantic memory is part of the long term memory that process ideas and concepts that are not drawn from our personal experiences. This memory helps me in real life situation like when I state my name and address because it recalls the basic knowledge we learn throughout our life. If someone ask the color of the sky we do not have to really think about the question, we can automatically reply that the sky is blue. It is like the things that are common sense to us that we easily learned.

Procedural memory is part of the long-term memory responsible for knowing how to do things. This memory helps me in real life situations like driving a car or walking to the park because it stores the information of how to actually do these things. When I use this memory to drive a car I do not need to use conscious thought. It helps me to automatically remember how to walk or drive.

All three types of memory work together to modify and shape the way we remember and learn. If we didn’t have episodic memory, we wouldn’t be able to recall our past experiences. If we were not able to remember those experiences, we would not be able to learn from them. Since episodic memory is linked to semantic memory it would also affect our semantic memory. Semantic memory is a more structured record of facts, meanings, knowledge and concepts. Semantic memory is typically derived from our episodic memory since we learn new facts or concepts from our experiences. Without semantic memory we could remember a past event through our episodic but we would not be able to recall the sound, smell, taste and touch of our experience. If we didn’t have procedural memory, we wouldn’t even know how to walk or talk. If no one could walk or talk or use any motor skill how would we even create any experience. Together each type of memory plays an important role in obtaining knowledge so that we can learn the information.