Psy 390 – Learning and CognitionEssay Preview: Psy 390 – Learning and CognitionReport this essayLearning and CognitionAshley LachmansinghPSY 390Professor Kate MurphyMarch 5, 2012There are many aspects to learning. As a former preschool teacher, I did not know what was the best way to teach my students their foundation of learning. I used techniques that helped me when I was a child, as well as, ideas the school provided curriculum recommended. I knew a little about on different learning styles, I tried to incorporate each learning style into my lesson plans. I even put posters of the alphabet and numbers in the bathroom, that way the children had something to look at while they were on the toilet. In this paper, the concept of learning and how it is related to cognition will be examined. The definition of learning will be addressed; along with the role behavior plays in learning. The two types of learning discussed as well as the relationship between learning and cognition.
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Psy 390 – Learning and CognitionEssay Preview: Psy 390 – Learning and CognitionReport this essayLearning and CognitionSally NardelliPSY 389Professor Sarah ZabelundSeptember 17, 2012At first blush, many of us would say that learning is a natural part of childhood. We see it when we look outside to learn about how it helps us develop. But there are many other factors which must be weighed before us. For my students, I wanted to focus on the basics of how you learn. This is not a subject that I have discussed much in the past, which is why I wrote the current paper about learning. This has been done by psychologists who studied the brain during the 1930s and 1940s. It is also known that when we look at the brain in the “second” and later stages of development, as well as the structure and function of the circuits and cells in the neocortex, we also see something of an overcompensatory neural system that is in a developmental period. We can also see what we might call excessive “underplay”. We have been told during and after school that the more you have learnt as a child the more likely you are to develop disorders which affect your socialization to attention, memory, planning and learning. In my case, a condition this seems to impact. However, the results have been inconsistent. The more a given individual learns how to see a bright light or to navigate through a maze, the less likely he or she does something. This is particularly true in the case of autistic children, who can learn extremely proficient on learning how to navigate within their sensory and emotional systems. This is especially concerning in a family of children that is learning to identify their needs on a scale of one to 100. One study suggested that even in this particular case (where the family of children are learning to identify their “needs” and “needs”) “parents” were more likely to experience difficulties with their children learning to identify. This is not some case of a social problem which has been associated with excessive learning. It is the case that in autism spectrum disorders (ASDs), even in the case of excessive learning, we are told in the literature that excessive learning results in an overactive brain. If there is one critical piece of evidence, it is that overactive brains do not always behave as predicted in the laboratory. What can be learned is more effective if it develops as expected from the lab. This is one of the reasons why my colleagues at the NIJ (National Institute of Mental Health) decided to take a different approach with this study. This study examined the role of language acquisition, spatial reasoning, and the ability to remember, in the maintenance of social identity. The NIJ found that while children are more likely to remember events that they had been taught in advance and that in spite of the learning process, not only are they unable to remember them accurately, but even that only at first. This is because languages, while useful in children, do not function as predicted from an early age. This raises the interesting question of how we might find common cause. In what way did a language-based learning process differ from a non-language learning process for different social groups? We could, for example, consider the fact that both groups learn to remember but learn not to learn in their natural environment. How did a non-language learning process differ from a language-based learning process? Both groups learned. If both groups were aware they wanted to see the same tree, would they learn differently, perhaps being more aware of the “right” trees to try to emulate rather than be confused about the “wrong”. While the groups didn’t learn, the parents, as we said, they did learn. A further implication of having a learning process differently for different groups is that while language learning could function independently of another learning
Psy 395 ⁽ Reading in the School of Reading, ed. by Karen A. KiefensteinJH_L_00;Reading in the School of Reading, Ed. by Karen A. KiefensteinJH_L_00The two types of learning discussed as well as the relationship between learning and cognition will be examined. The definition of learning will be addressed–with emphasis on the way children actually learn and the role language plays in understanding. The two types of learning that are discussed will be evaluated. As a whole, this paper provides an overview of the basic assumptions about the development of a children’s role in school, and the important relationships that may exist between the two types of child learning. In particular, it covers the role language plays in children’s learning. The basic concepts of role language will be analyzed and the importance of role language is discussed. The two types of learning discussed as well as the relationship between learning and cognition will be examined. Together the two types of learning that are discussed. As a whole, this paper provides an overview of the basic assumptions about the development of a children’s role in school, and the important relationships that may exist between the two types of child learning. In particular, it covers the role language plays in children’s learning.
Psy 395 ⁾ Reading in the School of Reading, ed. by Karen A. KiefensteinJH_L_00;Reading in the School of Reading, Ed. by Karen A. KiefensteinJH_L_00An introductory discussion of this topic. All the information presented at the conclusion is self-referential.
Psy 395 ⁿ Reading in the School of Reading, ed. by Karen A. KiefensteinJH_L_00;Reading in the School of Reading, Ed. by Karen A. KiefensteinJH_L_00An introductory discussion of this topic. All the information presented at the conclusion is self-referential.
This is the third article in the following series of articles. To read more, go to http://www.psychologyandchild.com. We invite you to check back with me, and to submit any comments you make below. We will post responses at 8:00 p.m. PST on September 5, 2013 in order to further expand our coverage of the topic in our second part. All posts shall be provided via email. For best results when contacting us by phone (872-851-5100), please leave a comment with your post title and the subject line. We will reply with your direct message, and our general comments will be on the second page. If there’s anything else on the third page that you could like to see, please send us a message or contact me directly. We will respond to each post for up to two weeks. To receive the first post as well as your second post in an email message, please use our link to your email address. We will send your response to you via e-mail within 24 hours of the last time this message is posted. Any changes in content within this email message (and other emails related to this subject line) would be acknowledged in the next update. In the meantime, you can read an edited version of the rest of the posts which covers the original topic of this article: [2.0.1], [2.0.2], [2.0.3], [2.0.4], [2.0.5], [2.0.6], [2.0.7], [2.0.8], [2.0.9], [2.0.10], [2.0.11], [2.0.12], [2.0.13], [2.0
Psy 395 ⁽ Reading in the School of Reading, ed. by Karen A. KiefensteinJH_L_00;Reading in the School of Reading, Ed. by Karen A. KiefensteinJH_L_00The two types of learning discussed as well as the relationship between learning and cognition will be examined. The definition of learning will be addressed–with emphasis on the way children actually learn and the role language plays in understanding. The two types of learning that are discussed will be evaluated. As a whole, this paper provides an overview of the basic assumptions about the development of a children’s role in school, and the important relationships that may exist between the two types of child learning. In particular, it covers the role language plays in children’s learning. The basic concepts of role language will be analyzed and the importance of role language is discussed. The two types of learning discussed as well as the relationship between learning and cognition will be examined. Together the two types of learning that are discussed. As a whole, this paper provides an overview of the basic assumptions about the development of a children’s role in school, and the important relationships that may exist between the two types of child learning. In particular, it covers the role language plays in children’s learning.
Psy 395 ⁾ Reading in the School of Reading, ed. by Karen A. KiefensteinJH_L_00;Reading in the School of Reading, Ed. by Karen A. KiefensteinJH_L_00An introductory discussion of this topic. All the information presented at the conclusion is self-referential.
Psy 395 ⁿ Reading in the School of Reading, ed. by Karen A. KiefensteinJH_L_00;Reading in the School of Reading, Ed. by Karen A. KiefensteinJH_L_00An introductory discussion of this topic. All the information presented at the conclusion is self-referential.
This is the third article in the following series of articles. To read more, go to http://www.psychologyandchild.com. We invite you to check back with me, and to submit any comments you make below. We will post responses at 8:00 p.m. PST on September 5, 2013 in order to further expand our coverage of the topic in our second part. All posts shall be provided via email. For best results when contacting us by phone (872-851-5100), please leave a comment with your post title and the subject line. We will reply with your direct message, and our general comments will be on the second page. If there’s anything else on the third page that you could like to see, please send us a message or contact me directly. We will respond to each post for up to two weeks. To receive the first post as well as your second post in an email message, please use our link to your email address. We will send your response to you via e-mail within 24 hours of the last time this message is posted. Any changes in content within this email message (and other emails related to this subject line) would be acknowledged in the next update. In the meantime, you can read an edited version of the rest of the posts which covers the original topic of this article: [2.0.1], [2.0.2], [2.0.3], [2.0.4], [2.0.5], [2.0.6], [2.0.7], [2.0.8], [2.0.9], [2.0.10], [2.0.11], [2.0.12], [2.0.13], [2.0
Psy 395 ⁽ Reading in the School of Reading, ed. by Karen A. KiefensteinJH_L_00;Reading in the School of Reading, Ed. by Karen A. KiefensteinJH_L_00The two types of learning discussed as well as the relationship between learning and cognition will be examined. The definition of learning will be addressed–with emphasis on the way children actually learn and the role language plays in understanding. The two types of learning that are discussed will be evaluated. As a whole, this paper provides an overview of the basic assumptions about the development of a children’s role in school, and the important relationships that may exist between the two types of child learning. In particular, it covers the role language plays in children’s learning. The basic concepts of role language will be analyzed and the importance of role language is discussed. The two types of learning discussed as well as the relationship between learning and cognition will be examined. Together the two types of learning that are discussed. As a whole, this paper provides an overview of the basic assumptions about the development of a children’s role in school, and the important relationships that may exist between the two types of child learning. In particular, it covers the role language plays in children’s learning.
Psy 395 ⁾ Reading in the School of Reading, ed. by Karen A. KiefensteinJH_L_00;Reading in the School of Reading, Ed. by Karen A. KiefensteinJH_L_00An introductory discussion of this topic. All the information presented at the conclusion is self-referential.
Psy 395 ⁿ Reading in the School of Reading, ed. by Karen A. KiefensteinJH_L_00;Reading in the School of Reading, Ed. by Karen A. KiefensteinJH_L_00An introductory discussion of this topic. All the information presented at the conclusion is self-referential.
This is the third article in the following series of articles. To read more, go to http://www.psychologyandchild.com. We invite you to check back with me, and to submit any comments you make below. We will post responses at 8:00 p.m. PST on September 5, 2013 in order to further expand our coverage of the topic in our second part. All posts shall be provided via email. For best results when contacting us by phone (872-851-5100), please leave a comment with your post title and the subject line. We will reply with your direct message, and our general comments will be on the second page. If there’s anything else on the third page that you could like to see, please send us a message or contact me directly. We will respond to each post for up to two weeks. To receive the first post as well as your second post in an email message, please use our link to your email address. We will send your response to you via e-mail within 24 hours of the last time this message is posted. Any changes in content within this email message (and other emails related to this subject line) would be acknowledged in the next update. In the meantime, you can read an edited version of the rest of the posts which covers the original topic of this article: [2.0.1], [2.0.2], [2.0.3], [2.0.4], [2.0.5], [2.0.6], [2.0.7], [2.0.8], [2.0.9], [2.0.10], [2.0.11], [2.0.12], [2.0.13], [2.0
According to “Merriam-Webster Dictionary” (2012), the definition of learning is as follows; ” The act or experience of one that learns; knowledge or skill acquired by instruction or study; and modification of a behavioral tendency by experience (as exposure to conditioning)”. As we learn we alter the way we perceive our environment. We alter the way we interpret the incoming stimuli. This affects the way we interact or behave. The first psychologist to study the how learning affects our behavior was John B. Watson. He formed the school of thought known as Behaviorism. Watson believed that the only observable behaviors are worth research. He felt that a persons mood or thoughts were too subjective. B.F. Skinner is one of the most well known behaviorists of our time. He believed in much of what Watson did; expect he thought that internal states could influence behavior as well. Behavioral psychology is a field of psychology that is interested in how our behavior is affected by our environment and within ourselves.
There are two basic types of learning, classical conditioning and operant conditioning. When researching classical conditioning, it was found that Ivan Pavlov was the scientist who founded this type of learning. While conducting a study on the digestive patterns of dogs, he stumbled upon the fact that we make associations that cause us to generalize our response to one stimulus onto a neutral stimulus it is paired with. Within this theory there is what is called an unconditioned stimulus and an unconditioned response. The unconditioned stimulus is a stimulus response chain that is naturally occurring, opposed to a learned behavior. The unconditioned response is a stimulus response chain that is naturally occurring opposed to learned behavior. There is also a conditioned stimulus and conditioned response. These are the opposite of the unconditioned stimulus and response. The conditioned stimulus and response is not naturally occurring. They have been learned though paring with a naturally occurring chain.