Learning and Cognition Handbook
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The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience.
The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.
- Socio-Cognition: Social Interactions in Learning
(ages 3-11, early and middle childhood).
In this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.
Information for each sub-construct will be presented in 500 to 700 words.
- Problem Solving
- Memory Development/Retention
- Lifelong Learning
- Domains and Domain Learning
- Affective Outcomes of Emotion
- Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)
At the minimum-Sources that have to be utilized: Any additional sources or references must be within the past 10 years
American Educational Research Association. (2011). Code of ethics [PDF]. Retrieved from http://www.aera.net/Portals/38/docs/About_AERA/CodeOfEthics(1).pdf
Bietti, L.M. and Castello, F. G. (2013). Embodied reminders in family interactions: Multimodal Collaboration in remembering activities. Discourse Studies: An Interdisciplinary Journal for the Study of Text and Talk ISSN: 1461-4456 Online ISSN: 1461-7080 Retrieved from http://resolver.ebscohost.com.proxy-library.ashford.edu
Bosacki, S.L. (2014). Brief Report: The Role of Psychological Language in Children’s Theory of Mind and Self-Concept Development. Psychology of Language and Communication, Vol. 18 DOI: 10.2478/plc-2014-0003Retrieved from http://search.proquest.com.proxylibrary.ashford.edu/docview/1528263759?accountid=32521
Kožuh, I., Jeremić, Z., Sarjaš, A., Lapuh Bele, J., Devedžić, V., & Debevc, M. (2015). Social Presence and Interaction in Learning Environments: The Effect on Student Success. Educational Technology & Society, 18 (1), 223–236. Retrieved from http://eds.a.ebscohost.com.proxy-library.ashford.edu
Martins, E.C., Oso rio, A., Veri ssimo, M. and Martins, C. (2016). Emotion understanding in preschool children: The role of executive functions. International Journal of Behavioral Development Volume: 40 Issue 1 (2016) ISSN: 0165-0254 Online ISSN: 1464-0651 Retrieved from http://resolver.ebscohost.com.proxy-library.ashford.edu
Smead, R. (2015). The Role of Social Interaction in the Evolution of Learning. The British Journal for the Philosophy of Science Retrieved from http://eds.a.ebscohost.com.proxylibrary.ashford.edu