Learning Strategies and Information-Processing Development Essay Example for Free

Learning Strategies and Information-Processing Development Essay Learning can be simply defined as the process that leads to relatively permanent change in behavior or potential change in a person’s behavior. Learning makes one change the way they perceive the environment, react to stimuli and interact. Cognitive psychology is a very important branch of modern psychology. The main focus of this approach is the memory-how information is stored and retrieved. Several theories have been developed with regard to this subject such as the stage theory (Atkinson Shriffin, 1968). The stage theory model is widely accepted since it proposes that information is processed and stored in three sequential stages i.e. â€Å"the sensory memory, short-term memory, and long-term memory† (Atkinson Shriffin, 1968, p. 90). In addition to this model other accepted theories include levels-of-processing theory proposed by Craik and Lockhart (1972), the parallel-distributed processing model and the connectionistic model. This paper examines how attention, memory, recognition and knowledge are related to various learning strategies. In addition, the paper discusses how visual-perceptual, motor and language relate to information processing development. Information processing development As stated in the introduction above, cognitive psychology forms an integral part of the discipline of psychology. The most widely used theory is the stage theory whose focus is on how information is stored in memory. Information is processed in three stages and this is done in a serial and scholastic manner. Another important theory is the â€Å"levels-of-processing† theory whose proposition is that the learner utilizes different levels of explanation as he or she processes in formation. A major advantage of the information-processing strategies is in their explicitness and accuracy in diving complex cognitive functions into distinct elements that can be easily studied. However, when it comes to analyzing cognition into its distinct parts; information processing fails to re-unite them into a general, comprehensive construct. In addition, most information processing tools such as computer models have lost touch with real-life learning experiences (Berk, 2009). Information processing approach towards cognition seeks to explain how the learner (children and adults) operate on the different types of information. Most scholars view the mind as a complex system (a type of computer) through which information flows and is manipulated. General models such as the store model by Atkinson and Shiffrin assume that information is stored in three parts of the brain for processing: â€Å"the sensory register, short-term memory, and long-term memory† (Berk, 2010, para.1). Craik and Lockhart (1972) level-of-processing model assumes that information is transferred from working memory to the long-term memory depending on the level processing. There exist several other information processing developmental models such as the Case’s theory which is a reinterpretation of Piaget’s theory of information processing model. Case views cognitive development as the increase in information processing capacity as a result of brain development which can be linked to more efficient learning strategies. Connectionism on the other hand explains information processing development as a result of learning strategies such as computer-simulated strategies which enhance; inter-connectivity of processing units that are well stratified just like the neurological structure of the brain. Siegler’s using his model of learning strategy choice argues that, learners always generate a number of strategies for problem solving, the more the experience, the more strategies are selected or discarded (Kail Cavanaugh, 2008). Attention is a critical factor when it comes to human thinking, it dictates the information that will be considered when undertaking a task. Attention is greatly enhanced during early and middle stages of childhood. Thus, improved attention makes one to be more adaptable, selective and organized. Enhanced cognitive reticence and efficacy of attentional learning strategies are pertinent to the fine-tuning of selective attention. The fine tuning of attentional learning strategies takes place in four stages: â€Å"production deficiency, control deficiency, utilization deficiency, and effective strategy use† (para.2). Whenever there is a problem with attention students would develop learning disorders. The argument here is that, when a student is learning a new concept, their attention needs to be focused on the new concept.   If they fail to fully pay their attention, it means that they will have a serious problem with the learning of the new information (Kail Cavanaugh, 2008). Memory strategies are said to improve with age, as children continue to develop various methods such as, organization, and elaboration. This increases the likelihood of storing information in working memory and its consequential transfer to the long-term knowledge bank. Thus, over childhood stages and even in adolescence, students’ recall steadily improves as knowledge is continually amassed and its organization is improved effectively. Childrens metacognitive abilities usually change from passivity to activity. A more productive view of mental functioning increases with the increase in awareness of information processing strategies, cognitive aptitudes, and task variables. Self-regulation cognitively develops gradually during childhood and adolescence stages. Recently, scholars of information-processing have focused their attention towards academic learning of children (Berk, 2009). Visual-perceptual, motor and language relation to information processing development A visual-perceptual skill is simply the brain’s ability to process information as seen.   Previously, most scholars had assumed that a deficiency in visual-perceptual skills was directly linked to the malfunctioning of the eye.   That is having a poor physical vision or poor muscle control in the eye. However, the presence or absence of physical vision has nothing to do with visual perceptual. Instead, visual perceptual refers to the ability of the brain the receiving of visual information, its interpretation, organization, storage, and transmission Thus, if a student’s brain is not properly storing information, recall will definitely be poor. This directly affects the student’s ability to concentrate and read since he or she has a slow recall of words. The slowing down of recall can also have a negative impact on their mathematical abilities let alone their fluency in speech and reading (Smith 2004). Language and phonological processing abilities are affected by the student’s ability to store, process, and retrieve information.   Usually language and phonological problems are rooted to reading disorders.   Many students with reading disorders have difficulty storing, processing, and retrieving information.   A normal student’s left brain hemisphere becomes dominant when they are carrying out tasks involving language processing (Berk 2009). A student’s motor skills are also an important factor when discussing about learning strategies.   Children will learn from their interaction with the environment; this ability is affected hindered by a child’s motor or verbal skills, a child will learn better when their motor skills are well developed.   This can be observed in a math class.   A conventional practice in the learning of fractions is the use of multiplication.   A student with a problem with their motor skills will have a problem with the use of manipulatives.   Thus they will definitely have it rough when it comes to the learning of fractions (Berk, 2010). Conclusion This paper argues that there exist several other information processing developmental models such as the Case’s theory which is a reinterpretation of Piaget’s theory of information processing model. Case views cognitive development as the increase in information processing capacity as a result of brain development which can be linked to more efficient learning strategies. The most widely used theory is the stage theory whose focus is on how information is stored in memory. Learning strategies such as memory strategies are pertinent to the process of information development. Information processing approach towards cognition explains how the learner operates on various kinds of information. The mind is a complex system (a type of computer) through which information flows and is manipulated. Deficits in information processing skills have negative impacts on a student’s ability to learn effectively. This is attributed to the reason that all learning is relatively cumulative.  Thus, problems in learning should be detected early in enough and solved otherwise; they would get worse with advancement of age.

PALM WINE :: essays research papers

â€Å"Palm Wine† is a story of an anthropologist named Bertrand that traveled to Senegal on a graduate fellowship to collect proverbs from its people (McKnight 35). The miscommunication, lack of understanding, and appreciation for the people of Senegal caused alienation between them and Bertrand. I believe that if Bertrand went to Senegal with an absorbent mind frame and stuck to his academic responsibilities, he would have fulfilled his purpose and came out of this journey with a new found respect and some proverbs.   Ã‚  Ã‚  Ã‚  Ã‚  The language barrier between Omar, Bertrand and Doudou caused indifference between them. I notice that when you don’t like a certain person you tend to tune them out and only pick up a portion of what is being stated. Even though Omar’s â€Å"English was relatively poor† it was clear that Bertrand â€Å"didn’t really like him† (McKnight 36). Doudou felt offended to be studied like rats in a laboratory without being asked. He and his people felt disrespected and felt as if people of Bertrand’s profession â€Å"steal from them† (McKnight 40). In a sense, I think they mean that they steal their culture by writing in books what they perceive and not what the culture of traditions are really about.   Ã‚  Ã‚  Ã‚  Ã‚  Bertrand was already behind â€Å"because of a lengthy bout of malaria† (McKnight 35). Knowing this, he should have been more prepared and geared up to collect the Wolof proverbs. He was caught up in this idea and desire to acquire this palm wine. A yearn that he obtained from reading â€Å"The Palm-Wine Drunkard in college† (McKnight 35). Bertrand knew that his intentions on getting a hold of some proverbs were low on the list compared to getting some palm wine. He stated, â€Å"I took my pad, pencils, and tape recorder along, knowing I wasn’t going to use them† (McKnight 35).   Ã‚  Ã‚  Ã‚  Ã‚  I feel that Bertrand did look at anthropology as being â€Å"the study of primitive cultures†(McKnight 39). He didn’t appreciate it as a culture rich in tradition but as a place yet to be civilized. He wasn’t taking in the people and their customs and way of life; he only wanted what they could offer that could calm his thirst which was the palm wine.   Ã‚  Ã‚  Ã‚  Ã‚  Once he attained the palm wine and realized that this wine that the Drinkard â€Å"soujourns through many cruel and horrifying worlds to in order in try to retrieve† (McKnight 35) is an â€Å"acquired taste† (McKnight 39).

Lv Ptlls

The purpose of assessment falls into 5 main categories. Initial, (at the beginning) diagnostic (example: testing for existing knowledge), formative, (ongoing) summarize (at the end) and passive (self). Gravels states, Assessment is a regular process: it might not always be formalized, but you will be observing what your learners are doing, asking them questions, and reviewing their progress. So why do we actually assess learners?Gravels (2012) argues that â€Å"It enables you, the assessor, to ascertain if you the learner has gained the required skills ND knowledge needed at a given point towards a course or qualification†. Further reasons to asses are that assessment can highlight weakness and highlight strengths, it is also an excellent piece of feedback for both students and teachers which can be used for a review also. The first assessment that should take place should be an initial assessment. This will ensure that the learner is on the right course.Gravels (2012) states that if you place the learner on a course qualification they may not achieve, it is placing them at a distinct disadvantage. Completing an initial assessment goes however also have positive aspect, if the learner shows a lack of knowledge in a specific area the teacher would be able to plan for specific need and make arrangements for future learning, therefore promoting equal opportunities by allowing a range to different ability learners to complete the program.CAD (2012) describes an initial assessment as â€Å"Initial assessment of each newly arrived pupil's learning helps teachers consider the pupil's specific needs and plan opportunities that will help remove any barriers to learning they might have†. Formative assessments are always ongoing throughout a course, it will roved opportunities to adapt learning to the students needs, it will also highlight any weakness that may need to be addressed, thus improving learning. In a care job this may be done by supervisions, wat ching how people work.Guidance and support should be given on any areas they are no so good at. Constructive feed back in many opinions are best to use. Just like a driving test many fail first time yet more than 95% of those who attempt eventually pass. (Petty 1 998) Summarize assessments sums up what a candidate can do, a summarize assessment usually leads to a pass or fail situation. However, an NV is scribed as a â€Å"competence-based qualifications. They reflect the skills and knowledge needed to do a job effectively, and show that a candidate is competent in the area of work the NV framework represents. CAD (2012). A disadvantage of this type off assessment is that an NV is a qualification you should not fail you are given time to pass and are allowed to practice and make mistakes this may imply that failure is k, and that you can just to start again but in care a job should be done first time and no mistakes should be made, this would be an ideal world but after all we are human and mistakes re made. That is where an NV has its advantages it allows you to make mistakes and try again and by doing this you are constantly learning and you become more competent in what is to be done.For effective learning to take place it is important to involve the learner in the assessment process. Initially this could be done by sharing and clarifying the assessment process with the learner ensuring they understand what the assessment criteria is and how they can meet that criteria. After the assessment it is important to give the learner useful feedback that they can fleet on and actions that they could take for further assessments. Gravels states â€Å"All Learners need to know how they are progressing and what they have achieved.F-dieback will encourage and motivate them†. Giving Feedback is an essential part of the assessment cycle, feedback shows and encourages both learners and trainers how they are progressing. It is not a criticism and should be helpful to learners to understand their behavior and actions. Scales (2008) states â€Å"The willingness of learners and teachers to give and receive feedback is at the heart of formative assessment'. The feedback sandwich is a well trusted and standard model of delivering feed back.The trainer should first ask learners for self assessment followed by trainers positive recognition Of achievements and strengths on top. Feedback should be neither too extensive nor brief and if there are many areas of change a learner need to address, a maximum of only 3 should be given initially, so the learner is not overwhelmed. Feedback being a two way process should be delivered in a positive manner, be it verbally, written or electronically. Its delivery should be descriptive, instructive and targeted specifically at the learners areas of development in order to motivate them.Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Questions must be asked thought or as learning is ongoing to ensure there is an understanding. Peer and self assessment are a great way of involving learners as it allows them to give constructive feedback. Self and peer assessments are always ongoing. Looking at gaps and what else needs doing. Improving own knowledge and looking at difficulties. Discuss with others who can support you to over come things.Encourage sharing of knowledge and Information. Self-assessment plays an important part in enhanced learning as by making the learner think about their own strengths and weaknesses it enables them to highlight those areas of skill or knowledge on which they need to work. Learners can also be used as a learning resource explaining something to another student for example or by giving peer feedback, by getting the learner to take on the teacher's role it makes them think about their own knowledge and how to get that knowledge across thereby promoting self- assessment.Peer assessment really helps the rapport of the group as they are working together by giving constructive criticism and points for development. Peer and self-assessment, where students assess each other and themselves, can encourage students to take greater responsibility for their learning, for example, by encouraging engagement with assessment criteria and reflection of their own performance and that of their peers. Through this, students can learn from their previous mistakes, identify their strengths and weaknesses ND learn to target their learning accordingly.Getting students to become more active in their learning in this way can help to alter the perception of learning as being a passive process whereby students listen to you and absorb the information in order to regurgitate during a subsequent assignment. If students are participants rather than ‘spectators', they are more likely to engage with their learning. For peer evaluation to work eff ectively, the learning environment in the classroom must be supportive.Students must feel comfortable and trust one another in order to provide honest and constructive feedback. Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback. Assessment methods vary greatly and each have their own strengths and weaknesses.A test or questioning would be two good initial assessments as they can be used to gauge how much prior knowledge a learner has. They could also be used as formative assessments comparing the answers to the earner's earlier answers to measure how far they have progressed. Limitations of tests and questioning can be some people can crumble at tests. Know it all but cannot get it down onto paper also may find it difficult to expla in. Tests may cause anxiety and cause people to feel pressured. May only allow for specific answers without chance to expand.Tests and certain types of questioning may not be suitable due to barriers. Lack of confidence or even ability to read can affect the person. Other support may be needed to allow them to complete the task. An observation makes for a good formative or summarize assessment as it ivies the learner the opportunity to demonstrate the skills and or knowledge they have gained, the drawback of an observation however is that the natural behavior of anything being observed is likely to be altered by the observation.Assignments are another method of assessment, again they give the opportunity for the learner to demonstrate knowledge and can be used either as a formative or summarize assessment. However they can be very intimidating if the learner struggles with putting concepts into words. Historically exams were used as a means of summarize assessment, when regained cor rectly an exam is difficult to cheat and a good way to measure knowledge, the drawback however is that not everyone is suited to sitting exams.Nerves, environmental factors even the quality of sleep the night before could all affect the results. Another useful assessment tool is the learning journal (can be formative and summarize) used in part by the author. This informative method can be used by either learners or trainers. It reinforces learning points by listing, promotes creative thinking by asking learners/trainers to compile a tool kit of materials or ideas. It also allows reflection on learning and empowers learners to express any concerns they may have or what personal development needs they may aspire too.Limitations can include not having correct information to begin with, information must be needs to be factual and concise. Not everything can be documented/recorded. One of the major disadvantages of journals, logs and portfolios is the difficulty some students experience , through lack of familiarity and practice, with writing reflectively. The superficial accounts of events that can result from this have little educational alee – for either the assessor or the assessed student.Record keeping is the documentation of information imparted in regards of codes of conduct, over time they are the evidence of what the learner has achieved and will also show what other knowledge needs to be provided. Records are usually kept on paper files and/or electronically; Good, accurate records are important for teachers, learners, verifiers, training providers, and inspectors and for employers as they can keep a track on the individual's development and progress as well as in the teachers/college performance ND professionalism in delivering the subject.Additionally, it is a legal requirement to keep accurate and up to date records on learners as it serves as a clear channel for external, as well as internal, audits; providing accurate and up to date records i s to prove and account for the training/lesson effectiveness and the progress of learners or even special needs for other learners. An example is records of course/ lesson attendance will show up gaps in knowledge. Records should identify if further action is required and, if so, a record of the action should be completed. Assessment forms will operate in a similar way.

Addiction Models - 988 Words

Effective Components in Determining Substance Use Behavior Crystal Ramsey Liberty University Effective Components in Determining Substance Use Behavior Addiction is regarded as having a multitude of causations and contributing factors. No single specific component or model can accurately predict a person’s substance use behavior (Clinton amp; Scalise, 2013). Substance use disorders are a reflection of the impact of person-specific biological, psychological, and social influences. Understanding an individual’s spiritual beliefs and the role spirituality plays in a person’s susceptibility to addiction is also necessary. If a spirituality component is absent in a persons life, addiction could fill that void (Doweiko, 2015). Substance†¦show more content†¦Social The social model of addiction tries to recognize and repair systematic problems within society that could impact a person’s choice about substance use (Doweiko, 2015). Cultural, environmental, and family components of a person’s life are all a part of the social model. These influences can either enable the development of addiction or increase resistance against addiction. For instance, in distinct cultures and environments, the manufacture, sale, and distribution of illicit drugs are considered as acceptable behaviors for a person to prosper and gain respect (Doweiko, 2015). Social aspects such as poverty, community immersion, unemployment, and family structure either influence or guard the person from substance abuse. Identification of adverse social influences so that these concerns can be attended to will decrease the probability of the individual relapsing or the continued abuse of substances (Doweiko, 2015). Disease of the Human Spirit Disease of the human spirit does fit within the bio/psycho/social models. The spiritual model of addiction indicates that substance use and abuse is the result of a spiritual weakness within the person. Every addiction is a disease of the spirit (Doweiko, 2015). People that have a deeper involvement with the church have a decreased risk of developing an addiction. Spiritual development includes the acknowledgment of the pain and sufferingShow MoreRelatedModels of Addiction Essay822 Words   |  4 PagesModels of Addiction SUBS 505 Models of Addiction The three models of addiction examined in this week’s readings include the medical model, the psychosocial model, and the disease of the human spirit model. The medical model â€Å"rests on the assumption that disease states are the result of a biological dysfunction, possibly one on the cellular or even molecular level† (Doweiko, 2012, p. 333). Many consider this model and â€Å"maintain that much of human behavior is based on the interaction between theRead MoreAddiction : The Moral Model Of Addiction Essay2483 Words   |  10 Pagesdoes the disease model of addiction differ from the moral model of addiction? 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