How can we use learning and memory theories and research to memorize important information and create more effective study techniques?

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STRATEGIES FOR ENHANCING LEARNING AND MEMORY

We have explored strategies for enhancing learning and memory in several ways, answering questions like:

  • How can we use learning and memory theories and research to memorize important information and create more effective study techniques?
  • What is the best way to store information in long-term memory?
  • What are some strategies we can use to help us get information out of long-term memory when we need it?

Using course readings, supplemental scholarly literature, and other relevant sources as a basis, develop a presentation on strategies for improving learning and memory.

Assignment Instructions

  1. Develop your presentation using Power Point, Prezi, or a similar alternative file format.
  2. Your presentation will be in two parts:
    • Part 1: Focus on three techniques for enhancing learning and memory. These are general techniques that can be used with anyone, including yourself!
    • Part 2: Focus on memory techniques for a specific population you plan to work with (such as children, older adults, autistic individuals or another special needs population).
  3. The length of your presentation should be 10–15 slides (not including the title page and references).
    • Slides should contain bullet points or brief phrases as well as images (topic-related pictures or clip art) on select slides. Optionally, you may also insert short video clips.
    • You are also required to use the notes section to include expanded details that elaborate on the slides.
  4. Use your course resources and at least three peer-reviewed and scholarly resources (no more than five years old) to help support your presentation.
  5. Review the Strategies for Enhancing Learning and Memory Scoring Guide as you work through this assignment to ensure that you complete all required elements.

The following resources will help you locate sources to support your ideas and cite them appropriately using APA style:

Self-Evaluation

When you have finished your presentation, write a separate, one-page self-evaluation of your work compared to the scoring guide criteria.

  1. Ensure that you have completed all assignment requirements (ideally at the distinguished level).
  2. Evaluate your performance using the criteria in the scoring guide.
    • Compare and contrast your self-evaluation from the Week 5 assignment with the feedback provided by your instructor to align your personal evaluation with faculty expectations.
  3. Indicate the proficiency level you met for each criterion.
  4. Include the scoring guide (including comments) with your self-evaluation.
  5. Submit as a separate attachment when you submit your presentation.

Assignment Requirements

  • Written communication: Written communication is free of errors that detract from the overall message.
  • Sources: A minimum of three scholarly sources published within the past five years is required.
  • APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines.
  • Length: 10–15 slides (not including the title and references slides).

Write about what you remember from the lectures and from the textbook chapter.Write about what you learned

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Reflection Summary

Follow all instructions (the instructions are not suggestions; they are instructions).

Writing instructions:

1. This is a reflection paper.

2. You must write about ecology and Child Ecology of Teaching

3. Write about what you remember from the lectures and from the textbook chapter.Write about what you learned. Why it is important to you, and how you’ll use this new knowledge in your life, future classes, and or at the workplace.

Writing, Formatting, Rubric, and Submission Instructions

1. Do not use a cover page.

2. On the first line of your paper type your Name, Date, Course #, HW0 Reflection Summary

a. For example:

Barb McPherson, 1/1/2020, Psyc1000, HW0 Reflection

3. On the second line use a bold centered heading to label the topic you are writing about. Do this for both topics.

a. For example:

Chapter 25 Psychosocial Development

b. then left justified bold font the beginning of each subsection. The subsections are:

i. What I learned

ii. Why this is important

iii. How I will use this new knowledge in my (pick one: life, future classes, or work)

iv. Reference

4. Write using university-level writing, grammar, and organization.

5. Writing length is 800 words, ≈ 400 words per topic.

6. Including the headings and reference word count will be approximatly 830-880 words.

7. Use ‘Times New Roman’ 12-point font for the entire paper.

8. Use 1-inch margin all around and double space all writing. Do not include additional spacing beyond a double-spacing format.

9. At the bottom of your paper: include a reference for the textbook.

10. Check the syllabus for the due date. Must be submitted in Cougar Courses using the Turnitin link before the start of class on the due date. See late work policy.

Example format on next page

Barb McPherson, 1/1/2020, Psyc550: HW4 Reflection Summary

Chapter 25 Psychosocial development

What I Learned

Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements).

Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements). Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be.

Why this is important

Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements). Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements).

How I will use this new knowledge in my life (or future classes or work)

Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements). This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be.

Chapter 35 Toddler Cognitive Development

What I Learned

Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements).

Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements). Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be.

Why this is important

Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements). Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements).

How I will use this new knowledge in my life (or future classes or work)

Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Related to this new ability is deductive reasoning (in which one draws logical conclusions based on premises) as well as hypothetical thinking (thinking that involves “if-then” statements). This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been. Whereas children’s thinking is oriented to concrete events that they can directly observe, adolescents can think about what might be. This allows adolescents to think “counterfactually” – to think not only about how things are, but to think about what might have been.

Reference

Berns, R. M. (2016). Child, family, school

Identify three nursing care problems in order of priority

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A 35 year old female whose husband died six months ago was brought to the inpatient mental health unit suffering from depression. Reportedly, she had not gone to work in two weeks, not sleeping and neglecting herself. on her third day on the unit, she attempted suicide by hanging in her room

Identify three nursing care problems in order of priority

Briefly explain you reasons for this order

Then for each problem construct a care plan that has

One short term goal (with timeframe)

One long term goal (with time frame)

Minimum three inertventions per problem (with rationale)

“Literature reviews, including research syntheses and meta-analyses, are critical evaluations of material that has already been published.

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ccording to the APA manual (p. 10),

“Literature reviews, including research syntheses and meta-analyses, are critical evaluations of material that has already been published. In meta-analyses, authors use quantitative procedures to statistically combine the results of studies. By organizing, integrating,and evaluating previously published material, authors of literature reviews consider the progress of research toward clarifying a problem. In a sense, literature reviews are tutorials, in that authors

  • define and clarify the problem;
  • summarize previous investigations to inform the reader of the state of research;
  • identify relations, contradictions, gaps, and inconsistencies in the literature; and
  • suggest the next step or steps in solving the problem.

The components of literature reviews can be arranged in various ways (e.g., by grouping research based on similarity in the concepts or theories of interest, methodological similarities among the studies reviewed, or the historical development of the field).”

For this assignment, you will create an annotated bibliography and an outline, two documents that will help you create your research paper due in week 7.

  • The annotated bibliography should be formatted using the example provided.  For this week you are only required to have 5 peer-reviewed articles in your annotated bibliography, but you will need a total of 10 articles for your first draft in Week 6 and your final paper in Week 7.
  • The outline should include your paper topic and the anticipated sections for your paper (no more than 3 main sections). Under each area include detailed information, including the purpose of that section in relation to the paper. This outline is not complete or final, but should provide enough detailed information so that you may receive helpful feedback for this paper.

Be sure to use APA format, including a cover page and reference section.  Include in-text citations to show what sources you will use for each section.

Problems facing capital punishment and my ethical position on capital punishment

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Problems facing capital punishment and my ethical position on capital punishment
3 page paper 4 page references, APA style on (topic).first page must include the problem the (topic) faces nowadays must include citations. 2,3 page is the ethical position (opinion) we take on the issue.. 4 page is references.

– reference page
– at least 6 different references
– apa format
– cover page

Consider the key socialization agents (culture, family, school, peers, media, or other societal influences) that influence gender development.

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There are several perspectives on how humans develop gender. Older perspectives that emphasized biological differences between males and females have given way to newer perspectives that account for the roles of both biology (e.g., hormones) and environment. When psychologists refer to the environment, they mean the social factors or socialization agents such as peers, family, school, and media, through which a person comes to understand and develop a gender identity. Although many perspectives are in agreement that socialization agents influence gender development, they differ in their conceptualizations of how, why, and to what degree this occurs.

These perspectives have been studied and formulated into theories. Freud led the way with psychoanalytic theories of gender development, suggesting early unconscious drives were the foundation of gender development. Social learning theories are founded in reinforcement and observational models suggesting that gender development is learned. Cognitive development theories suggest that gender differences develop by observation of gender consistencies, gender schemata, or gender scripts within a culture. Whatever the theory, gender roles differ in different cultures.

In this Assignment, you will analyze the gender development of an individual through the lenses of two gender development theories. You will also evaluate the relative strengths and weaknesses of the two theories in explaining the individual’s development.

To prepare

  • Consider the key socialization agents (culture, family, school, peers, media, or other societal influences) that influence gender development.
  • Consider the theories presented in the Learning Resources (biosocial theories, psychoanalytic theories, social learning theory, and gender-schema theory) and select two to use for this Assignment.
  • Interview an individual you know or complete a self-analysis regarding the key socialization agents (influences) in this person’s or your life regarding gender development. Use the questions in the document “Gender Analysis Questions” in this week’s Learning Resources to guide your interview or self-analysis.

Write a 2- to 3-page paper in which you do the following:

  • Briefly introduce the individual you interviewed (or yourself), including the person’s gender identity.
  • Summarize the key gender development socialization agents for this individual.
  • Identify the two theories you selected, and briefly summarize how each would explain the individual’s gender development. ((biosocial theories, psychoanalytic theories, social learning theory, and gender-schema theory) and select two to use for this Assignment.
  • Explain the relative strengths and weaknesses of each theory in explaining the gender development of the individual.

Identify at least two ways this information may affect a victim.

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National databases such as VINELink (Victim Information and Notification Everyday) provide updates regarding the incarceration status of offenders. By registering, victims receive updates when an offender is transferred, released, or leaves custody for any other reason. Victims can receive text messages, emails, or even phone calls regarding these updates.

Identify at least two ways this information may affect a victim.

In your replies to your classmates, illustrate additional resources that may be beneficial to victims, based on the initial post.

Essay topic: We started the semester by examining Descartes’ establishing of the centrality of the self, the ‘I think’ (or cogito).

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Please help me to write 3 pages essay. Essay topic: We started the semester by examining Descartes’ establishing of the centrality of the self, the ‘I think’ (or cogito). We have then looked at Leibniz’s formulation of the notion of an individual substance as singularity. With Spinoza and Nietzsche, we have seen the calling into question of the independent and sovereign individual, and thus in various ways a deconstruction of the self.  What do you make now of Kierkegaard’s problematization of the self, singularity, individuality, and existence? Do you agree with his emphasis on the concept of synthesis? What do you think of the concept of dignity of individuation as developed by me in Earthly Plenitudes? What is the effect of sovereignty and productivity on the self and singularity? Apply some of your insights to our societies and societal issues today at the local and/or global level.

Introduction to Kierkegaard and Existentialism: Anxiety and Despair.

• Reading: The Sickness unto Death, pp. 9-27(Highlighted part)

Finitude/Infinitude; Possibility/Necessity

• Reading: The Sickness unto Death, pp.28-85(highlighted part)

Singularity or the Dignity of Individuation

• Reading: Earthly Plenitudes, Introduction and Chapter One(highlighted part)

The politics of number: singularities

• Reading: Earthly Plenitudes, Chapter Five and Conclusion(highlighted part)

After producing your initial draft, the next important step in the creation of your story is to incorporate the elements of the craft of writing.

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Assignment: Second Draft

After producing your initial draft, the next important step in the creation of your story is to incorporate the elements of the craft of writing. Who is telling your story and why? What tone of voice do you intend to develop? Who are your characters and what do they sound like? Last week, you used the techniques of development to create a first draft from the outline and opening scene you wrote in Week 1.

In this Assignment, you will apply the craft elements of point of view, tone of voice, characterization, and dialogue to turn your first draft into a second draft.

Questions about this assignment? Post them in the Contact the Instructor area on the left navigation bar. That way, everyone in the class will see, and benefit from, the Instructor’s response.

To prepare for this Assignment:

  • Review the Final Project Introduction and Overview document in Week 1 Learning Resources.
  • Review the directions for uploading your assignment into Doc Sharing in the Learning Resources.
  • Review “Types of Point of View” from Chapter 3 in Shaping the Story and select a point of view that you will use for your short story. Complete “Progressive Writing Exercise #3: Choosing Your Point of View” on page 44. Decide who is telling your story and how formal or informal the narrator will be with the audience.
  • Review Chapter 6, “Characterization,” in Shaping the Story to select the characterizations you will use to create the characters of your short story.
  • Complete “Progressive Writing Exercise #6: Building Your Characters” on page 96 in Shaping the Story and present the protagonists of your story in action.
  • Review Chapter 7, “Dialogue,” in Shaping the Story to determine how your character will speak. Complete “Progressive Writing Exercise #7: Putting Words in Your Characters’ Mouths” on page 112 in Shaping the Story
  • Review Chapter 4, “Tone of Voice,” in Shaping the Story to select the tone you will use to set the tone of your short story.Complete “Progressive Writing Exercise #4: Finding the Right Tone of Voice” on page 63 in Shaping the Story to fine tune the voice you will use in your story.
  • Consider the effect you want to have on your audience.
    • What elements of writing will you use to provoke a reaction?
    • How can point of view, tone of voice, characterization, and dialogue help the reader identify with a short story?

The assignment:

  • Revise and write 3–5 additional pages to your first draft, culminating in a 5- to 8-page second draft of your short story incorporating the elements of point of view, tone of voice, characterization, and dialogue.

Formatting expectations:

  • Indent the first sentence of each paragraph. Block paragraphs are not acceptable for this assignment.
  • Your final document should:
    • Be in a 10- or 12-point font, such as Times New Roman or Verdana.
    • Be double-spaced throughout.
    • Have 1-inch margins for top, bottom, left, and right.
  • Review the directions for uploading your assignment into Doc Sharing in the Learning Resources.

This assignment will be peer reviewed by one of your colleagues in Week 4.

By Day 7

Submit your Second Draft.In order to receive full credit, all assignments are due on time. Should you encounter an unanticipated and uncontrollable life event that may prevent you from meeting an assignment deadline, contact the Instructor immediately to request an extension. Your Instructor’s contact information is in the Contact the Instructor area on the left navigation bar. For a full description of the late policy, please refer to the “Policies on Late Assignments” section of your Syllabus.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
  • Click the Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Your final paper will require you to develop a final action plan for your client avatar Diabetic Patient (profile attached).

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Your final paper will require you to develop a final action plan for your client avatar Diabetic Patient (profile attached). The action plan will require you to take into account the client’s health risk(s), diagnosis, psychosocial factors, and confidence in his/her ability to change, in order to outline the specific steps you would implement to promote behavior change.

The final plan will include five parts:

• Goals: Select one behavior that your client would like to change, and list five S.M.A.R.T. goals that are specific, measurable, attainable, realistic, and trackable for behavior change.

• Barriers: Assess psychosocial factors that may influence the client’s health, wellness, and treatment.

• Strategies to Address Barriers: Apply three counseling techniques and three motivational interviewing strategies to help the client overcome barriers to change. At least one of the counseling techniques must be implemented in a group setting.

• External Support: Discuss how you would incorporate the client’s family, spouse, or caregivers into the action plan. Next, identify three individuals to be a part of your client’s care team.

• Follow-up Plan: Describe how you will follow-up with the client to sustain healthy behaviors between visits and after termination. Recommend two social and/or environmental resources (e.g., peer-led groups, patient education classes) for ongoing support.

For this assignment, you will be creating an annotated bibliography that will later be used to reference and be included in your final action plan for your avatar. First, locate at least three scholarly sources from the university library applicable to the counseling interventions and behavior change models that you intend to reference in your final paper.  Second, locate two scholarly sources that address external support and aftercare plans. Lastly, explain why these resources would be appropriate for your client avatar Diabetic Patient.

Submit a two- to three- page annotated bibliography with your five scholarly sources.  Each source must include an APA formatted reference, as well as four to five well-developed sentences in which you summarize each source.  Use scholarly sources (peer-reviewed journal articles, research studies, and government websites) from the university library that were published within the last five years. Popular internet sites such as Wikipedia are not considered scholarly sources. You will receive feedback on your annotated bibliography to help you make your Final Paper more effective.

The Annotated Bibliography

• Must be two to three double-spaced pages in length (not including title and reference pages) and formatted according to APA style.

• Must include a separate title page with the following:

o Title of paper

o Student’s name

o Course name and number

o Instructor’s name

o Date submitted

• Must use at least five scholarly sources in addition to the course text.

• Must document all sources in APA style.

• Must include a separate reference page that is formatted according to APA style.