Learning and Development Critique

Learning and Development Critique

The Modified Behaviorist Approach

My modified behaviorist approach to my learning outcome is learning the effects on conditioning and cognition constructivism, assimilations, equilibration, and motivation. It help us understand the way we learn and evaluate our outcome of a theory. Cognition develops stage to stage adaptive modes of thinking and reasoning. It is a process concept to understanding evolution and cognition. For example, I have two cousins; they are a set of twins. They are totaling different. Their behavior is modified and learned. Their behavior is genetic and learned through the environment. Basically, you have to use instruction to emphasis the cooperation in learning. Learning outcomes controls the thoughts, behaviors, emotions, and physical change of the brains.
Create this approach in light of the biological basis of learning and memory Learning and memory are closely related concepts. Learning is the acquisition of skill or knowledge, while memory is the expression of what you’ve acquired. Another difference is the speed with which the two things happen. If you acquire the new skill or knowledge slowly and laboriously, that’s learning. If acquisition occurs instantly, that’s making a memory. People learn and memory information using learning styles. It concentrates process and remembers new and difficult information. Memory operation has four functions which is to hear and read material, cram the information, recall the information and give excellent retention.

Humans have many learning and memory systems. The major system are procedural, perceptual representation semantic (PRS), primary and episodic. They are classification with memory proposed. It is investigated by cognition information processing researchers. It includes subsystems that distinguished from systems by different kinds of information. They are presumed to process. Procedural is the performance system. It involves in learning both motor skills and cognition skills. It is simple conditioning and simple associative learning. The context of artificial intelligence development, procedural knowledge is used to describe programming that indicates how to do something for an artificial intelligence. This type of programming includes a number of different procedures the artificial intelligence could perform, and then allows the system to complete those tasks. In a declarative knowledge based artificial intelligence, the system knows what it could do, rather than specific procedures, and then a secondary program utilizes the proper knowledge in an effective way. Perceptual representation semantic (PRS) involved visual word form and the auditory word form. The structural description is implicated. It is consist of spatial and relational that is implicated. Another term is generic, factual, and knowledge. Motivated by the shortcomings of contemporary work, that integrates elements of Lang's conceptual representation of objects' perceptual and dimensional characteristics. Potential field model is the object proximity that originated in manipulator and mobile robot path-finding of how a human think. It is nondeclarative process. Primary is the first, earliest, fundamental and principal of learning and memory. Primary is considered as a working process. It consists of visual and auditory. The visual work is to pertain to the sense of sight used to enhance presentation. An auditory is pertaining to the sense of hearing of the presentation. This is when your brain comes to having fun to learn. Episodic is consisting of personal, autobiographical and event memory. It is explicit to the memory of learning process. It helps cognition represent the storage with the working memory distinctive. It is one event in series of related events. The notable incident in episodic help determine entire brain participating in learning and memory. The biological basis for language learning uses the approach of neurophysiology of learning. It studies the capabilities of brain-damaged. Also, it studies the capabilities of a human that is obvious and unquestioned component. It uses language to test special biological adaptations requirements. Language is acquired through the process of operant conditioning through behaviorist. The Cognitive Development and the brain ask the primary question of interest. The behaviorist put the biological factors to stock, arguing that development can be fully understood in environmental terms. Some cases suggested maturation of brain systems what is the responsibilities for limitation to children working memory to an adult. The four conceptual models that are suggested fixed circuitry, critical periods, plasticity and modularity. They provide working framework that is used to cognitive development and the brain. The fixed circuitry and the critical periods is normal prenatal development. It uses cell mitosis results to determine genesis waves of neurons. The critical can occur before and after birth. That means brain not fully developed. Plasticity develops through nervous system which rule rather than exception. The modularity is the conceptual memory offers the difference between memories that are lost or retained with brain damaged. It proceeds through the seven domains such as languages, music, logical-mathematical reasoning, spatial processing, bodily-kinesthetic activity, interpersonal knowledge and intrapersonal knowledge. This sums up one’s intelligence. Modular organization seems to be a universal rule for disposition of connections in the cerebral complex. The cognitive development is activated in any domain is cultural context. The biological potential is implicated by cultural factors within the environment. The evolutionary psychologists help to provide link between the neurophysiology of learning and the sociobiology of learning.
Critique this approach through the Lens Motivation and Self-Regulation in Learning Motivation is the psychological feature that arouses an organism to action toward a desired goal and elicits, controls, and sustains certain goal directed behaviors. It is consider a desired goal. For example, hunger is a motivation that elicits a desire to eat. Motivation has been shown to have roots in physiological, behavioral, cognitive, and social areas. Motivation can be rooted in a basic impulse to optimize well-being, minimize physical pain and maximize pleasure. It can also originate from specific physical needs such as eating, sleeping or resting, and sex of humans. Motivation plays a major role in self regulated learning. Motivation is needed to apply effort and continue on when faced with difficulty. Self-regulated learning is processes by which individual learners attempt to monitor and control their own learning. There are many different models of self-regulated learning that propose different constructs and processes, but they do share some basic assumptions about learning and regulation. The first assumption is called the active. It is the constructive assumption that follows from a general cognitive perspective. That is, all the models view learners as active constructive participants in the learning process. The second assumption is the potential for control assumption. All the models assume that learners can potentially monitor, control, and regulate certain aspects of their own cognition, motivation, and behavior as well as some features of their environment. It doesn’t mean that individuals will monitor and control cognition, motivation, or behavior at all times or in all contexts, rather just that some monitoring, control, and regulation is possible. The model recognizes biological, developmental, contextual, and individual difference constraints that can impede or interfere with individual efforts at regulation.
The third assumption is models of self-regulated learning are the goal, criterion, or standard assumption. All models of regulation assume that there is some type of criterion or standard goals against which comparisons are made in order to assess whether the process should continue as is or if some type of change is necessary. Learning assumes that individuals can set standards or goals to strive for in their learning, monitor their progress toward these goals, and then adapt and regulate their cognition, motivation, and behavior in order to reach their goals. The fourth assumption is the models of self-regulated learning are that self-regulatory activities are mediators between personal and contextual characteristics and actual achievement or performance. The individual models are self-regulation processes that mediate the relations between the person, context, and eventual achievement. The characteristics of the classroom environment can shape the achievement with self-regulation. Motivation and self-regulation in learning is curiosity and interests, goals of goals orientations origins include self-efficacy beliefs. It depends on enactive mastery experiences, vicarious experiences, verbal persuasion, psychological states and integration of efficiency information. The conditions for continuing motivation and self-regulation are satisfying expectations, making attributions, monitoring progress and managing the teaming environment. The strategies of each component can contribute to the process of motivating learners. ARCS stand for A Model of Motivational Design. ARCS strategies are gain and sustain attention, enhance relevance, build confidence and generate satisfaction. ARCS come from attention, relevance, confidence and satisfaction. It design process is analyze the audience, define motivational objectives, design a motivational strategy and try out and revise as necessary. Elementary teachers used the four categories of ARCS to pertain to relevance bore the strongest positive relationship to on going task behavior that is important. Motivational design process help teachers provide and design instruction with effective meaning to enhance motivation and draw personal experience using the models. Create a modified approach to achieving the desired learning outcome

I provide a presentation to the parents and educators with ideas helping children and teenagers develop internal motivation and engagement with behaviors techniques. It will focus on the brains motivation systems and physiological and executive dysfunction factors. Let them discover what they want, set as their goals and develop the delf-discipline necessary to achieve their goals. I will stress a strong emphasis to find motivation rather than trying to find motivation. I work with students that refuse to do any work. So, I create a Plan B strategy. These students are very bright and learn quickly but I struggle to get them to listen, think and work. I ask my students what they wanted to do, they suggested playing a game. So, I suggested a memory game. We played “Now You See It. Now You Don’t”. I got a large plate and place 5 to 10 objects on the plate. I cover it up with a towel. I told them remember what you see and how many. I give them a minute to study the objects. Then, after everyone has look and study. I ask them to rise their hand one at a time to say how many and what they saw. Basically, I am teaching subject memory techniques. We continually playing the game and change it up a little and I remove objects to see you can still get it right. We will play a game call “Simon Says.” The kids will have to do what you hear or see when it says “Simon Says”. Then, I will perceive with the memory test. They will remember and say the face pattern I did. This is when I will implicate ARCS. It will build their attention, relevance, confidence and satisfaction. I will help enhances the curiosity and interest. We will have achieved of goal and goal orientation.

Reference:
“What are the memory systems of 1994?” by D. L. Schacter & E. Tulving, in D.L. Schacter & E. Tulving (Eds), Memory Systeming 1994 Cambridge, MA: MIT Press, 1994
Learning and Memory, http://www.apa.org/topics/index.aspec
Artificial Intelligence Review, 1994 volume 8, Issue 2-3 pp. 147-158 http://www.learningandthebrain.com/event-131/Executive-Skills-for-School-Success/Specials-Working Driscoll, Marcy Perkins. Psychology of learning for instruction/ Marcy P. Driscoll-3rd ed.

Motivation - Self-regulated Learning - Regulation, Strategies, Control, and Students - StateUniversity.com http://education.stateuniversity.com/pages/2249/Motivation-SELF-REGULATED-LEARNING.html#ixzz2LrRaS2X9