Bases for Learning and Teaching Our code Outcome LLUK code Assessment criteria Evidence Location Tutor use 2.1.1 Understand the application of theories and principles of learning and communication to inclusive practice. U3 1.1 Identify factors affecting learning and explain the potential impact of these on learner achievement. p. 8‚ 9‚ 10‚ 11‚ 12‚ 15‚ 16‚ p. 8 (principles) p. 8 – 21 (overall) 2.1.2 U3 1.2 Explain ways in which theories and principles of learning and communication
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Cognitive Functioning in Older Adults PSY317: Cognitive Functioning in the Elderly Ragota Berger June 25th‚ 2012 Cognitive Functioning In Older Adults Not only is the country’s population growing‚ it is aging as well. Older adults are the fastest growing population on the charts right now. There is no point and time when a person overnight just becomes “old.” Obviously everyone knows we simply just age; it comes with getting older. This thing called “aging” happens to everyone at a different
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Introduction Counsellors and psychotherapists play a significant role in alleviating mental disorders in society. The definition‚ organisation‚ and intervention of mental health are dependent upon the present context of a culture and society. There are various professional roles in the mental health sector such as psychiatrists and psychologist who are responsible for different aspects of alleviating mental health; however psychotherapists and counsellors mainly take on the professional helper role
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Memories are life Brisbia Zavala College of Lake County May 8‚ 2014 Memories are life “The only real treasure is in your head. Memories are better than diamonds and nobody can steal them from you” by Rodman Philbrick‚ The Last Book in the Universe. If we think about what life is made up‚ we can say that memories build life. We save all the important and happy events that occurred in our lives as well as the most sad and worst moments. It is said that the brain is the most
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Describe flashbulb memories and discuss evidence on whether they are more accurate than other long-term memories. The term Flashbulb memory was first used by Brown & Kulik in 1977 (cited in McCloskey‚ Wible & Cohen‚ 1988). This flashbulb mechanism hypothesis states‚ that when triggered by a surprising‚ emotionally charged‚ significant event‚ a more vivid and lasting memory would be created than those created by everyday memory mechanisms. Examples of events that were supposed to trigger
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H. Chi‚ R. Glaser & M. J. Farr (Eds.)‚ The nature of expertise‚ (pp. xxix – xxxvi). Hillsdale‚ N.J.: Lawrence Erlbaum Associates‚ Inc.‚ Publishers. Rumelhart‚ D.E.‚ Lindsay‚ P.‚ & Norman‚ D.A. (1972). “A process model for long-term memory”. In E. Tulving & W. Donaldson (Eds.)‚ Organization of memory. New-York: Academic Press. Toker‚ S.‚ (2012). “The mental model comparison of expert and novice performance improvement practitioners”. Wayne State University Dissertations‚ online
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S.H.‚ & Wei L. (2011). Short-Term Memory to Long-Term Memory Transition in a Nanoscale Memristor. Department of Electrical Engineering and Computer Science‚ University of Michigan Chi‚ M.T.H.‚ de Leeuw‚ N.‚ Chiu‚ M Gardiner‚ J. M.‚ Craik‚ F. I. M.‚ & Birtwistle‚ J. (1972). Retrieval cues and release from proactive inhibition. Journal Verbal Learning and Verbal Behavior‚ 11‚ 778-783. Gunter‚ M. J.; Mander‚ L. N.; McLaughlin‚ G. M.; Murray‚ K. S.; Berry‚ K. J.; Clark‚ P. E.; Buckingham
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INTERNATIONAL COLLABORATIVE VENTURES BETWEEN HIGHER EDUCATION INSTITUTIONS. A BRITISH-RUSSIAN CASE STUDY. John Walton London Metropolitan University j.walton@londonmet.ac.uk Gisèle Guarisco London Metropolitan University g.guarisco@londonmet.ac.uk Abstract This paper provides a case study analysis of an ongoing collaborative venture between a British and a Russian Higher Education (HE) institution. The paper provides evidence of how knowledge transfer‚ knowledge
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example‚ there would be no point studying for an exam‚ if during the exam you lack the ability to retrieve the information you had previously stored in your brain. b. Levels of Processing The Levels of Processing models was founded by Fegus Craik and Robert Lockhart in 1972. It suggests that memory depends on the depth in which we process and store information. The more meaning we add to learning‚ the more you are going to remember something. For example‚ lets look at someone trying to remember
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“So plastic is your brain that even if you were born with half of it‚ you would still be able to live a relatively normal life.” The quote suggest that the brain is indeed able to adapt to carry out all necessary function with what it has‚ even if it’s only half of it. This means the brain is in essence able to change its structure to maximize what it has and accommodate all higher function as well as the basic. “…relatively normal…” suggest that despite its adaptation‚ those born with half a brain
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