Application of the Principles of Cognitive Psychology in Learning
The term cognitive psychology can be split into two words. The first term cognitive refers to the process of relating to mental processes of perception, memory, judgment and reasoning as contrasted with emotional and volitional processes. Psychology, on the other hand, refers to the scientific study of behavior and mind that also includes the concept of conscious and thought to help one to come to terms with brain functionality and all the assortment of epiphenomena they manifest. This report will focus on the concepts of cognitive psychology and their effectiveness as well as the review of cognitive neuroscience from last week’s lecture. Also, the essay reviews the cognitive psychology concepts and evaluates their effectiveness in aiding learning and remembrance of an individual.
Learning takes place in a setting where the teacher presents the information to the students in a manner that they will be able to build a scope of the given information to gain meaning from their own experiences (Lachman et al. In this practices, learning experiences may include internships and service earning among others and are aimed at emphasizing problem-solving as making students become self-regulated learners by monitoring their learning. Contextual learning can be applied as a form of formative assessment that enables the learners to have a greater scope of the learning objectives and standards. In this concept stress is put on establishing of the learning goals of the contextual task to understand the expected output. The method has many benefits to the students.
The theory is concerned with individuals ordering themselves with their ability to interpret the order their thoughts the third feature of cognitive theory the essay will focus on is the perception concept. Spiro and colleagues (2017) state that perception refers to the ability of an individual to recognize and interpret sensory information. The concept of perception seeks to aid an individual construct subjective interpretation of proximal information from the surroundings. Here organization, identification of information is the core idea of grasping the presented information. However, perception can vary based on an individual’s experience and added information. The bottom-up approach, on the other hand, revolves around the integration of systems to give rise to more complex systems. This means that information is processed by sing incoming data to form a perception.
With relevance to cognitive psychology, information is perceived by the brain when viewed by the eye and transformed into an image that the brain interprets and recognizes it. Nolen-Hoeksema et al. (2014) opine that the bottom up processing in simple terms can be described as information processing based on the stimulus array that reaches a particular sense organ. For instances, students may have a difficulty differentiating b and d letters. However new teacher training programs are specifically designed to link research and education by enhancing teachers with the ability to develop the minds of their students. According to Stangor et al. (2014) developments that are offered by cognitive neuroscience influence the student’s reflections and practices. Future readers, therefore, become effective readers and d possess great skills for evaluating researches which encourage them to seek clarification beyond the academic setting, general knowledge on neuroscience is helpful to all teachers in that they can have a better understanding of the adolescent brain hence able to have a better understanding of their students.
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