Learning and Cognition handbook_Psychology project

PSY620 LEARNING & COGNITION HANDBOOK Felita Williams Semi, MPH | Ashford University | Dr. R. Bohs

Culture and Diversity: The Effects to Learning Handbook

Volume

1

FELITA WILL IAMS SEMI | PSY620

Culture and Diversity - The Effects to Learning Handbook

Felita Williams Semi, MPH2105 Bonnie Pl | Augusta GA 30906

D I V E R S I T Y A N D C U L T U R E | F E L I T A W I L L I A M S S E M I | P S Y 6 2 0

Table of Contents

Preface 2Comprehension

4Problem Solving

5Memory Development/Retention

6Life Long Learning

7Domain/Domain Learning

8Affective Outcomes of Emotion

8Effects of Demographic Differences

9Conclusion 10References 11


PrefaceCulture and Diversity

This manual comprises data about culture and diversity and the nature of traditional knowledge with the current use of technology that correlates with connectionism and cognitive development. It is written to provide a parallel between adaptation and application, as it relates to accepting ways of living and how domestic practices are useful in scholastic progression. Choosing this subject is a professional pursuit to convey the importance of association between the unaccustomed and the accustomed and how the dichotomy helps to enhance reasoning on the basic level. The reader will learn about how diversity and culture applies to learning and how the acceptance of differences piques curiosity, thereby producing neural progression at the onset of new concepts. Understanding culture and how practices are applied in diverse setting constitutes a level of maturity that is needed to construct thoughtful patterns and create meaningful relationships that is applicable in the communal and didactic domains.


Introduction to Culture and Diversityulture is the framework of human development. How we view ourselves, communicate with others and associate within our environment constitutes our ethos. Our respect for self and others are a direct reflection of our

diversity which is comprised of the human composition that, on the one end distinguishes us from one another, but yet includes a similarity at the common core of mutual understanding, i.e. an acceptance for individuality. Conversely, Plato believes that knowledge is derived from facts and opinions (Lott); thus, he further argues that epistemology does not exist unless there is a collection of thoughts that result from experiences about issues and circumstances that affects human welfare (Lott, 2011). Conversely, acquired knowledge is worthy insomuch that it consequently exists within the cortex of the epistemology discipline but not as important as understanding, which accounts for the significance to learning, from and by whom. Additionally, Dorr and Hawthorne (2013) argue the correlation between quality knowledge and applied reasoning is the premise of how we discern correct from incorrect but this practice cannot occur without further education about principles and methods which are carefully accomplished through the domains of mental health and psychology.

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Therefore, a practitioner’s intent is to assist clients with culture awareness in the midst of unearthing their self-flaws because there is an omnibus of evidence about how collective norms can dictate certain awarenesses (Klotz & Neubaum), i.e. what we wear and when; how we interact with others and in what setting; our expected mannerisms and when certain ones should be displayed; how we parent our kids and our attitudes about other parents when we see them in public places. However, some actions are expected for civility to occur such as parenting kids that we bring in to the world so they can become productive citizens who will one day parent their own offspring to do the same or better, while other circumstances are anticipated for social or cognitive competitiveness, i.e. working to achieve the ideal promotion or tenured career (Klotz & Neubaum, 2016). Thus, knowledge is further acquired through uniformities and contradictions (Lott) that can be witnessed through disputes in group settings or political debates, to name a few, depicting the substance of subjects and issues that complements the human existence of social dialog.


Culture and DiversityThe acumen between correct and incorrect awareness is at the premise of either a question or a statement asked of another that is proven overtime, assert Dorr & Hawthorne (2013). For instance, every conversation occurs because there is something to learn, albeit from the speaker or receiver of the message. Therefore, the outcome of the discourse will include an agreeance or a dispute, but not

without a falsehood or truth; thereby, leaving the two or more persons pleased or disappointed about the experience and involvement. Consequently, one can imply that knowledge is attained from human interaction with the application of different learning styles, e.g. visual, auditory, etc.

Comprehension. The comprehension of language can be witnessed in an academia setting comprised of pupils from different backgrounds who collective benefit from the shared knowledge of pooled resources. Introduced to varying concepts through textual structure, learners realize that a dependency on individualized learning in a collective (Rojas-Drummond, Mazón, Littleton, & Vélez), controlled setting could ultimately result in a better understanding of respective challenges because of collaborative engagements between novices and experts of a specific domain. Through a process called Learning Together (LT), Rojas-Drummond, Mazón, Littleton, & Vélez write about how children are consciously able to rely on shared knowledge to bring successful resolve to what may be misunderstandings to their own challenges because collaborative demonstrations and empirical practices that creates a cohesion between teachers and students for quality instruction.

Equally, Karatas (2014) endorses an educational reform for pedodagies while will directly challenge their teaching styles in mathematics. He (Karatas) proposes a paradigm shift from the traditional instruction of facts, concepts and the like to that of non-linear way of learning that will ultimately complement the modern way of learning and competing with and among other students across a broader spectrum. Further reservations (Karatas) relate to internal and external structures of technology adaptation, i.e. school funding and the Department of Education endorsement on the one end and non-structured hours, troubleshooting technical issues on the other. Hence, Karatas summarizes the challenge between new concepts for learning and political pushback on the benefits and outcomes of teacher-student involvement for successful academic achievement.

A counterproductive environment for comprehensive learning includes one that does not invite collaborate discussions (Slavin) and interactive simulations (Shultz), particularly as it relates to the engagement for software development. Collaborative learning encourages an exchange of ideas asserts Slavin (2010), albeit it from different attendees, that becomes useful and beneficial to learning


curves that correlates with new knowledge. Slavin (2010) implies that persons, regardless of peculiar challenges, experience similar takeaways with that of the peers who may share differing levels of comprehension. It is further concluded that group functions and a collaboration of ideas results in a cohesive structure for all involved contributors, implying that an assembly of thoughts contributes to communal growth (Slavin, 2010). It is implied that simulation learning is the ideal structure for network-related courses (Shultz, p.32) because the virtual concept of learning meticulously imitates real-life scenarios for better understanding. Hence, the belief is if “video and computer technology” (Shultz, p. 66)) contributes to the development and augmentation of learning through simulation what better way to learn through the same practices that created such a learning module.

A strategy to use to assist learners | trainers with online training would include the ‘think-aloud protocol’ (Shultz) because it is proven to be more beneficial for novice users. Proponents of simulation practices view cinematic and speech etiquettes as useful protocols (Shultz) because the virtual interaction aids in evaluation of reactive and proactive measures, i.e. how to troubleshoot issues and the like. Visual proprietaries will help students with assembly techniques of bike designs; the think-aloud could assist with retention and fact gathering, and the cinematic practices may complement the cognition component of how to troubleshoot an issue that may be challenging to resolve otherwise.

Problem Solving. Primary education is indisputably the beginning of when cognizance and the insight of material coincide (Allen, Robbins, Payne, & Brown,

2016). Hence, educational studies suggest that connectionism of various subjects consciously occurs when equitable practices, unambiguous expectations and clear excellent principles (Allen et al.) are implemented to all students regardless of socioeconomic status or one’s ability to grasp fundamentals at the onset. Moreover, a level of excellence is better achieved and appropriately justified when testaments are collected from personal anecdotes about how the presence of challenges invokes a change of disposition.

An inclusive measure to offer quality instruction courses to an underrepresented audience resulted in a disclosure about how the inclusion of thoughts, despite discrepancies, can elicit an acceptance for inconsistencies as an opportunity for correct resolve (Allen, Robbins, Payne, & Brown, 2016). With the introduction and implementation of programs like the schoolwide enrichment model (SEM), learning facilities can adopt similar practices to accept collaborative learning as a basic premise to promote how inclusion and learning-style differences can result in an


enriched environment that illustrates a reciprocated agreement between teachers, school administrators and caregivers of students.

Problem solving and analyzing challenges for positive resolves are derived from an inner ability to retrieve and extract precise measures that constitutes a mastery (Aukrust) of a particular realm. The process of learning and constructing ideas, methods and practices are intended to invoke purposeful dismantling of previous notions, intercepting existing patterns and inserting new notions to formulate a different way of thinking. Thus practitioners and scholars must acknowledge that troubleshooting a task or finding a resolution is based upon the foundation of learning, the processing of information and the retrieval of data for careful application of an issue. For instance, Nokes & Schunn (Aukrust) reference the novice and expert chess player, depicting how the expert, who has mastered his subject, is able to recover detailed content for problem solving (p. 106) which largely attributes to his understanding of previously taught instructions about a subject matter; thus, identifying, acknowledging and classifying the problem, deciphering a resolution, searching or strategizing, extracting resources, determining appropriations and thus, applying the resolution are all a part of the process, unlike the chess player’s counterpart who is still learning, processing and sorting evidence (Aukrust, 2011, p. 105). Thus, the premise is that accurate learning, precise analysis and detailed processing are complementary to competence and one’s ability to discern data storage.

Research suggests our upbringing, influences and environmental factors that shape us at an early age, leading to a relapse or a reliance of behavior instead of problem solving the right from the wrong in unfamiliar territory. For instance, when a college student enters as a freshman, there may be apprehensions of activity engagement that may contradict her values; whereas, another freshman may be comfortable in the same environment because of her exposure to societal influences that shaped her world. Nevertheless, each student will have different outcomes: the first will most likely graduate, become independent and occasionally seek her parent’s advice because there is healthy nurturing and affection available, i.e. attachment received that produced a healthy mindset, while the other freshman may be presented with an adjustment change because she lacked the attachment component necessary to survive in a sometimes, unforgiving-social world (Goldner & Scharf, 2013). In other words, “an understanding of others’ mental states plays a critical role in social interaction because it enables us to work out what other people want and what they are about to do next, and to modify our own behavior accordingly” (Dumontheil, 2015, p. 119)


Memory (retention) development. A growing diverse population is altering mindsets about the core values of education (Walker) and how an introduction of different concepts are being executed for a collective advantage for scholastic praxis. E-learning modules, social-medium platforms and the accessibility to shared knowledge through enhanced technology is challenging the current pedadological platform to now incorporate the personal exposures of students and their respective disclosure of social circumstances because a prospectus designed that incorporates learners’ beliefs and capabilities has the potential to establish a quality and substantiated atmosphere for teamwork, integration and retention because what is experienced is effortlessly recalled (Walker, 2014). Thus, ‘observation, emulation, self-control and self-regulation’ are considered the core components of socio-cognitive learning, respectively assert (Winne & Hadwin) and each module complements the aforementioned-recommended platforms for asynchronous education; however, retention testing can be evaluated through learner assessments to measure instruction practices, thereby, making changes if unproductive.

Lifelong Learning. A growing diverse population is altering mindsets about the core values of education (Walker) and how an introduction of different concepts to execute a collective-learning advantage for scholastic praxis is essential. E-learning modules, social-medium platforms and the accessibility to shared knowledge through enhanced technology is challenging the current pedadological platform to now incorporate the personal exposures of students and their respective disclosure of social circumstances because a prospectus designed that incorporates learners’ beliefs and capabilities has the potential to establish a quality and substantiated atmosphere for teamwork and integration for enduring progression (Walker, 2014). Equally, life-long development is a described principle (Baltes) that supports learning, making mistakes, making corrections and improving upon flaws which encompasses the learning cycle irrespective of age. Consequently, it is expected for one to grow in wisdom during the aging process because each day brings new challenges, yet this is not always consistent.

Moreover, a person undergoing a transition will inevitably experience a learning curve to adapt to the new environment, which may include an aptitude test to ascertain certain strengths and weakness for a particularly position. When an individual is experiencing growth, albeit business or personal, there are stumbling blocks that may hinder progress. In certain situations an employee, for an example, may be terminated from his/her job of 30 years and thereby compelled to find another career or learn a new skillset to compete. This learning curve or challenge may present a reconditioning of the psyche, i.e. psychodynamics (Kvarstein et al.) to alleviate any unconscious tension for the transition to occur. Hence, Skinner suggested that our learning differences are directly correlated to our displayed behaviors because “we learn these patterns


of behavior either directly (reward as positive reinforcement of good behavior or punishment as a negative reinforcement of bad behavior) or indirectly (through observational learning or modeling)” (Cloninger, 2013).

However, some actions are expected for civility to occur such as parenting kids that we bring in to the world so they can become productive citizens who will one day parent their own offspring to do the same or better, while others circumstances are anticipated for social or cognitive (Hannon & McNaughton‐Cassill), competitiveness, i.e. working to achieve the ideal promotion or tenured career (Klotz & Neubaum, 2016); hence, the following are within the scope of behavior theory. “Success for cooperative learning is unusual” said Johnson and Johnson (2009) when describing the different mediums at which one learns to include primary students through college learners. Hence, supportive education is effective when there are well-established groundwork and supporting research for practitioners to implement and apply. Bandura is the psychologist rewarded for introducing the social-learning theory to the field of psychology, implying that learning is acquired through observation and simulation (Deeming & Johnson, 2009). He further “introduced the term self-efficacy for this concept, arguing that it has a high degree of influence not only on our expectations but also on our performance itself” (Cloninger, 2013).

Domains and Domain Learning. Language development can occur through an exposure to conduct, observation or by way of cognitive growth. Skinner (Aukrust) suggested that our learning differences are directly correlated to our displayed behaviors because learning ultimately occurs when the subject is able to recognize and decipher configurations of performances, albeit directly or indirectly. Hence, innately humans learn through observation of what they see others do and say and how they behave, asserting the precursor to forming conscious and subconscious thoughts. Hagtvet (2010) also brings notice to the introduction of diverse domains that constitutes learning development, i.e. exposure to differencing practices and a comprehension of dyadic discourse. Therefore, linguistic scholars and educational practitioners must possess the ability to discern speech and inscribed etiology without conclusion to realize efficacious dyadic relations.

Affective Outcomes of Emotion. At the core of human life, we know that knowledge and the practice of learning is available and expected of us to care for ourselves, assimilate with and among ourselves and understand the things around us. We know that each person is born with a brain that serves as our central

location for thoughts, memories, sounds, emotions and logic and without it, humans are unable to express themselves. We are further aware that although a person may be mute or unable to speak, s/he is given the ability to express and communicate

because of metacognition (Barzilai & Zohar, 2014). Thus, it is useful to remain cognizant of our metacognition abilities to guide us


through emotional outcomes so that sound decisions are made for human development.

Emotions are inner expressions that regulate behavior with, for and about people, whether covertly or overtly. Feelings are at the core of how humans interact and communicate with one another to include all mammal species. Without emotions, humans are unable to discern non-verbal language and widely used cues that can be used in a setting where discourse occurs. Without reactions, humans would be unable to express themselves in a demonstrative manner to trigger responses and react to stimuli (Aukrust, 2011). Our expressed emotions are modified, similar to that of behavior, according to engagement of activities. For instance, I as student who learns best in a quiet, tranquil environment with music playing in the background, will not function at my pique if sudden distraction occurs in a nearby vicinity. Hence, my memory and capacity to learn is thereby directly affected (Aukrust), hindering an ability to think and process information.

Effects of Demographics. The Pew Research article (Smith & Duggan) titled, Online Dating & Relationships, is comprised of many statistics that are directly or indirectly related to countless demographics with a common theme - to meet someone compatible online that shares like-minded thoughts and interests. Risky and cumbersome, using the online platform can be considered a global playground with different players who are involved at their own risk. Therefore, the online user must be cognizant of his/her mission, objective and outcomes because although there are many web sites who offer remote-dating services, the individual is fully accountable for their own behavior.

The trajectory of online business exchange, social media network and media influences has converted traditional dating, where face-to-face interactions were the norm, into a simultaneous- push-button exercise that contains an exchange of sentiments about the ideal situation that could possibly occur between two, sometimes more, interested parties (Rosen, Cheever, Cummings & Felt, 2008). Conversely, this finding shares a culture and diversity aspect of forthcoming career and personal behavior correlates with overwhelming research about how traditional ways of thinking must be carefully analyzed for effective results, particularly because there are intercultural and interracial couples who are now wedding, thereby, incorporating individual nuances and intricacies that could either produce a great companionship or lead a divisive situation.


Differences. There is adequate research that suggest how autonomy has directly affected one’s ability to make decisions on their own, asserts the American Psychological Association (2014) that implies a scarcity of resources in specific community are direct contributors. For instance, low-income neighborhoods are not afforded the same benefit offered at affluent districts because of the invested interest residents have for their own wellbeing, e.g. cost of homes will breed a particular population. Further, statistics show that low-performing schools (American Psychological Association) are less apt to concern themselves with facilities that promote healthy lifestyles, i.e. ergonomically-designed parks when the priority of meeting their basic needs (ample school text to their underserved population) should be the focal point. Therefore, the evaluation of autonomy in correlation to public policy is often relative to where a person lives, the socioeconomic status and their access to capital that subsequently compels one to engage in healthy practices.

The American Psychological Association focus on the micro population, providing data on the nature of certain topics, the psychological nature and the underlying issues that may affect the many: unhealthy eating leads to poor academic performances, thereby, dictating federal funds to a particularly district. In contrast, Kersh, Stroup & Taylor (2011) support a stance on a macro level about how one issue breeds another if improperly handled, i.e. stagnation in policy changes leads to not just one school district, but several school districts who may depend on government funding to alter food menus that are serves a needed population. Therefore, comparing the peer-review findings the

advantages and disadvantages of each must be carefully weighed in relation to a particularly audience because the former may contain research studies in support of claims and the later brings focus to a specific topic, e.g. psychology and how unaddressed issues could lead to co-morbid diagnosis – excessive consumption of soft drinks may lead to diabetes or renal failure (Taber, Stevens et al. 2012).

Conclusionur behaviors and the observed behaviors of others help to shape our personality: thus, our perception, ideas and mannerisms are formed through what is witnessed by others. However, self-efficacy (Cloninger)

may be a counter to this practice in the correct environment when individuals are convinced of how self-setting tasks can be achieved through goal setting (2013, p. 367). For instance, the low-performing student who previously lived in a poor-performing school now moves to a different community and is enrolled in a curriculum that challenges her learning; although slow progress at the

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onset, this student will be driven by her environment and social circle to engage in better conduct because it is expected. Culture is the framework of human development and behavior conduct. How we view ourselves, communicate with others and associate within our environment constitutes our ethos.

Our respect for self and others are a direct reflection of our diversity which is comprised of the human composition that, on the one end distinguishes us from one another, but yet includes a similarity at the common core of mutual understanding, i.e. an acceptance for individuality. Conversely, Plato believes that knowledge is derived from facts and opinions (Lott); thus, he further argues that epistemology does not exist unless there is a collection of thoughts that result from experiences about issues and circumstances that affects human welfare (Lott, 2011). Moreover, acquired knowledge is worthy insomuch that it consequently exists within the cortex of the epistemology discipline but not as important as understanding, which accounts for the significance to learning, from and by whom. Additionally, Dorr and Hawthorne (2013) argue the correlation between quality knowledge and applied reasoning is the premise of how we discern correct from incorrect but this practice cannot occur without further education about principles and methods which are carefully accomplished through the domains of mental health and psychology.

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