Dissertation Develop: Theories And Problems In Your Branch Of Psychology

 

 

 

 

Individual Focused Learning for Better Memory Retention Through Experience

Grand Canyon University

 

 

 

Individual Focused Learning for Better Memory Retention Through Experience
Palombo, D. J., Sheldon, S., & Levine, B. (2018). Individual differences in autobiographical memory. Trends in Cognitive Sciences, 22(7), 583-597.
The authors focus on looking at the human capacity to retain details hence memory. Within this aspect, there is recognition that the severely deficient autobiographical memory (SDAM) and highly superior autobiographical memory (HSAM) are instrumental in individual differences in memory autobiography. The focus on this topic allows a look at remembrance as a multidimensional and multifocal point of start when looking at behavioral support. A look at the two syndromes has been used to substantiate that deficiency and pivotal focus in memory are varied depending on the individual experience and within that different level of cognitive functions.
Tackling the biological element and linking it to memory retention difference allows a look at episodic memories as instrumental in individual capabilities in formation and retaining them.
The paper thus allows the study to be instrumental in directional discussion aimed at the integration of biological factors into the general discussion. Most importantly it facilitates subjective information gathering specific needs of instructive learning to individuals.
van Abswoude, F., Nuijen, N. B., van der Kamp, J., & Steenbergen, B. (2018). Individual differences influence the immediate effects of internal and external focus instructions on children’s motor performance. Research quarterly for exercise and sport, 89(2), 190-199.
The author approaches the research study by carrying out a focused group study to understand the supporting evidence of the impact of focus on attaining both skills and retaining them. The paper draws to attention the fact that instructional learning for mot performance among children has been successful for years. It not only points to conscious need and motivation to learn as an integral part of the process but also explores the fact that longer retention has both task orientation and external and internal effect consideration. There is evidence o instructional and attention to detail at different degrees being one of the enhanced learning and retention capabilities. Association of instructional control within an environmental conscious level is dubbed as instrumental in the modulation of individual differences. The differences are encouraged highly through observation of preferences and modulation of attention focus hence the interrelation of cognition to memory retention through task-directed development.
Andrews, R., Hayes, L., Kilgore, K., MacDonald, M., & D. Gabbard, C. (2020). Dynamic Structural Integration: A Metaphor for Creating Conditions to Facilitate Teacher-Centered Organisational Learning. Professional Development in Education, 46(4), 622-637.
The relationship between the instructor and the student begins not only in class but it does not end there. It is an important aspect of cognition instruction when it comes to the individual as it allows for self-development and actualization in the field of specialization. Therefore, positionality is the focus of this discussion with cycles viewed as important in engagement and in balancing the knowledge acquisition process. The paper looks at the dynamics of instructor-student relationship as an inclusive process whose cognitive skills are directly implementable through classroom participation, questioning, and knowledge generation. As such functionality is heavily given to the interactivity element as strategic and reciprocal support hence elevation of individual voice as a collective to improve the structural design of learning institutions. Taking the approach of looking at the system, the paper allows for a multidimensional look into the leadership and contextualization of the student educator relationships as part of the scholarly education of the individual.
Pilotti, M. A., El Alaoui, K., Mulhem, H., & Al Kuhayli, H. A. (2019). The illusion of knowing in college: A field study of students with a teacher-centered educational past. Europe’s Journal of Psychology, 15(4), 789.
Knowledge and skills are a metacognitive acquisitions that can only be gathered through information collection that is both focused and specific, an element that the authors in this discussion focus on. They point to tasks like reading and testing as part of the development process and thus adaptive action that is garnered toward facilitating better memory retainment. The development of such memory and capability is pointed out as motivated by a desire to attain a specific standard and thus a measure of pursuance that should be realistic without overestimation of competencies that can be modulated. Therefore, pointing this out allows for the recognition that the prediction of performance f an individual in a scholarly setting can only be achieved by recognizing the individual input and thus their capability as essential to improving their state. In this way, the paper brings to attention the fact that metacognition forms memory retention and can only be done effectively through practice and repetition.
Sepp, S., Howard, S. J., Tindall-Ford, S., Agostinho, S., & Paas, F. (2019). Cognitive load theory and human movement: Towards an integrated model of working memory. Educational Psychology Review, 31(2), 293-317.
Using cognitive theory, the author delves into the understanding of the structure of human cognition by looking at insightful and conditional learning. The authors facilitate a better grasp of the discussion by supporting the fact that information processing systems could be specific and thus follow specific pathways. Within that, they matter differently in terms of personal experiences which can be retained through both sensory and non-sensory information attainment. By pointing out the human motor system as a part of establishing cognitive load theory, the discussion centers on looking a cognition and instruction based on an integrated model of understanding the abilities of the individual. Through the individual-based assessment of dependency and co-reinforcement, there is an in-depth consideration of the learner experience as task-oriented for knowledge acquisition. The paper thus recognizes that cognitive demands are multimodal in their alignment to the learning through the distribution of attention by individuals and hence are strongly facilitated by experiential, neurological and performance-based specifically to the needs identified.
Wake, S., van Reekum, C. M., Dodd, H., & Morriss, J. (2020). The impact of intolerance of uncertainty and cognitive behavioural instructions on safety learning. Cognitive Therapy and Research, 44(5), 931-942.
While individual learning can be argued to be instrumental in creating discipline, it can also be viewed as destructive but that is only if there is no purpose to the development of knowledge within that learner’s process. As such, the authors detail the benefits of collaborative learning as a process through which skills attainment and retention necessitate scholarly achievement. It points to the fact that sharing skills allow for better critical thinking and with the combination of the criticism from others, there is an evaluation aspect. This allows for the learning environment to create an opportunity that there is motivation, better cognitive development as well as competency in social skills. Demonstrative capabilities therefore, within this point to knowledge acquisition as purposeful and awareness focused in a way that even emotional awareness and distinctive development facilitate better learning. Therefore, the interactivity of the individual allows for participative knowledge development and educational focus.
Ashman, A. F., & Conway, R. N. (2017). Cognitive strategies for special education: Process-based instruction. Routledge.
Special education requires an understanding of several issues as it is a spectrum and within that recognition of the special and specific needs of the individual ensures inclusivity. The authors look at special education as a competency that caters to both behavioral and social skills and within that development of cognitive-based instructional procedures. As the authors point out, this method of implementation makes the synthesis of information in special needs students more individually paced. The fact that validation of this is specified within curriculum development is an essentiality that points to teaching and instruction as relevant for knowledge transference. However, the reception of the information can only be enhanced by the instructor’s understanding of pathways for better cognitive development specific to their student. This means the practical application is the focus of the instruction model with interactive processing as the tool to enhance and stimulate progressive learning and skill imparting.
Apaydin, M., & Hossary, M. (2017). Achieving metacognition through cognitive strategy instruction. International journal of educational management.
A combination of techniques is necessary for the formulation of a process that is suitable for the learning and development of skills. Hands-on practice provides the opportunity for a combination that is a unique application and one that helps in customization based on resource availability. This is the concept through which the development of hands-on technique in the discussion allows for the implementation of self-actualization within Maslow’s hierarchy. By focusing on Bloom’s learning taxonomy, the authors allow the discussion to surround the look at several approaches for integrative learning. With a psychoanalytical approach, the paper emphasizes that metacognition can be developed in the student through multiple ways that can stimulate their growth using direction. As such, tools of that growth are not specified by the instructor by development by the individual with given criteria hence customizable based on their capability. This perspective of learning gives attention to the many ways in which the experience of developing the relationship between the learner and the instructor can be diversified and retained yet transferable even after their degree.
Warsah, I., Morganna, R., Uyun, M., & Afandi, M. (2021). The Impact of Collaborative Learning on Learners’ Critical Thinking Skills. International Journal of Instruction, 14(2), 443-460.
Learning requires energy, energy means retention of well-being and health ins wat that also associates risks to safety controls one has set in place. The author takes a threat approach to look at lack of tolerance as part of cognitive development in learning. The association of safety to learning is an opportunity that facilitates productive reasoning in a way that associates stimuli to experiences and thus to memory. Cognitive-behavioral instruction in learning has been pointed out to be unconditioned and thus repetitive action allows outcomes to be specific and intentional. Quality of life is tied directly to the dysfunctional fears and thus potential zones of disruption to the learning process and the experience stimulation hence a psychological responsive mechanism. Therefore, learning environment must be positively stimulated and safe for the individual learner for better memory retention, synthesis and the eventual transference of information. With this information, the paper allows for reasoning beyond the set curriculum and set of instructions to the exploration of support system for the individual learner experience.
Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctor to independent scholar. Studies in Continuing Education, 33(1), 5-17. http://doi.org/10.1080/0158037X. 2010.515569
Transitioning to a scholar means an accumulation of knowledge and skills beneficial to the implementation of the competencies learned in a practical way. This means that identity development is not only a process but requires recognition of interpersonal and intrapersonal skills in a way that adds value to the theoretical work. As result, the authors recognize that transitioning is a process that requires acceptance of step-by-step evaluation of one’s input as well as recognition of the support that they require. Identity construction as a scholar is pointed out to be instrumented by many facets with capacity instrumental to social and emotional skill mainstreamed with cognitive elements through instructions and directional focus. The authors allow a look at scholarly attributes as identities that have to be part and parcel of the degree holder in a way that is both practical and motivational.

Degree
Doctor of Philosophy in General Psychology with an emphasis in Cognition & Instruction
Research Focus
My research topic is individual focused learning for better memory retention through experience which aligns with the topic by pointing out the function of cognition and how it impacts how each individual would be able to retain instruction and memory.
Feasibility of Research Problem
Researching this topic allows for the recognition of efforts that could be developed toward more efficient learning environments. It, therefore, looks at two populations that can be observed, the learner and the instructor.
Problem Statement
Towards the learner, the problem to be understood is whether cognition capacity affects the ability to learn and thus memory retention to be successful scholars. In this way, a group such as doctorate students could prove to be good for their studies. Research with this population in mind would allow for recognition of instructor capacity and potential measures that can be taken to improve learning and instruction methodologies. By focusing on the specific population there can be a centralized discussion that looks not only at the smaller categories within doctoral students by also takes into account what effective learning can be. This is to recognize effective translation of concepts into actual real-time and beneficial implementation outside the institutional environment. In this way, facets of individual fears and challenges can also be discussed in detail. On the other hand, in looking at the instructor’s perspective, there can be questions raised about the capacity of the education system to support learning as an important part of truly understanding knowledge transference and acquisition.
Defense of Article Selection
The main articles were chosen for the study focus on grasping better modalities for the discussion. An in-depth look at cognition and memory retention in a learning environment is a subject matter that cannot just look at one facet. As such, taking a look at understanding elements that affect memory is important. It helps map the psychological as well as biological aspects such as connecting the neural and the cognitive factors associated with theories of memory formation and retention (Palombo et al., 2018). Supporting the topic is the conversation on the development of cognitive functions with instruction in early childhood. According to van Abswoude et al. (2018), focus on external and internal motor performance instructions becomes ingrained long term and thus an approach that is task-specific focused instructional learning. This school of thought is echoed by Sepp et al. (2019) where the emphasis is given to the expansion of learning and instruction based on an assessment of interaction and resource facilitation. As such, it tackles both the attention control and retention of sensory and non-sensory information with assistive models.
Pilotti et al. (2019) explores the area of effective knowledge dissemination and acquisition by considering that metacognition demands specific tasks and thus alignment of desire and outcomes. As such, there is a focus on the development of indicators of control that must be realistically recognized within the competencies of both teaching and learning. It is thus important to create mutually beneficial educator and instructor relationships concerning facilitated organizational learning (Andrews et al., 2020).

References
Andrews, R., Hayes, L., Kilgore, K., MacDonald, M., & D. Gabbard, C. (2020). Dynamic Structural Integration: A Metaphor for Creating Conditions to Facilitate Teacher-Centered Organisational Learning. Professional Development in Education, 46(4), 622-637.
Palombo, D. J., Sheldon, S., & Levine, B. (2018). Individual differences in autobiographical memory. Trends in Cognitive Sciences, 22(7), 583-597.
Pilotti, M. A., El Alaoui, K., Mulhem, H., & Al Kuhayli, H. A. (2019). The illusion of knowing in college: A field study of students with a teacher-centered educational past. Europe’s Journal of Psychology, 15(4), 789.
Sepp, S., Howard, S. J., Tindall-Ford, S., Agostinho, S., & Paas, F. (2019). Cognitive load theory and human movement: Towards an integrated model of working memory. Educational Psychology Review, 31(2), 293-317.
Van Abswoude, F., Nuijen, N. B., van der Kamp, J., & Steenbergen, B. (2018). Individual differences influencing immediate effects of internal and external focus instructions on children’s motor performance. Research quarterly for exercise and sport, 89(2), 190-199.