The psychology of learning is a theoretical science.
Learning depends on experience and may lead to long-term changes in behavior potential. The main assumption is that the environment (e.g. social context), conditioning, and reinforcement are sufficient to analyze how behavior emerges and changes.
As opposed to short term changes in behavior (e.g., those caused by fatigue) learning implies long term changes, but not necessarily as those associated with aging or development.
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Psychology of Learning, while still a new development, has been researched extensively in the recent years. It is looking closely at how students are learning both inside and outside the classroom. This information is then used to present new and more cooperative approaches to homework, tests and the student’s ability to learn. Using Psychology of Learning in this style also helps the student themselves become more motivated and invested in their learning. It focuses closely on building and encouraging a growth mindset, motivation and perseverance. Growth mindset is where a student believes that if they put in the effort their academic performance will improve. Growth mindset coupled with the ability to stay motivated and persevere not only encourages academic success but are also a direct outcome from the research done in the Psychology of Learning field. 
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As you have read this week, cognitivism is a theory that addresses the mind’s contribution to how we learn. The cognitive revolution (although considered by some as an overly stated fact) is suggested to have been a response to the behaviorist movement that rejected introspection (anti-mentalism), and controversially lead to, what some consider, a dissolvement of the behaviorist movement. Consider the following questions about cognitivism and discuss each, basing your posture on this week’s readings, your past experiences, and your past knowledge. • Why is it suggested that cognitivists disagree with the behaviorist view that learning only occurs if there is an outward manifestation? What other notable differences do these two theories suggest? • Do you agree with the cognitivist view that learning is a change in one’s schemata? (Support with citations.) • How have your personal schemata changed throughout your life? (Could be about learning, but also about other domains such as love, honesty, hard work, loyalty, etc.) • List an example of a schema that has changed, in your own knowledge development. involving the field of psychology. • Based on cognitivism, what implications does it suggest is a potential concern for effectively processing information when cognitive load is not effectually considered? o Do you recall a time where learning was difficult because there were too many components all at once? What strategy(ies) did you use to work through this situation?
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.