I’ve made it my passion to be a life-long learner to sharpen my skills, abilities and God-given talent. When an individual doesn’t make a conscience effort to expand their minds, then they are actually making a decision to begin to digress. Being an older college student, my desire is to learn everything that I possibly can with the aid of Victory University. It was fascinating reading about Rene’ Descartes who grew up in France. Descartes was also a life-long learner. He was the thinker and writer who coined the phrase, “I think, therefore I am” (Gluck, Mercado, & Myers, 2014, p. 7). Although Descartes existed during the time of the Renaissance, his theory that the eyes were significant to stimulating other parts of the body, such as the fingers, arms and legs was brilliant. It is now understood that this” process begins with the stimulus, a sensory event from the outside world entering” through the eyes (Gluck et al., 2014, p. 7). Learning the proper terminology was competitive, fun and stimulating. It gave me something exciting to look forward to in class each week. In my opinion, making learning and growing fun is an excellent way to connect the student with the information. Now, when I’m focused on learning something new, my mind automatically remembers the term engram. I smile knowing there’s a “physical change occurring in my brain to form the basis of my memory” (Gluck et al., 2014, p. 56). There was another discovery that I made this weekend. Usually, I hear the fire siren in my neighborhood every Saturday at noon. This past Saturday, I didn’t notice it all, perhaps due to habituation. I’ve lived in my home for more than 15 years. It’s natural, at this point, that habituation would occur because it dev... ... middle of paper ... ... a trial that lead to small changes in performance that seek to reduce the error on the next trial” (Gluck et al., 2014, p. 133). As students of psychology, it is important to realize that all tests are not fail proof. We shouldn’t become dependent on the results of the tests and surveys that we provide to the general public as though it is a “reliable indicator of the test taker’s ability and knowledge” (Gladwell, 2005, p. 56). Works Cited Gladwell, M. (2005). Blink: The power of thinking without thinking. New York: Back Bay Books. Gluck, M. A., Mercado, E., & Myers, C. E. (2014). Learning and memory: From brain to behavior (2nd ed.). New York: Worth Publishers. Schwartz, D. J. (1959). The magic of thinking big. New York: Prentice-Hall, Inc. Sire, J. W. (2000). Habits of the mind: Intellectual life as a Christian calling. IL: InterVarsity Press.
Eichenbaum, H., Otto, T., & Cohen, N. J. (1992). The hippocampus—what does it do? Behavioral
When trying to understand how the brain works you have to understand how complex the brain is and how well it adapts to the information that it receives and processes the information. The brain controls everything that you do from breathing to moving your arms and legs to emotions, as well as many other functions of the body. (Pritchard, 2009) The brain being a very complex, and has to be addressed in several different ways. No one person learns the same but information will be retained and stored as part of the learning process. An “example of this idea of variety is that based on the V-A-K description of learning styles by Levine (2003)” (Pritchard, 2009) Levine looked at this in a different light and that you can transform things with learning like changing verbal to visual. By changing these things up there are different approaches to how you retain information. With ...
McNamara, D. S., & Healy, A. F. (1996). Verbal learning and memory: does the modal model
We will pay five hundred New Haven men to help us complete a scientific study of memory and learning. The study is being done at Yale University. “Each person who participates will be paid $4.00 (plus 50¢ carfare) for approximately 1 hour’s time. We need you for only one hour: there are no further obligations. You may choose the time you would like to co...
Revlin, Russell. "Short Term Memory and Working Memory." Cognition: theory and practice. New York, NY: Worth Publishers, 2013. 118-149. Print.
Douglass, Susan L. The World in the Clasroonm. "Teaching About Religion." Educational Leadership Vol. 60 (2002): 32-36 . Web. 10 April 2014.
Glisky, E. (2011). Memory. In Caplan, B., DeLuca, J., & Kreutzer, J. (Ed.), Encyclopedia of Clinical Neuropsychology. Springer-Verlag Berlin Heidelberg.
Terry, W. S. (2009). Learning and memory: Basic principles, processes, and procedures (4th ed.). Boston, MA: Pearson/Allyn Bacon.
The process of memorization starts at birth with the development of cells and extends throughout the lifetime through the effects of life experiences and stimulants. Like the rest of the body, the brain is made up of cells. These brain cells are different, more specialized cells. (Sprenger 1). Two major brain cells are the neurons- the nerve cells- and the glial cells which work as the ‘glue’ of the neurons. At birth, the brain contains approximately 100 billion neurons. Although that number remains constant over time, these cells can lose their function if not exercised properly in a process called “neutral pruning”. Learning is defined as “two neurons communicating with each other”. A neuron has learned when it has made a connection with another neuron (Sprenger 2).
Bernstein, D.A., Penner, L.A., Clarke-Stewart, A., & Roy E.J. (2008). Psychology (8th ed.). Boston, MA: Cengage Learning.
Gladwell, M. (2005). Blink: The Power of Thinking Without Thinking . In M. Gladwell, Blink: The Power of Thinking Without Thinking . New York, NY : Little, Brown and Company.
Learning and memory are two topics that have held the attention of researchers for centuries. This is most likely due to the fact that they are integral to our survival, yet are unconscious processes that we take for granted every day.
Gladwell, Malcolm. Blink: the Power of Thinking without Thinking. New YorK (etc.): Back Bay, 2005.
“All people want to be treated with respect, want to be valued and accepted, loved, and cherished, and made to feel they are making important contributions to society and that their wishes and desires are heard and respected (Berg and Steiner, 2003 as cited in Patel, Corter ad Pelletier, 2008, pp 23)”. Parents often feel this way and want to have a say in how and what their child is being taught. Partnerships between educators and families help parents be able to voice their own wishes and desires while allowing teachers and children to be valued, respected and accepted. This literature review will discuss what has been written in regard to family educator partnerships. Reference will be made to a range of literature on the topic of partnerships in a school and centre setting.
Learning and memory are fascinating. The world could not function without either. They both are used in many different fashions in a wide variety of places. Learning and Memory have been carefully studied by professionals but are also well known and used by the common people on a daily basis. I am one of those common people, a student who is constantly learning and making the most of my memory. Since enrolling in The Psychology of Learning and Memory class I have come to the realization that I encounter situations in my life that exemplify the very concepts I have studied. I have also learned that it is beneficial to apply the lessons learned in class to my everyday life. Positive reinforcement, learned helplessness and serial recall are a few among many of the learning and memory models that have come to action in my life and in my final reflections surrounding the course.