Psychology Writing Services

PSY FPX 7411 Assessment 5 Learning Theory in Psychology

PSY FPX 7411 Assessment 5 Learning Theory in Psychology Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (90) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 7411 Assessment 5 Learning Theory in Psychology Name Capella University PSY FPX 7411 Learning Theories in Psychology Prof. Name Date Abstract The brain acts as a natural learning organ, inherently motivated and inclined towards solving problems, acquiring skills, and recognizing patterns (Brain-Based Learning, n.d.). Every person has a distinctive learning style, which mirrors their attitudes and behaviors. Various learning theories assist educators and individuals in comprehending these styles, thereby pinpointing strengths and weaknesses. This paper employs learning theory concepts to clarify a personal learning experience, examines the role of motivation, and identifies specific components related to the learning situation. Learning Styles and Theory Learning begins when individuals link new information with prior experiences or knowledge. Neurons in the brain develop dendrites, similar to branch-like fibers, representing an individual’s understanding or memory of a concept. As new skills or concepts are learned, new neural networks form. Despite inevitable mistakes, practice enhances skills, turning errors into learning opportunities. Emotions play a significant role in the learning process, with negativity potentially hindering information retention. The learning process includes stages such as motivation, initial practice, skill refinement, and mastery (Brain-Based Learning, n.d.). Notably, individuals display diverse learning styles, such as visual, auditory, and kinesthetic preferences (Willingham, Hughes, & Dobolyi, 2015). Multiple Intelligence Theory Howard Gardner’s Multiple Intelligence Theory broadens traditional views of intelligence by identifying eight distinct modalities, including visual, linguistic-verbal, logical-mathematical, kinesthetic, musical, interpersonal, intrapersonal, and naturalistic (Cherry, 2019). This framework encourages educators to tailor teaching methods to accommodate diverse learning styles. By presenting information in various formats, educators support students with differing abilities in expressing themselves effectively (Edutopia, 2016). Personal Learning Situation Reflecting on a past experience within mental health services, the author recounts mastering a new client database system, Synaps. Despite initial challenges due to auditory learning difficulties, hands-on practice facilitated comprehension and proficiency. This anecdote underscores the effectiveness of tailored learning approaches for kinesthetic learners like the author. Motivation in Learning Motivation significantly impacts behavior and learning outcomes. Intrinsic motivation arises from internal desires, while extrinsic motivation is driven by external incentives (Theories in Motivation, 2011). Educators play a crucial role in fostering motivation by providing positive reinforcement and actively engaging students. Various motivational theories, including Attribution Theory, Goal Theory, and Self-Determination Theory, highlight the complex relationship between motivation and learning outcomes. Evaluation of Case Study Jack’s case illustrates the application of motivational theories in educational settings. His desire to excel in sports for social acceptance reflects intrinsic motivation, aligning with Goal Theory and Self-Determination Theory principles. Understanding Jack’s kinesthetic learning preferences helps in designing interventions that support his academic and social development. Components of Learning Situation An individual’s attitude includes affective, behavioral, and cognitive components, all of which influence their learning journey (McLeod, 2018). Jack’s case demonstrates the interaction of these components, emphasizing the importance of addressing emotional and behavioral factors in educational contexts. PSY FPX 7411 Assessment 5 Learning Theory in Psychology Conclusion Learning is a complex process influenced by individual differences and motivational factors. By recognizing diverse learning styles and applying relevant theories, educators can enhance learning outcomes and foster student success. References Brain-Based Learning. (n.d.). Retrieved from http://media.capella.edu/CourseMedia/ED7312/media_brain/ed7312u02_ts.html Cherry, K. (2019). Gardner’s theory of multiple intelligences. Retrieved from https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161 Edutopia. (2016). Multiple intelligences: What does research say? Retrieved from https://www.edutopia.org/multiple-intelligences-research McLeod, S. A. (2018). Attitudes and behavior. Simply Psychology. https://www.simplypsychology.org/attitudes.html Theories of Motivation. (2011). Innovative Learning. Retrieved from https://innovativelearning.com/educational_psychology/motivation/index.htm Three Theories of Motivation. (n.d.). Retrieved from http://media.capella.edu/coursemedia/ed7700/3motivation/3Motivation_ts.html PSY FPX 7411 Assessment 5 Learning Theory in Psychology Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271. Also Read PSY FPX 7411 Assessment 5 Learning Theory in Psychology Read More PSY FPX 7411 Assessment 4 Theory Comparison Read More PSY FPX 7411 Assessment 3 Current Debate in Learning Theory Read More PSY FPX 7411 Assessment 2 Read More Load More

PSY FPX 7411 Assessment 4 Theory Comparison

PSY FPX 7411 Assessment 4 Theory Comparison Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (89) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 7411 Assessment 4 Theory Comparison Name Capella University PSY FPX 7411 Learning Theories in Psychology Prof. Name Date Abstract Recognizing that individuals possess unique learning styles is vital for crafting effective educational experiences. Establishing a nurturing environment that appreciates the complexity of learning supports individuals in achieving their full potential, ultimately benefiting society. Lev Vygotsky’s Sociocultural Theory (SCT) of 1934 underscores the crucial role of the environment in cognitive development, particularly for underserved communities such as those in Puerto Rico. Schools designed to meet the specific needs of these communities, emphasizing child-centered play therapy (CCPT), can enhance confidence and academic success among at-risk children (Blanco et al., 2019). Lev Vygotsky’s Sociocultural Theory of 1934 To effectively address the educational needs of underserved children in Puerto Rico, it is essential to comprehend their cultural, social, and economic contexts. Vygotsky’s SCT highlights the impact of social and cultural factors on learning, stressing the importance of environmental stimuli in cognitive development (Rogoff & Morelli, 1989). This theory supports direct engagement with communities to understand their unique challenges and learning preferences. By applying SCT, educators can customize educational strategies to fit the diverse learning styles and needs of students (Nam & Spruill, 2005). Ari and Lev Vygotsky’s Sociocultural Theory Vygotsky’s theory emphasizes the importance of exposure to varied environments and cultures in shaping learning experiences. Ari’s participation in online communities exemplifies SCT principles, as he interacts with peers globally in a virtual space (Dongyu et al., 2013). Adapting this model to real-world settings, such as sports activities, can improve Ari’s sense of belonging and academic performance by fostering face-to-face interactions and community involvement (Myers-Walls & Lewsader, 2015). Critique of Lev Vygotsky’s Sociocultural Theory Although Vygotsky’s SCT offers significant insights into learning, its applicability needs careful consideration. The theory’s focus on social and cultural influences might overlook the detrimental effects of negative environments on learning outcomes. While beneficial for individuals like Ari and myself, SCT may not be suitable for all contexts, requiring thoughtful assessment and adaptation to prevent potential harm. PSY FPX 7411 Assessment 4 Theory Comparison Conclusion Vygotsky’s Sociocultural Theory provides a framework for understanding learning within diverse cultural and social contexts. When applied thoughtfully, SCT enables tailored educational interventions for underserved communities like those in Puerto Rico, fostering academic success and community integration. For individuals like Ari, embracing SCT principles enhances a comprehensive learning experience, deepening their understanding of self and society. Through SCT, learning becomes a dynamic process that encompasses all aspects of an individual’s environment. References Blanco, P. J., Holliman, R. P., Caballos, P. L., & Farnam, J. L. (2019). Exploring the impact of child-centered play therapy on academic achievement of at-risk kindergarten students. International Journal of Play Therapy, 28(3), 133-134. Dongyu, Z., Fanyu, B., & Wanyi, D. (2013). Sociocultural theory applied to second language learning: Collaborative learning with reference to the Chinese context. International Education Studies, 6(9), 165-174. Myers-Walls, J. A., & Lewsader, J. (2015). A qualitative approach to identifying the developmental progression of children’s understanding of peace. Peace and Conflict: Journal of Peace Psychology, 21(3), 508-514. Nam, S. S., & Spruill, M. (2005). Learning channel intervention to develop and generalize fluency in multiplication facts. Journal of Early and Intensive Behavior Intervention, 2(2), 103-111. PSY FPX 7411 Assessment 4 Theory Comparison Rogoff, B., & Morelli, G. (1989). Perspectives on children’s development from cultural psychology. American Psychologist, 44(2), 343-348. Also Read PSY FPX 7411 Assessment 4 Theory Comparison Read More PSY FPX 7411 Assessment 3 Current Debate in Learning Theory Read More PSY FPX 7411 Assessment 2 Read More PSY FPX 7411 Assessment 1 Annotated Bibliography Read More Load More

PSY FPX 7411 Assessment 3 Current Debate in Learning Theory

PSY FPX 7411 Assessment 3 Current Debate in Learning Theory Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (88) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 7411 Assessment 3 Current Debate in Learning Theory Name Capella University PSY FPX 7411 Learning Theories in Psychology Prof. Name Date Debunking the Learning Styles Theory Myth Overview of the Learning Styles Myth In his work, Newton (2015) examines the widely held belief in the learning style theory, which has deeply ingrained itself in educational practices despite being debunked as a “neuromyth.” This theory posits that learners can be categorized into specific styles, such as visual, auditory, or kinesthetic, and that teaching methods tailored to these styles would improve learning outcomes (Newton, 2017). However, substantial evidence refutes this idea, revealing it as a myth perpetuated by a lack of critical awareness rather than supported by empirical data. The Persistence of a Debunked Theory Despite numerous studies disproving the learning style theory, it continues to be widely accepted among educators and learners alike (Newton, 2015). This persistence can be attributed to decades of indoctrination and a lack of critical evaluation. Although some educators report anecdotal successes with its application, empirical evidence consistently contradicts its efficacy. Alarmingly, even recent academic papers still advocate for its use, reflecting a troubling disregard for scientific findings (Newton, 2015). Understanding the Learning Style Theory The learning style theory claims that individuals have distinct preferences for learning modalities, such as visual, auditory, or kinesthetic, and that teaching should align with these preferences (Newton, 2017). However, this simplistic categorization ignores the complexity of human learning, which often involves a blend of multiple styles. While some individuals may prefer certain modalities, strict adherence to these categories undermines the richness of the learning experience. Origins and Spread of the Theory The learning style theory originated in the 1980s, fueled by misconceptions about behavior and cognition (American Psychological Association, 2019). Its rapid spread can be attributed to a cultural preference for individualized educational approaches, often implemented without rigorous scrutiny of their effectiveness. Despite growing evidence against its validity, a significant number of educators continue to endorse the theory, perpetuating a cycle of misinformation (Digest, 2021). The Potential and Pitfalls of the Theory Advocates of the learning style theory argue for its flexibility and adaptability, suggesting it might be useful in certain contexts (Nancekivell et al., 2020). However, this perspective overlooks the lack of empirical support and the potential harm it may cause. Although proponents believe its widespread acceptance may not have immediate negative consequences, it promotes a flawed understanding of learning and teaching strategies (Digest, 2021). Unraveling the Myth A critical analysis reveals fundamental flaws in the learning style theory. Kirschner (2017) contends that the theory confuses learning preferences with fixed learning styles, leading to misguided educational practices. Moreover, studies claiming to support the theory often fail to meet scientific standards, casting doubt on their validity (Kirschner, 2017). The theory’s ambiguous constructs further complicate its assessment, fostering misconceptions among educators and learners (Digest, 2021). Implications for Education and Beyond The persistence of the learning style theory has significant implications, particularly in fields that rely on evidence-based practices like psychology (APA, 2019). Embracing a more nuanced understanding of learning—one that recognizes the diversity of cognitive processes—is crucial for effective education and professional practice (Newton, 2017). By dispelling the learning styles myth, educators can adopt more inclusive and evidence-based approaches to teaching and learning. PSY FPX 7411 Assessment 3 Current Debate in Learning Theory Conclusion Despite its widespread acceptance, the learning style theory remains a myth unsupported by empirical evidence. Educators and learners must critically evaluate its validity and adopt a more nuanced understanding of learning processes. Debunking this myth enables educators to implement more effective and inclusive educational practices, grounded in empirical evidence and tailored to individual needs. References American Psychological Association. (2019). Belief in learning styles myth may be detrimental [Press release]. Retrieved from http://www.apa.org/news/press/releases/2019/05/learningstyles-myth Digest. (2021). The “Learning styles” myth is still prevalent among educators — and it shows no sign of going away. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fblogs-podcasts-websites%2Flearningstyles-myth-is-still-prevalent-among%2Fdocview%2F2486091388%2Fse2%3Faccountid%3D27965 Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166–171. Nancekivell, S. E., Shah, P., & Gelman, S. A. (2020). Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth. Journal of Educational Psychology, 112(2), 221–235. Newton, P. M. (2015). The Learning Styles Myth is Thriving in Higher Education. Frontiers in Psychology, 6. PSY FPX 7411 Assessment 3 Current Debate in Learning Theory Newton, P. M. (2017). Evidence-Based Higher Education – Is the Learning Styles “Myth” Important? Frontiers in Psychology, 8, 444–444. Also Read PSY FPX 7411 Assessment 3 Current Debate in Learning Theory Read More PSY FPX 7411 Assessment 2 Read More PSY FPX 7411 Assessment 1 Annotated Bibliography Read More PSY FPX 7310 Assessment 5 Psychological Disorders Read More Load More

PSY FPX 7411 Assessment 2

PSY FPX 7411 Assessment 2 Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (87) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 7411 Assessment 2 Name Capella University PSY FPX 7411 Learning Theories in Psychology Prof. Name Date   Also Read PSY FPX 7411 Assessment 2 Read More PSY FPX 7411 Assessment 1 Annotated Bibliography Read More PSY FPX 7310 Assessment 5 Psychological Disorders Read More PSY FPX 7310 Assessment 4 Traumatic Brain Injuries Read More Load More

PSY FPX 7411 Assessment 1 Annotated Bibliography

PSY FPX 7411 Assessment 1 Annotated Bibliography Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (86) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 7411 Assessment 1 Annotated Bibliography Name Capella University PSY FPX 7411 Learning Theories in Psychology Prof. Name Date Annotated Bibliography Chanen et al. (2008) Chanen et al. (2008) conducted a randomized controlled trial to examine early intervention strategies for adolescents with borderline personality disorder (BPD) through cognitive analytic therapy (CAT). The primary objective was to evaluate changes in symptoms before and after treatment. The study utilized various interventions, including CAT, case management, psychiatric care, and in-patient care, with a focus on decreasing parasuicidal behaviors. Conducted over a two-year period, the study involved participants aged 17 to 22 diagnosed with BPD. The findings identified CAT as the most effective intervention, highlighting its promise for early BPD management. Choi-Kain et al. (2017) Choi-Kain et al. (2017) reviewed recent research on BPD treatment, focusing on the effectiveness of dialectical behavior therapy (DBT). The integration of DBT has significantly transformed BPD treatment, challenging the perception of the disorder as untreatable. The review compared DBT with other therapies such as mentalization-based treatment (MBT), schema-focused therapy (SFT), transference-focused psychotherapy (TFP), and systems training for emotional predictability and problem-solving (STEPPS). DBT emerged as the most effective intervention, reinforcing its recommendation as a primary treatment for BPD. Linehan et al. (2015) Linehan et al. (2015) performed a single-blind randomized clinical trial to assess the effectiveness of DBT for BPD patients at high risk of suicide. The study particularly examined the impact of DBT’s skills training component on reducing suicidal behaviors. The results supported the superiority of standard DBT over other variants, such as individual DBT or DBT involving case workers. This study further solidifies the evidence supporting DBT as a recommended intervention for BPD, especially for those at high suicide risk. PSY FPX 7411 Assessment 1 Annotated Bibliography Stoffers et al. (2010) Stoffers et al. (2010) investigated pharmacological treatments for BPD, an aspect of treatment that is less frequently discussed but targets affective and impulsive symptoms. Through a systematic review, the study evaluated the efficacy of various medications compared to placebos or other drugs. The findings indicated that second-generation antipsychotics, mood stabilizers, and certain dietary supplements offered some benefits, while other interventions showed limited effectiveness. Although pharmacotherapy can complement other therapeutic options, it mainly focuses on symptom management and should be considered alongside psychosocial treatments. Temes and Zanarini (2019) Temes and Zanarini (2019) provided an overview of recent psychosocial interventions for BPD, addressing the disorder’s symptoms and common comorbidities. The review covered traditional treatments such as DBT, STEPPS, and MBT, along with an increasing trend towards technology-based interventions. Web-based approaches, which offer greater accessibility and shorter intervention timelines, are particularly beneficial for younger populations. Despite the extensive range of topics, which may be challenging to navigate, the article remains a valuable resource for understanding various BPD interventions. References  Chanen, A. M., Jackson, H. J., McCutcheon, L. K., Martina, J., Dudgeon, P., Pan, Y. H., & McGorry, P. D. (2008). Early intervention for adolescents with borderline personality disorder using cognitive analytic therapy: Randomised controlled trial. The British Journal of Psychiatry, 193(6), 477-484. http://dx.doi.org/10.1192/bjp.bp.107.048934 Choi-Kain, L. W., Finch, E. F., Masland, S. R., Jenkins, J. A., & Unruh, B. T. (2017). What Works in the Treatment of Borderline Personality Disorder. Current Behavioral Neuroscience Reports, 4(1), 21-30. https://doi.org/10.1007/s40473-017-0103-z Linehan, M. M., Korslund, K. E., Harned, M. S., Gallop, R. J., Lungu, A., Ameli, R., & Murray-Gregory, A. M. (2015). Dialectical behavior therapy for high suicide risk in individuals with borderline personality disorder: A randomized clinical trial and component analysis. JAMA Psychiatry, 72(5), 475-482. https://doi.org/10.1001/jamapsychiatry.2014.3039 Stoffers, J., Völlm, B. A., Rücker, G., Timmer, A., Huband, N., & Lieb, K. (2010). Pharmacological interventions for borderline personality disorder. The Cochrane Database of Systematic Reviews, (6), CD005653. https://doi.org/10.1002/14651858.CD005653.pub2 PSY FPX 7411 Assessment 1 Annotated Bibliography Temes, C. M., & Zanarini, M. C. (2019). Recent developments in psychosocial interventions for borderline personality disorder. F1000Research, 8. http://dx.doi.org/10.12688/f1000research.18561.1   Also Read PSY FPX 7411 Assessment 1 Annotated Bibliography Read More PSY FPX 7310 Assessment 5 Psychological Disorders Read More PSY FPX 7310 Assessment 4 Traumatic Brain Injuries Read More PSY FPX 7310 Assessment 3 Alzheimer’s disease Read More Load More

Get In Touch

    Psychology Writing Services delivers tailored solutions for academic and professional exploration of the human psyche.

    Our Services

    our services

    © Copyright 2024 powered by PsychologyWritingServices.com

    You cannot copy content of this page, Contact Team if you need Help