In the absence of a pathology discussed in the text, all of us have numerous memories, both episodic and semantic. We have a clear view of the memory for many of these memories and can describe it in full detail. We know we know something for others, but not how we got there. Using the example of tying your shoes, state which type of memory this is and the facts surrounding it. Can you visualize being taught how to tie your shoes, who taught you, who reinforced the learning, how old you were, etc.? Is there anything missing from this memory?

From what you have learned in Chapter 7, discuss why your memories of the events might differ from others. Although your initial discussion is important here, your responses to others may surprise you when you read theirs. Why do we not remember any event in the same way? What characteristics of the “memory environment” might change what we remember?

Part 5- Examine Atkinson-Shiffrin’s model of memory in Chapter 9 of your textbook. Our senses operate constantly, yet not all information will get processed or stored. We can all sit in the same classroom, yet not everyone will take the information to permanent memory.

List each process involved in this memory model and use a particular example of what disruptions could cause a learner not to effectively store the information in long-term memory. Begin with input (remember, input comes from our environment), then cite each sensory memory area through to long-term memory (permanent memory). For one of the areas, discuss what could be done to promote learning (one example you may not use now is that a student needs glasses and becomes frustrated with not visualizing the information being presented yet is embarrassed to say something).

Part 6 ( one ) Models W6 Discussion Social Learning Theory Using Models

https://macu.instructure.com/courses/2972/pages/discussion-requirements

Review the Discussion Requirements for this course before responding to the prompt below.

Bandura is known for Social Learning Theory, which refers to situations where an individual actively monitors events or other phenomena involving other individuals and then chooses later actions based on those observations. This type of learning is based on imitations that seem to make a great deal of sense and are consistent with behaviorists who believe we are born blank slates, and everything is learned.

Bandura believed that the first requirement is the presence of a model. However, parents often note that their child has learned a behavior not modeled to them. (One example you may now not use is crawling.) Children see adults walking, yet most children crawl before they walk. They do not have models of us crawling around on all fours or scooting across the floor.

Discuss a behavior you have seen in a child’s developmental that appears not to have been modeled for them. What other processes may occur within the child to create this behavior? If you use material other than the text, be sure to reference this material.

Part 6 ( two )

Age

W6 Discussion: Learning Prior to School Age Review the Discussion Requirements for this course before responding to the prompt below.

During this course, you have learned about many such influences, such as memory, learning, multicultural awareness, social learning, modeling, and developmental pathologies. Early childhood teachers often discuss what they would have liked to have seen developed in children prior to entering the school system. Read Chapter 12 in our textbook and discuss five behaviors that you would want to have instilled in young children before they begin school and would facilitate their ability to be prepared to learn.

For each of the five behaviors, discuss what happens during early learning if a child has these behaviors and what happens when they do not. Most importantly, discuss how an educator can identify these needs early to create interventions.

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