Description
Create a professional development PowerPoint presentation on how theories, principles, and evidence-based best practices related to memory models and processes; knowledge representation, organization, and manipulation; and language acquisition and competency can be applied in the context of a professional specialization.
Introduction
As a professional psychologist, you will need to review theory and research and use it as the basis to develop best practices. For this assessment, you will focus on the following topics:
Memory models and processes.
Knowledge representation, organization, and manipulation.
Language.
Scenario
Imagine you are now a professional psychologist working in the specialization that you aspire to. You are charged with creating professional development for an interdisciplinary team of professionals in your workplace on how theories, principles, and evidence-based best practices of cognitive and affective psychology can be used to help people in your work context.
Preparation
The second assessment focuses on memory models and processes; knowledge representation, organization, and manipulation; and language acquisition and competency. For context on these topics, read the following:
Introduction to Memory Models and Processes [PDF]. (ATTACHED)
Introduction to Knowledge Representation, Manipulation, and Organization [PDF]. (ATTACHED)
Introduction to Language Acquisition and Competency [PDF]. (ATTACHED)
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
How did theories and models of memory, language, and knowledge evolve over time? Which ones seem most credible today?
What processes are involved in the acquisition and use of language? Are they more guided by inherited or environmental factors (nature or nurture)?
What are the relationships between memory, language, and knowledge?
What would it be like to live without memory? Without language?
What is declarative knowledge and how is its representation and organization explained by various theories?
What is procedural knowledge and how is it represented in the mind? How does it differ from declarative knowledge?
How do brain physiology and neuroscience help to explain normal and abnormal facilities with language, memory, and acquisition and retrieval of knowledge? Does science point toward interventions that could help persons with issues in these areas? Does it point toward ways to enhance capacities?
How might you help clients or students give up their intuitively held yet erroneous beliefs about the world?
Do culturally diverse populations experience memory, knowledge, and language differently?
How do emotions impact memory, knowledge, and language ability?
Instructions
For this assessment, you will create a PowerPoint presentation focused on the following topics:
Memory models and processes.
Knowledge representation, organization, and manipulation.
Language acquisition and competency.
The following resource is required to complete the assessment.
Presentation Template [PPTX]. (ATTACHED)
Note: Do not submit a paper for this assessment. Papers will not be graded.
You will complete this assessment by replacing all language that is enclosed within brackets [. . .] in the PowerPoint Presentation Template with your own words.
As in the previous assessment, you may see the Suggested Resources for guidance on basics of PowerPoint. The same design recommendations apply to this assessment as well.
Remember, your presentation is for an interdisciplinary team, so it will be important to communicate in a manner that can be understood by those not trained in psychology.
Contents of the Presentation
Title Slide
On the first slide of the PowerPoint, enter the following:
A descriptive title of approximately 5–15 words. It should stir interest while maintaining professional decorum.
Professional development for [enter the type of institutional context your presentation is designed for].
Your name.
Your specialization.
Course number and title.
Capella University.
Faculty name.
Note: If this presentation was made in an actual professional context, the entries under your name would be replaced by your job title, the name of your organization, and perhaps your contact information.
Topic Introduction Slides
Present each of the three topics in a separate section that begins with a slide naming the topic and concisely introducing it.
Theoretical Background Slides
Use one or more slides to briefly analyze the origins and evolution of each theory that you will reference in relation to each topic.
Application Slides
Use one or more slides to explain how theories, principles, and evidence-based best practices related to each topic can be used to explain behavior and help people. Remember, these factors should be relevant to the context your presentation is designed for. For each of these:
Analyze how and to what extent brain physiology and neuroscience can provide an explanation of relevant phenomena.
Analyze how affect may impact cognitive performance in these areas.
Explain one or more ethical issues that might arise in the application of theories and principles related to memory, language, or knowledge.
Cite the APA Code of Ethics or another code of ethics if it is more relevant to your area.
Explain how theories and principles related to at least one of the topics in your presentation apply to culturally diverse populations.
Conclusion Slide
Conclude your presentation with a succinct statement that sums up the utility of what you have presented.
References slide
Cite references using current APA style and formatting guidelines.
Competencies Measured (Competencies must be met)
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Incorporate theories, principles, and evidence-based best practices of cognitive psychology into professional practice.
Explain how theories, principles, and evidence-based best practices related to memory, language, and the representation, organization, and manipulation of knowledge can be applied in professional practice.
Analyze how brain physiology or neuroscience is related to memory, language, and the representation, organization, and manipulation of knowledge.
Competency 3: Incorporate theories, principles, and evidence-based best practices of affective psychology into professional practice.
Analyze how affect may impact cognitive performance related to memory, language, and the representation, organization, and manipulation of knowledge.
Competency 4: Explain how ethical principles and practices influence application of theories and principles of cognitive and affective psychology.
Explain one or more ethical issues that might arise in application of theories and principles related to memory, language, or knowledge.
Competency 5: Analyze how the theories and principles of cognitive and affective psychology apply to culturally diverse populations.
Explain how theories and principles related to memory, language, or knowledge apply to culturally diverse populations.
Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.
Employ appropriate written and visual communication to convey content to an intended audience.
Apply proper APA formatting and style.
Unformatted Attachment Preview
PSY-FPX7421: Cognitive/Affective Psychology
Introduction to Knowledge Representation,
Manipulation, and Organization
A neutron walks into a bar and asks for a drink. The bartender fills the order and places it in
front of the neutron. The neutron asks, “How much will that be?” The bartender responds, “For
you, no charge.” (Anonymous).
For all its triviality, this joke illustrates some of the complexities of human thinking. Knowing the
words and reading them are only minor parts of what it takes to understand the joke.
First, how did you know it was a joke? Did you find it amusing? Why or why not? How did you
know that the words drink and order were the same thing? How did you know that places it in
front meant, most likely, put the drink on the bar? How did you know that the neutron’s question
about how much referred to the cost of the drink? How did you know that there were two
meanings for the word charge? Is it necessary to know that a neutron has no electric charge?
Also, how is it that you can identify a group of words as a specific type of sentence (in this case,
a joke), rapidly process what it means on several different levels, and explain how and why it is
funny? (An assumption is being made here!). Furthermore, how did you do all of this without any
perceptible effort?
Remember the first time that you visited a new city and had to find your way around. You may
know the basics that would allow you to navigate (that there are four cardinal directions and,
perhaps, basic landmarks). Yet, navigating in a new city (despite all of your knowledge about
spatial navigation) is incredibly difficult. Why are some cognitive processes so effortful while
others are so effortful? How can affective processing can impact these processes?
Next, think of a child learning to play a piece of music on the piano. “She begins slowly,
painfully, and sometimes erroneously, memorizing each note. As a novice, she may have to use
a mnemonic strategy to remember the notes” (Slavin, 2012, p. 95). Those found on the lines say
Every Good Boy Does Fine and those found between the lines spell F-A-C-E. At this initial
stage, the young learner has to look at each note on the sheet music and then find the matching
key on the piano. Over hours of practice, she puts notes together—a process called
compilization. According to Slavin (2012):
The measure of play C, play E, play G at the same time becomes play CEG. Then,
individual measures are compiled into larger bits and so on. Once she can successfully
play the piece, the knowledge of the notes and the corresponding actions (finger
movements on the piano) are fused. She automatically plays the piece, no longer
thinking about notes or keys; she just plays the music. (p. 95).
In fact, she may not even be thinking about what she is playing. Instead, she is imagining
herself performing the piece at Carnegie Hall.
As you study knowledge representation, manipulation, and organization, consider these
questions:
•
What theories, models, and hypotheses are used to explain how knowledge is
represented in the mind?
•
What are some of the characteristics of mental imagery?
•
What are analogical images and symbolic propositions?
•
How do spatial skills develop?
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PSY-FPX7421: Cognitive/Affective Psychology
•
What is declarative knowledge and how is its representation and organization explained
by various theories and theorists?
•
What is procedural knowledge and how is it represented in the mind? How does it differ
from declarative knowledge?
•
Are there models that integrate knowledge types? If so, what are they?
Reference
Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.). Pearson.
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PSY-FPX7421: Cognitive/Affective Psychology
Introduction to Language Acquisition and Competency
An English professor at Southern Methodist University assigned an in-class tandem story—a
writing activity to a class of undergraduate students. Each student was to pair off with another
person and then the two were to take turns writing a story with one person writing all the evennumbered paragraphs and one person writing the odd-numbered ones. At the end of class, two
students—a male and female writing team—submitted the following essay (Levinthal, 2009,
para. 1):
At first, Laurie couldn’t decide which kind of tea she wanted. The chamomile, which used
to be her favorite for lazy evenings at home, now reminded her too much of Carl, who
once said, in happier times, that he liked chamomile. But she felt she must keep her
mind off Carl. His possessiveness was suffocating, and if she thought about him too
much her asthma started acting up. So, chamomile was out of the question.
Meanwhile, Advance Sergeant Carl Harris, leader of the attack squadron now in orbit
over Skylon 4, had more important things to think about than the neuroses of an airheaded asthmatic bimbo named Laurie with whom he had spent one night over a year
ago. “AS Harris to Geostation 17,” he said into his transgalactic communicator. “Polar
orbit established. No sign of resistance so far . . .” But before he could sign off, a bluish
particle beam flashed out of nowhere and blasted a hole through his ship’s cargo bay.
The jolt from the direct hit sent him flying out of his seat and across the cockpit. He
bumped his head and died almost immediately, but not before he felt one last pang of
regret for psychically brutalizing the one woman who had ever had feelings for him.
Soon afterwards, Earth stopped its pointless hostilities toward the peaceful farmers of
Skylon 4.
“Congress Passes Law Permanently Abolishing War and Space Travel,” Laurie read in
her newspaper. The news simultaneously excited her and bored her. She stared out the
window, dreaming of her youth—when the days had passed unhurriedly and carefree,
with no newspapers to read, no television to distract her from her sense of innocent
wonder at all the beautiful things around her. “Why must one lose one’s innocence to
become a woman?” she pondered wistfully.
Little did she know, but she had 10 seconds to live. Thousands of miles above the city,
the Anu’udrian mothership launched the first of its lithium fusion missiles. The wimpy
peaceniks who pushed the Unilateral Aerospace Disarmament Treaty through Congress
had left Earth a defenseless target for the hostile alien empires who were determined to
destroy the human race. Within two hours after the passage of the treaty, the Anu’udrian
ships were on course for Earth, carrying enough firepower to pulverize the entire planet.
With no one to stop them they swiftly initiated their diabolical plan. The lithium fusion
missile entered the atmosphere unimpeded. The president, in his top-secret mobile
submarine headquarters on the ocean floor off the coast of Guam, felt the inconceivably
massive explosion which vaporized Laurie and 85 million other Americans. The
president slammed his fist on the conference table. “We can’t allow this! I’m going to
veto that treaty! Let’s blow ’em out of the sky!”
This is absurd. I refuse to continue this mockery of literature. My writing partner is a
violent, chauvinistic, semiliterate adolescent.
Yeah? Well, you’re a self-centered tedious neurotic whose attempts at writing are the
literary equivalent of Valium.
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PSY-FPX7421: Cognitive/Affective Psychology
You total $*&. Stupid %&#$!
Did you have difficulty figuring out which paragraphs were written by the female student and
which were written by the male student? Probably not; but if you did, the odd paragraphs were
written by the female; even paragraphs were written by the male.
In their discussion of gender and language differences, Sternberg and Sternberg (2012) cite
Tannen (1994) as stating, “conversations between men and women are sometimes regarded as
cross-cultural communication” (p. 387), as is clearly and saliently exemplified in the above
essay. Conversational goals often differ along gender (as well as social and cultural) lines, with
females looking for connections and confirmations and males seeking independence and
rapport (Sternberg & Sternberg, 2012).
This unit the general nature of language: how it is acquired, and how it is influenced by context.
Questions to consider as you explore language acquisition and capacity include:
•
How is language characterized?
•
What processes are involved in the acquisition and use of language?
•
How does language affect the way we think?
•
In what way is language tied to its social context?
•
What happens in the brain as language develops?
References
Levinthal, D. (2009). Tandem story. http://www.cartalk.com/content/tandem-story
Sternberg, R. J., & Sternberg, K. (2012). Cognitive psychology (6th ed.). Wadsworth Cengage
Learning.
Tannen, D. (1994). Talking from 9 to 5: How women’s and men’s conversational styles affect
who gets heard, who gets credit, and what gets done at work. Morrow.
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PSY-FPX7421: Cognitive/Affective Psychology
Introduction to Memory Models and Processes
Nothing defines our lives more than our memories. Humans often feel relatively confident about
their memories—and are certain that their memory stores the unassailable truth, much like an
encyclopedia. Research, however, suggest that memory is strongly influenced by multiple
factors including our personal beliefs and values, our confidence about the accuracy of the
memory and our own affective response to the memories (Baddeley, Eysenck, & Anderson,
2014). For example, try to imagine every detail that you can about an emotionally salient event
in your life (for example, your wedding, birth of a child, 9/11 attacks, or your graduation). You
probably feel very confident that you remember these details very accurately, right? These
emotionally salient memories (sometimes call Flashbulb Memories) are associated with greater
confidence in the recollection, but researchers have found that the confidence does not predict
greater accuracy (Talarico & Rubin, 2003). Essentially, over time people remain equally
confident in their memory’s accuracy; but the memory’s contents actually change over time.
As you explore the subject of memory, the theories, models, processes, and research
methodologies used to learn about and understand it, think about the following questions:
•
How did theories and models of memory evolve over time?
•
Which ones guide our current understanding of memory?
•
How is information processed—taken in, encoded, stored, and recalled—in and from
memory?
•
What is the relationship between memory and brain physiology?
•
What is the relationship between memory and learning?
References
Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2014). Memory. Psychology
Press.
Talarico, J. M. & Rubin, D. C. (2003). Confidence, not consistency, characterizes flashbulb
memories. Psychological Science, 14(5), 455–461.
1
[Title of Approximately 5−15
Words]
Professional Development for
[Institutional Context]
Your name.
Your Specialization.
Course number and title.
Capella University.
Instructor’s name.
Introduction to [Topic]
• [Copy this slide to introduce each of the 3
topics of your presentation.]
• [Use these introduction slides to begin each
section of the presentation devoted to each
topic.]
Theoretical Background of [Topic]
• [Briefly analyze the origins and evolution of
each theory that you will reference in relation
to this topic.]
[Applications of Topic]
• [Explain how theories, principles, and
evidence-based best practices related to the
topic can be used to explain behavior and help
people.]
• [Remember, these factors should be relevant
to the context of your presentation.]
• [Consult the assignment instructions for other
information you should provide.]
Conclusion
• [Succinctly sum up the utility of what you have
presented.]
References
[Comply with APA style for References.]
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