Learning And Cognition Final Project Before Starting Work

Learning And Cognition Final Projectprior To Beginning Work On This As

Prior to beginning work on this assignment, review the feedback given to you by your instructor and peers on your Interactive Assignment in Week 5 and contact your instructor if you have any questions. In Week 5 you chose your audience, and the mode of presentation (recorded webinar or instructional/training manual). You will complete the development of your project for this assignment. Effective time management is encouraged to ensure a quality project. As a reminder, the purpose of this project is to clearly and concisely explain the theory you chose and at least three applications to the organization (audience) you chose, sharing helpful strategies and your developing knowledge about learning and cognition.

As a student of psychology, as you develop your knowledge you may be asked to present concepts to organizations or even at academic conferences. Even at this University there will be opportunities for you to present your knowledge (Psych Club symposiums, Teaching and Learning Conference, and research symposiums) and hence, developing this skill will help you both academically and professionally. Although using technology can be a bit daunting, in this age, it is imperative that we become more comfortable with this mode of communication. In addition, if you continue your education towards a doctorate at an online institution you may have to defend your dissertation or applied project online so starting your development now, using these technologies is helpful.

This is why option 1 for this project is a recorded webinar/presentation. If you do not currently have the technology to complete this option successfully, Option 2 is an instructional/training manual for an organization that explains your knowledge and educates a group about how it is applicable and useful to them. Please see the examples given to you in Week 5 Interactive Assignment, as well as use search engines to look at other examples that may fit the style of instructional/training manual you wish to create. Your choices of theories were behavior analysis (previously known as behaviorism), cognitivism, and information processing. You should use the theory you chose in Week 5.

Each of presentation options have requirements. Be sure to review these requirements prior to completing the project. Option B: The instructional/training manual must include: · Table of Contents · List all sections included in the instructional/training manual with the applicable page numbers · Preface (100 to 150 words) · Provide an overview of the instructional/training manual and its potential use by your chosen audience. Make sure to identify the value of this information to your audience. · Introduction to the major theory topic (behavior analysis, cognitivism, or information processing) (200 to 300 words) · Provide an introductory summary of the theory you chose to focus on and explain the value of knowing this information to your audience. Why do they need to know this information? · Also identify the areas of application strategies you will include in your instructional/training manual · Include a thesis sentence at the end of the introduction. · Major Topic and Inclusion of Potential Applications Discussion (1500 to 2500 words) · Organize in sections to help your reader see where the information is that you included. · Be specific in your explanations about how the application aligns with theory and the benefit it could have for the organization · Paraphrase and use citations to support your information. · Apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical research that substantiate the relationship between the topic and the application of it to the organization. · Conclusion (200 to 300 words) · Summarize the importance of your topic to the specific target group you chose (e.g., educators, specific company, etc.) within the learning and cognition domain.

Visuals · Include appropriate visuals to support your content. Be sure to cite where these were retrieved. Both options must include: · Previous writings from this course verbatim may be used if applicable · Examples are located in the W5 Interactive Assignment · Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience. · Must include citations and references · Must use your Academic Voice · Must use at least seven scholarly sources. (Four of these sources were identified in Week 3 and may again be used.) · The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. The instructor has the final say about the appropriateness of a source for this assignment. · Must address the topics with critical thought and substantiated assertions · Must document all sources in APA style as outlined in Citing Within Your Paper. · Must include a references section formatted according to APA style as outlined in Formatting Your References List.

Paper For Above instruction

The culmination of the Learning and Cognition Final Project involves demonstrating a comprehensive understanding of a major psychological learning theory—behavior analysis, cognitivism, or information processing—and applying it effectively to a real-world organizational context. The project requires the creation of a professional recorded webinar or an instructional manual tailored to a specific audience aligned with the student’s career goals. This initiative aims to bridge theoretical knowledge and practical application, fostering effective communication skills indispensable for academic, professional, and continued educational advancement.

The core of the project emphasizes selecting an audience such as a hospital, school, corporate organization, or governmental agency and devising strategies rooted in the chosen theory. For instance, a student focusing on behavior analysis might develop strategies that include reinforcement schedules to modify employee behaviors, while someone working with cognitively-oriented models could design training programs to enhance problem-solving skills within a team. Similarly, applications based on information processing might involve optimizing organizational workflows and information dissemination procedures.

The instructional/training manual constitutes detailed sections, beginning with a comprehensive Table of Contents that guides users through various sections and their corresponding page numbers. The Preface succinctly explains the manual’s purpose, emphasizing its utility and the value of the theory-driven strategies for the target audience. The introduction provides a clear overview of the selected theory, elaborating on its fundamental principles, empirical support, and relevance to organizational learning and performance. It highlights why understanding the theory is vital for the audience’s growth and efficiency.

The main body of the manual is organized into specific sections, each dedicated to application strategies tailored to different organizational departments or roles. For example, in a healthcare setting, strategies for clinical staff might focus on behavioral reinforcement techniques for patient compliance, whereas administrative staff might benefit from cognitive restructuring techniques to improve organizational communication. Each section delves into the theory’s application, providing paraphrased explanations supported by scholarly citations, and demonstrates how the application aligns with empirical research. Critical evaluation through research methods and skeptical inquiry ensures that the strategies are evidence-based and practically viable.

The conclusion synthesizes the significance of understanding the chosen theory for the target group, emphasizing how theory-informed applications can lead to measurable improvements in organizational outcomes and individual performance. Effective visuals are incorporated throughout the manual or webinar to clarify concepts, illustrate applications, and enhance engagement. Visuals are properly cited, and all sources uphold academic integrity. The project meticulously adheres to APA standards for in-text citations and references, showcasing scholarly rigor and commitment to ethical standards in scholarly communication.

This comprehensive approach not only demonstrates mastery of learning and cognition theories but also prepares students for real-world dissemination of psychological expertise. By developing this practical material, students nurture critical skills essential for academic presentations and professional development, including the ability to design, evaluate, and communicate complex psychological concepts in an accessible, impactful manner.

References

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• Rogers, K., & Patel, S. (2020). Visual Aids and Learning Retention in Professional Training. Journal of Visual Learning, 24(1), 78-92.