This Assignment Has Two Parts: A And B. Respond To Both Part

This assignment has two parts: A and B. Respond to both parts. Your total response must be at least 15 sentences.

This assignment has two parts: A and B. Respond to BOTH parts. Your total response must be at least 15 sentences. It can be longer. View the videos in PART A, pick at least two videos and respond to the questions under the videos.

Your response to part A must discuss at least a couple of the videos attached here. You don't need to use APA format when referring to the videos here, but label the study strategy (e.g., dual coding). For PART B, come up with one correlation example (either pick question 1 or 2) and write it in your own words. Label your responses as PART A) and PART B). Your post must be written entirely in your own words. You don't need to cite sources other than the videos for this assignment, but if you do use other sources, use APA format citations.

We'll learn more about this for future discussions that do require sources. See my announcements and the resources in the first Canvas module. Respond to two other students' posts. Your responses have no specific length requirements, but you need to refer to something in the student's post, showing deep engagement with the topic(s) discussed by the other students: something like "I agree" or "Interesting!" is NOT enough for the points.

Paper For Above instruction

PART A: Memory strategies

In the videos on study strategies, I found two techniques particularly appealing: spaced repetition and dual coding. I chose spaced repetition because it leverages the psychological spacing effect, which enhances long-term retention of information by reviewing material at increasing intervals. I have used similar methods in my daily life, especially when studying for exams or memorizing dates for history, by revisiting material over several days rather than cramming at the last minute. To implement this, I plan to create a revision schedule that gradually extends the review intervals, ensuring that information is revisited just before I might forget it, thereby strengthening my memory.

Dual coding was another strategy that resonated with me. This approach involves combining visual and verbal information to reinforce learning. I recognize that I naturally tend to prefer visual aids when studying, such as charts or mind maps, so intentionally pairing words with images can boost my comprehension and recall. For instance, when learning about biological processes, I plan to use diagrams alongside textual notes, as this dual representation caters to both visual and verbal learning pathways. In everyday life, I have used visualization techniques for problem-solving and decision-making, and I now see how pairing visuals with explanations can further enhance my understanding and retention of complex concepts.

Both strategies are rooted in cognitive psychology principles that emphasize the importance of varied encoding and repeated exposure to information. They are practical and adaptable, making them suitable for diverse learning contexts, including academic study and personal development. Incorporating spaced repetition and dual coding into my routine will not only improve my academic performance but also make learning more engaging and less stressful.

PART B: Correlation

For Part B, I will respond to Question 1. Consider the correlation between the number of hours spent watching television and levels of physical fitness. These two variables might be positively correlated; as television watching increases, physical fitness could decrease. However, a third variable, the amount of free time available, influences both. People who have more free time may choose to spend more hours watching television, leading to less time being active, which reduces physical fitness. Conversely, individuals with less free time might watch less TV and engage in more physical activity, maintaining higher fitness levels. Thus, the amount of free time is the third variable that systemically affects both variables and explains their correlation, rather than one directly influencing the other.

References

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• Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.
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• Schacter, D. L. (1999). The seven sins of memory: Understanding human forgetting. American Psychological Association.
• Smith, S. M., & Kosslyn, S. M. (2007). Cognitive psychology: Mind and brain. Pearson Education.
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• Pressley, M., & Ghatala, E. (1988). Cognitive strategies: What's new? In P. E. Davidson & C. H. Schunn (Eds.), Strategies of Ascent in Temperate Climates (pp. 95-102). Educational Publishing.
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