1. Explain the purpose of the following types of assessment in learning and development • Initial Assessment • Formative Assessment • Summative Assessment Formative Assessment Initial assessment provides the information needed to plan an individual’s learning and improve their chances of learning effectively. Without it, there are only assumptions. It’s always possible to make some predictions about learners from an application form or selection test, but it’s an insecure basis for planning. Learners themselves bring assumptions about learning based on the past, and some of these may get in the way of looking ahead to a new way of learning.
Until this accident people did not understand cognitive functioning. This opened up a whole new world in learning about how the brain functions. This had put the study of the brain into the front burner. We seem to have an understanding of how the brain works, I however do not believe we will ever know it all. Phineas Gage’s accident had help so much by people being able to learn how the brain works and the functions of different parts of the brain.
Due to our limitations as recipients, which cause truth to vary among us, discovering truth becomes impossible because of its constant changes. When we encounter experiences through person-to-person, alterations occur at times on purpose by the conveyor on the experience, so the translation by the recipient can result in the closest experience to the experience retained by the conveyor. These changes highlight the retained ideas in the experience, allowing it to remain a truth, O’Brien
Are they related at all? Another aspect of the mind-body problem is the general assumption that we have a consciousness. It seems real, especially when debating the mind-body issue in our own heads. We must have a consciousness of some sort in order to even make this stipulation. There are those that say consciousness is merely an after effect of neural events in the brain (epiphenomenalism) and have touted neurological science as their proof.
Describe and Evaluate the Cue Dependent Theory of Forgetting According to Tulving (1975) cue dependent forgetting occurs when we have stored information but cannot access it because we lack the necessary cues to retrieve it. This theory argues that when we encode information we also encode details of the context and state that we were in at the time of encoding. These encoding cues act as extra information that guides us to the information we are trying to retrieve. Without these cues we find it difficult to get the information. The cue dependent theory of forgetting theorises that you never actually lose a memory, the memory is always there and that only the route to that memory is lost.
When I was taking the IAT, I did not feel that it was effortless and habitual, I found myself frequently forgetting which side each category was on and having to glance at them to remember. I felt like I was frequently expressing my explicit attitudes toward these words, but implicit attitudes are so hard to measure that maybe it really was my implicit attitude. Why did it provide opposite results then? This test is supposed to be able to measure my implicit attitude based significantly on my response time to categorizing various words into correct groups. I can understand the concept that we will respond quicker when two categories that we implicitly associate are grouped together.
Psychology Final Exam Study Guide A. Personality is patterns of behavior like actions, feelings, thoughts, and interactions that are consistent over time and across circumstances. They are unique characteristics that account for our enduring patterns of inner experience and outward behavior. Personality theories are attempts at describing and explaining why, how, when, someone acts. They are not facts and are bound to change over time.
); action; (what needs to be done next, how? ); seeking alternatives; keeping an open mind; viewing from different perspectives; thinking about consequences; testing ideas; seeking, identifying and resolving questions. Own values, beliefs systems and experiences may also affect working practice, reasons why could include; experiences that affect approach to working practices, for example, motivation, conformity, cooperation, consistency, respect, fairness, creativity, previous experiences of learning; self-awareness of values and beliefs; ways own
A key feature of Barkley’s model is that inhibition serves as a trigger for secondary effects in various executive functions, including working memory. Working memory is a system of interacting cognitive components that support the storage and mental manipulation of information over brief periods. Although working memory shares a neuroanatomical association with the frontal lobes, current evidence suggests that in cognitive terms at least, it is distinct from other executive functions such as inhibition. Individuals with ADHD exhibit substantial working memory deficits, particularly in visuo-spatial tasks. In contrast, performance in short-term memory tasks, such as forward recall of digits, words, and spatial locations, tends to be within age-expected
Researchers today have found more detailed information about the brain and its activity. Memories are important to shape individuals life. There are instances in life where individuals can reshape their memories, which in fact can ultimately change their perspective or belief of what actually occurred. In the article, Loftus mainly discusses and focuses on how memories are not always completely accurate. Loftus reveals several examples where people have been through incidents where their memory has failed to tell the truth.