Learning and Memory Applied :: Essays Papers

Learning and Memory AppliedLearning and keeping are fascinating. The world could not function without either. They both are use in many different fashions in a wide signifier of places. Learning and Memory pretend been carefully studied by professionals entirely are also well known and used by the common people on a daily basis. I am bingle of those common people, a student who is constantly learning and making the just about of my memory. Since enrolling in The Psychology of Learning and Memory class I have come to the realization that I encounter situations in my life that play the very concepts I have studied. I have also knowing that it is beneficial to apply the lessons learned in class to my everyday life. positivist reinforcement, learned helplessness and serial recall are a few among many of the learning and memory models that have come to action in my life and in my final reflections surrounding the course. First of all, I was extremely interested in the concept and various factors that to beat outher make up positive reinforcement. I had a premise that I could do just about experimental work on the three children for whom I baby-sit during the workweek after school. They leave school full of energy and it is my job to get them to complete a series of tasks before the end of the evening. I imagined that virtually positive reinforcement might get them on their way to treatment their responsibilities in a timelier manner. My first step was to come up with a specific instrumental response that would produce reinforcement. This took no time at all because by far the most painfully difficult topic for me to do is get the children to sit down and do their homework. I therefore spoke specifically to each child and asked them what they would rather choose as an after school military action. They named video games, television, and going to play with other propinquity children. I had expected these types of answers from the chi ldren and made them into the positive reinforcers that would be contingent on the childrens performance of the instrumental response namely completing their homework. I explained to the children that if they behaved and finished their homework, then directly following they could spend an hour doing an activity of their choice.