In Week 1, you began with choosing an e xperiment to complete. Over the last several weeks you have been working on your p roject
In Week 1, you began with choosing an e xperiment to complete. Over the last several weeks you have been working on your p roject in preparation to complete the work for this week.
Your p roject should adhere to the following guidelines:
For the main sections, it should have:
- A title p age
- An abstract (not more than 250 words)
- An introduction
- A literature review
- Methods
- Results
- Discussion & Conclusion
- References
Introduction: This should be one to two (1-2) p ages in length. The introduction provides a brief overview of what will be covered and the purpose of the r esearch.
Literature review: The literature review is taken in part from what you researched in the scholarly journal a rticles you selected. It is a synthesis of the material you found into a cohesive review of the literature on your chosen e xperiment. The final p roject requires at least five (5) peer-reviewed journal articles on your topic. You must use current research from within the past five (5) years.
Methods: This section provides information on how the e xperiment was conducted.
Results: The results section should explain your findings from the e xperiment in detail.
Discussion & Conclusion: The difference between a great research p aper and a marginal one is the depth and originality of the discussion and conclusions section. This is where you bring together what you have learned through your research as well as through the course regarding your topic in the concluding remarks of your p aper. The discussion and conclusions section should be one to two (1-2) p ages in length.
The RememberKnow Experiment.html
The Remember/Know Experiment
In the past nine weeks, you performed several experiments in which you had to memorize a list of words and then distinguish those words from the new words appearing in the list. However, you just had to remember the words appearing in the list; you were not expected to know them.
Although you might consider the words "remember" and "know" to be synonymous, cognitive psychologists have made a distinction between the two words. According to these psychologists, if you remember something, you recall the information and the context in which you learned it. For example, if you are asked to recall the various levels of processing, you might remember reading about them in your textbook or learning about them in class. In addition, you may remember their graphical representation in the textbook. In contrast, if you are asked whether the earth revolves around the sun, it is unlikely that you would recall when you learned this information. You just know it.
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Metacognition.html
Metacognition
Metacognition is a popular topic both in psychology and in education. Metacognition is defined as thinking about thinking or knowing about knowing, as well as determining what you know and what you don't know. It involves being aware of your mental processes and being able to control your cognitive activities. It is essential to effective learning and involves processes such as planning, self-monitoring, and evaluating your work after completing a task.
Metacognition: An Example
You have been asked to learn the parts of the brain for a physiology test. You probably know how you can best complete this task (for example, using mnemonic devices) and are also aware of how much time this activity might take (planning).
While you are learning the terms, you probably sense whether you are indeed remembering the terms (monitoring). You will probably test yourself at intervals to make sure you have accurately memorized the terms.
Finally, you may review the material the next day to test your knowledge and evaluate whether you need to study more.
Additional Material
View a PDF Transcript of Metacognition: An Example
SU_PSY3002_Metacognition.pdf
Page 1 of 1 PSY3002_Cognitive Lab © 2009 South University
Metacognition: An Example You have been asked to learn the parts of the brain for a physiology test. You probably know how you can best complete this task (for example, using mnemonic devices) and are also aware of how much time this activity might take (planning). While you are learning the terms, you probably sense whether you are indeed remembering the terms (monitoring). You will probably test yourself at intervals to make sure you have accurately memorized the terms. Finally, you may review the material the next day to test your knowledge and evaluate whether you need to study more.
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