Write a 2-part assessment in which you apply motivational theory and memory acquisition theory to behaviors. This assessment should be a minimum of 4 pages long.

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APPLY MOTIVATIONAL THEORY AND MEMORY ACQUISITION THEORY TO BEHAVIORS

Motivational Theories/Memory Acquisition
Overview
Write a 2-part assessment in which you apply motivational theory and memory acquisition theory to behaviors. This assessment should be a minimum of 4 pages long.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
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  • Competency 1: Use information technology and tools to identify information in the domain of biological psychology. 
▪Describe potential changes from human design to consider if building a learning and memory system for a robot.
  • Competency 2: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of biological psychology. 
▪Describe memory acquisition.
  • Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology.

▪  Identify two common behaviors and hypothesize what might have prompted the behaviors from the perspective of each motivational theory.
▪  Discuss how people apply these different theories to influence behavior.

  • Competency 6: Communicate effectively in a variety of formats.

▪  Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a
psychology professional.
▪  Use APA style and format.
Context
Motivational Theories 
Motivation refers to the set of factors that initiate, sustain, and direct behaviors. Several motivation theories, including instinct theory, drive theory, incentive theory, and arousal theory have been widely applied in psychological practice where they are linked to other theories. For example, recent attachment theory studies examined the circumstances surrounding motivation and behavior in adolescents. In medical practice, drive theory is combined with neuroendocrine theory to understand the relationship between homeostasis and hunger. Understanding the neurobiology of hunger and appetite may ultimately lead to treatments for obesity and eating disorders. 
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Emotion
Emotion is an increase or decrease in physiological activity that is accompanied by feelings that are characteristic of the emotion and often accompanied by a characteristic behavior or facial expression. According to the James-Lange theory, emotional experience results from the physiological arousal that precedes it, and different emotions are the result of different patterns of arousal. According to Schachter and Singer’s cognitive theory, physiological arousal contributes only

Applying the 21 Synectics Steps

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APPLYING THE 21 SYNECTICS STEPS

Applying the 21 Synectics Steps
The need for thinking and problem-solving skills dominates our lives. Individuals must analyze problems in the workplace, at school, as a parent, and in many other daily situations. You have an opportunity to practice your problem-solving skills through this assignment.
Assignment: Select one problem from the following list or define your own problem. 1.Design a new textbook for a psychology class, science class, etc. 2.Invent a new telephone. 3.Design a new suitcase. 4.Design new clothes for soldier/teacher/cook/student/ etc. 5.Invent a new style for a video game. 6.Create a short story. 7.Design a new computer. 8.Invent a new way to protect computers from viruses. 9.Create a new type of credit card. 10.Work on solving a problem of your own choosing – a problem that is related to your major field of study.
Requirements: •Remember that you don’t need to create anything physically. You may use images or just descriptions of your ideas. •What is important for this assignment is your ability to generate ideas. •Number your ideas 1 through 21. •Generate 21 ideas about solving it, using the 21 Synectics steps listed below: •Response should be 500-600 words

Discuss three different strategies the teacher used during the lesson to enhance cognition.

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STRATEGIES TEACHERS USED DURING THE LESSON TO ENHANCE COGNITION

Cognitive Development and Learning

 
Formal schooling plays a large role helping children to develop cognitively. Along with their home and social environments, experiences in school continue to foster children’s development of cognitive skills and strategies. In school, children learn new ideas, concepts, skills and are provided with the opportunity to engage in activities where they can explore and experiment. For this discussion, you will begin by reviewing the video below.
 

Brief Description of Video

Link to Video
A Pre-K teacher shares a story with her students (n.d.). Interactive Read Aloud

 
Discuss three different strategies the teacher used during the lesson to enhance cognition. Some ideas include memory, social/emotional needs, cognitive skills necessary for different academic areas, or the characteristics of effective classrooms.
 
Examine how the three strategies influence cognitive development.
 
Explain how the teacher could continue to reinforce the cognitive abilities of their students after the lesson
 
This assignments should be at least 300 words in APA format.
 
Required Resource
 
Farrar, M.J. & Montgomery, D. (2015). Cognitive Development of Children: Research and Application. San Diego, CA; Bridgepoint Education
 
Recommended Resources
 
Gottfredson, L., & Saklofske, D. (2009). Intelligence: Foundations and issues in assessment.Canadian Psychology, 50(3), 183-195. Retrieved fromhttp://www.udel.edu/educ/gottfredson/reprints/2009intelligencefoundations.pdf
 
Decker, S. L., Hale, J. B., & Flanagan, D. P. (2013). Professional practice issues in the assessment of cognitive functioning for educational applications. Psychology in the Schools, 50(3), 300-313. doi:10.1002/pits.21675
 
Lee-Tarver, A. (2006). Are individualized education plans a good thing? A survey of teachers’ perceptions of the utility of IEPs in regular education settings. Journal of Instructional Psychology, 33(4), 263-272. Retrieved fromhttp://www.projectinnovation.biz/journal_of_instructional_psychology
 
Nesbit, R. E. (2014). What teachers need to know about IQ. Education Digest, 79(7), 4-14. Retrieved from https://www.eddigest.com/
 

Video

 
Interactive read aloud [Video file]. (n.d.). Retrieved fromhttps://www.teachingchannel.org/videos/pre-k-reading-comprehension

Were you a conformist or a nonconformist in high school? Why?

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CONFORMITY IN GROUPS

Conformity in Groups
Many famous social experiments have been conducted on the topic of conformity. Consider the Milgram experiment and the Asch Conformity experiments by selecting the following links:

  • Asch experiment
  • Milgram experiment

After reviewing these experiments, write a paper of 400–600 words discussing the following points:

  • Explain the major findings of these experiments.
  • Based on your personal experience, are people more or less willing to conform when in a group?
  • Reflect back on your high school experience. Did the social influence of the high school setting have you acting like the majority of other teenagers in your school so that you would be viewed as “normal”?
  • Were you a conformist or a nonconformist in high school? Why?
    • Who and what influenced your behavior?

Please submit your assignment.
References
McLeod, S. A. (2008). Asch Experiment. Retrieved from the Simply Psychology Web site: http://www.simplypsychology.org/asch-conformity.html
McLeod, S. A. (2007). The Milgram Experiment. Retrieved from the Simply Psychology Web site:http://www.simplypsychology.org/milgram.html
For assistance with your assignment, please use your text, Web resources, and all course materials.