Unit 6 Discussion 1 & 2

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Unit 6 Discussion 1 Knowledge, language, and memory all stem from experience and therefore, a situation may help an individual recall certain pieces to apply in everyday life (Goldstein, 2018). Unfortunately, individuals who have certain types of disabilities may or may not be able to use audible language to communicate or apply knowledge in given situations due to present stressors, or even recall true memories where false memories may intercede. College students who have a disability fall into this category, where many learners have trouble retaining information or applying the material in given situations at the higher education level that cause higher levels of stress (Vermeulen et al., 2020). Therefore, it is important that college students utilize the accommodations that are provided by the university from the disability services. College students who utilize the accommodations provided have a higher success rate for passing classes and obtaining a degree than students who do not (Newman et al., 2021). In order to obtain knowledge, learn how to apply it, commit it to memory, and take in the language of the material, a student has to be able to firstly understand the information at hand. For my career and my project, I will look into how students are able to apply knowledge that have a disability at the college level. References Goldstein, E. B. (2018). Cognitive psychology: Connecting mind, research, and everyday experience (Vitalsource, 5th ed.). Cengage Limited. Newman, L. A., Madaus, J. W., Lalor, A. R., & Javitz, H. S. (2021). Effect of accessing supports on higher education persistence of students with disabilities. Journal of Diversity in Higher Education , 14 (3), 353–363. https://doi.org/10.1037/dhe0000170 Vermeulen, M., Smits, D., Boelen, P. A., Claes, L., Raes, F., & Krans, J. (2020). The Dutch version of the Centrality of Event Scale (CES): Associations with negative life events, posttraumatic stress, and depression symptoms in a student population. European Journal of Psychological Assessment , 36 (2), 361–371. https://doi.org/10.1027/1015-5759/a000517 Unit 6 Discussion 2 According to Goldstein (2018), a schema is an individual’s knowledge about the surrounding environment while a script occurs during an experience caused by a cascade of actions. A schema is more of a memory structure that helps individuals categorize new information from the environment which is encountered. A memory may be triggered from the information as well. An example of a schema may be a college student driving to campus, parking in the correct deck, walking to the building for lab, opening their bookbag for materials, and realizing that they left their student ID in the car in the parking deck. All of these are background knowledge, a certain everyday reoccurring experience for college, but also, a key missing piece of information that arrives in the given moment.

A script may influence a memory by holding certain expectations for the situation, for what usually or should happen in the moment. A college student should expect a lecture in the classroom setting or expect an experiment to complete in the laboratory, but also hold certain expectations of what to learn on the subject material and ask questions. In the moment, students can expect new information and teamworking with peers. Affective processing, however, this is more critical thinking skills. It is knowing material, recalling certain memories, judging situations, and applying problem solving skills. These concepts will be used in my career due to how my disabled students perceive the classroom setting and enable me to understand their way of thinking. References Goldstein, E. B. (2018). Cognitive psychology: Connecting mind, research, and everyday experience (Vitalsource, 5th ed.). Cengage Limited.

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