Unit 3 Discussion 1 & 2

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Oct 30, 2023

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Unit 3 Discussion 1 Bandura’s social cognitive theory is the theory which resonates the most with my students since my occupation is a professor. Since students learn from a series of observations that are influenced from the surrounding environment, then this is the technique to obtain knowledge (Merriam et al., 2016). The triadic pyramid consists of three elements, which are behavioral, environmental, and personal factors. Bandura suggests these three factors have a profound impact upon the individual in learning and everyday life. Bandura states that individuals are products of their environment. If this is correct, then it also implies that behaviors may be altered by the environment or vice versa, the environment may alter the behavior to have a stable relationship (Davidson Films, Inc., 2003). There are four key notes of Bandura’s social cognitive theory, which are self-efficacy, agency, modeling, and self-regulation according to Woolfolk (2018). The theory does allow for information to be processed from observation, not just the sole experience. This gives the explanation and as well as stresses the great need for student-centered learning in the educational setting. For adult learners in the college setting, Bandura’s theory is highly relevant due to how students may influence one another due to the collection of experiences from the entire class (Zelinkski & Lewis, 2003). Yet, motivation also plays a key role here, seeing that it is a part of the social cognitive theory, especially if the adult learner is goal-directed and self-learning (Schunk & DiBenedetto, 2020). Since external or internal factors are deemed for the individual to relate to success or failure, the individual must look for some control over the surrounding environment or personal feelings in order to navigate the classroom. Many adults struggle with the diagnosis of generalized anxiety disorder (GAD) in my classroom, and the disability interferes with working memory, which negatively impacts the cognitive function (Moran, 2016). It interferes with memory and application of new knowledge. References Davidson Films, Inc. (Producer). (2003). Bandura's social cognitive theory: An introduction [Video]. Films on Demand. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2006). Learning in adulthood: A comprehensive guide . John Wiley & Sons, Incorporated. Moran, T. (2016). Anxiety and working memory capacity: A meta-analysis and narrative review. Psychological Bulletin, 142 (8):831-864. doi: 10.1037/bul0000051. Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology , 60 , 101832. Woolfolk, A. (2018). Educational psychology (14th Edition). Pearson Education (US). https://capella.vitalsource.com/books/9780134774275 Zelinski, E. M., & Lewis, K. L. (2003). Adult Age Differences in Multiple Cognitive Functions: Differentiation, Dedifferentiation, or Process-Specific Change? Psychology and Aging , 18 (4), 727–745. https://doi.org/10.1037/0882-7974.18.4.727
Unit 3 Discussion 2 There are several cognitive processes in the brain which are vital for development. Many of the cognition processes, such as memory, intelligence, cognition, and learning, all change as development occurs from childhood to adulthood, shifting the way that information and knowledge are processed in the brain. When the transition from childhood to adulthood happens, this is when a critical skill forms, the ability to think critically, as well as the objective of being a self-directed learner to gather new information and apply knowledge (Merriam et al., 2006). According to Buckley (et al., 2018), long-term memory is influenced by learning and obtaining knowledge. Therefore, as the child develops into an adult, the abilities of the individual will start to become more so specialized and thus, in turn, the cognition thought will vary as well (Zelinski, 2003). However, there is a point during adulthood when these abilities become less distinguished due to changes with age impacting cognitive function and thought (Merriam et al., 2006). There are also several mental illnesses which may impact cognitive function and thought negatively, such as anxiety or depression (Moran, 2016). There are also, of course, the diseases of the brain such as dementia or Alzheimer’s which impact the neurons negatively, in turn, causing the decline of function and thought. Since studies say that intelligence does not decline with age, then plasticity is the main component of being able to adapt while aging, but also be able to endure and overcome any challenges (Merriam et al., 2006). Thus, the elderly population must be able to formulate new thinking patterns, as well as adapt to any cognitive loss. Therefore, while intelligence may not change, there can be loss of function, cognition, and memory which negatively impacts an individual’s ability to think. References Buckley, J., Seery, N., Canty, D., & Gumaelius, L. (2018). Visualization, inductive reasoning, and memory span as components of fluid intelligence: Implications for technology education. International Journal of Educational Research , 90 , 64-77. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2006). Learning in adulthood: A comprehensive guide . John Wiley & Sons, Incorporated. Moran, T. (2016). Anxiety and working memory capacity: A meta-analysis and narrative review. Psychological Bulletin, 142 (8):831-864. doi: 10.1037/bul0000051. Zelinski, E. M., & Lewis, K. L. (2003). Adult Age Differences in Multiple Cognitive Functions: Differentiation, Dedifferentiation, or Process-Specific Change? Psychology and Aging , 18 (4), 727–745. https://doi.org/10.1037/0882-7974.18.4.727
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