Order Description

1. ( Chapter 8,9) (When writing this essay, periodically refer back to Figure 8.2 on pag.285) Discuss what is meant by terms Exec Information Processing (include the terms Executive Control, Metacognition-3 kinds of

knowledge, 3 essential skills, pg.318). In the discussion also include: 1) four kinds of memory (Sensory, Working, Short-Term, Long-Term); 2) the capacity, duration and contents of Sensory Memory, components of Working

Memory (Short-Term, Central Executive, Phonological Loop, Visuospatial Sketch page, Episodic Buffer), and components of Long-Term Memory (Declarative knowledge, Episodic Memory, Self-Regulatory Knowledge,

Maintenance Rehearsal); 3) descriptions of individual differences in both Working Memory and Long-Term memory; 4) (your own thought process) explain how individual differences in Metacognitive skill can affect learning.

(Use two real-world , one to illustrate the affects of high and one to illustrate the affects of low Metacognitive skills on learning.)

2. (Chapters 9,10) Discuss what is meant by both Creativity and Constructivism, as well as (using you own thought process) explain how these two terms are interrelated psychologically, In the discussion include: 1. descriptions

of Restructuring and Originality, Fluency, and Flexibility of Divergent Thinking (also, contrast Divergent Thinking with Convergent Thinking); 2) descriptions of both Individual Constructivism (Piaget) and Social Constructivism

(Vygotsky); 3) how Appropriating, Social Negotiation and Multiple Representations of Content each relates to Social Constructivist way and then in a Social Constructivist way.

3. (Chapter 11) Discuss what is meant by Human Agency and Self-Regulation, and (using own thought process) explain how these two terms are interrelated psychologically. In your discussion include; 1) three basic influences-

knowledge, motivation , volition-on goal success; 2) describe the four phases of Winnie and Hadwin’s theoretical model of Self- Regulated Leaning; 3) a detailed description of a particular learning goal (for instance, receiving a

certain grade in an academic task or mastering a certain skill outside of a school setting) that you, someone you know, or someone you make up, was basically successful or unsuccessful at achieving; 4) apply each of the four

phases off this model outlined in Figure 11.2 pg.412 to the learning situation you described in part 3. (one way you can do this is to number and label each of the four phases, and explain at each phase what the person did wright

or wrong (or maybe some combination or right and wrong was done). Also, incorporate descriptions of high and low application of self-regulation at each phase using the term Metacognition at least once.