Research paper: Annotated Bibliography - Introduction to Research | PSYC 255, Study notes of Psychology

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Research paper: Annotated Bibliography Dygdon, J. A., & Dienes, K. A. (2013, June). Behavioral excesses in depression a learning theory hypothesis [Theoretical Review]. Depress. Anxiety, 30(6), 598-605. http://dx.doi.org/10.1002/da. Two learning theory-based models of experiential contributions to depression: can be positive reinforcement and feeling helpless in trying to be able to learning. A learning disorder can contrive to depression that might be caused by biological or even experiences. Behaviorists tell us learning occurs as a result of experiences as well as observable change in the human behavior. Then we have direct instruction that has a disciplinary structure that can lead to meaningful and systematic learning experiences (Dygdon & Dienes, 2013, p. 599). Pham, H. (2011, june). Theory-Based Instructional Models Applied in Classroom Contexts []. Literacy Information and Computer Education Journal , 2 (2), 406. Retrieved from http://infonomics-society.org/LICEJ/Theory-Based%20Instructional%20Models %20Applied%20in%20Classroom%20Contexts.pdf Learning theories and Instructional practices have a strong relationship. When an educational committed teacher that knows the learning concepts and how to develop a theoretical teaching system that understand the efficient instructional design: the person that is trying to learn what is being taught will have more of a success in remembering as well as retaining it for later use. Behaviorists tell us that learning occurs as a result of changes in human behavior through conditioning. When no changes are seen in behavior, they believe no learning occurs. Teachers can play an important part in affected learning if the teacher knows what kind of

teaching a child needs. “The instructors use a system of teaching and learning within which pre- established subject matter is broken down into small, discrete steps and carefully organized into a logical sequence in which it can be learned readily by the student” (Pham, 2011, p. 406-407). Pham tells us that a student with the help of the educator can progress through these steps; this is reinforcement. Helping a child learn is a great work for the educator. Prati, G. (2012, December). A social cognitive learning theory of homophobic aggression among adolescents. []. School Psychology , 41 (4), 413. Retrieved from Retrieved from http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE %7CA323144112&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w&asid=e92b638d 46fb5935f2018c6186e “Social learning perspective suggests that a combination of environmental and cognitive processes influence behavior” (Prati, 2012, p. 413). The observation of models tells that people learn by experiences in their life, as well as in education institutes. This modeling are learned by different conditions. Children learn from listening to their parents, as well as friends. Bullying starts at an early age, from kids who think they are better because their parents have money or other reasons. “Empirical data have shown that bullies are perceived by peers as powerful, popular, and leaders in their school. Prati suggest that neither peers or teachers seldom punish bullies for their aggressive behavior” (Prati, 2012, p. 413). No matter if the person that is bullied is poor, a geek or from another country or even gay, this person is being hurt, with no help from anyone is charge. “It is reasonable to assume that, according to the social learning becoming a bully is more likely under the aforementioned conditions. The same mechanisms apply even more to the

determination of homophobic bullying for several reasons. Students tend to report that their teachers do not label homophobic epithets as bullying and do not punish the offenders” (Prati,2012, p. 413). Fulop, S., & Chater, N. (2013, January 17). Why formal learning theory matters for cognitive science []. Topics in Cognitive Science , 5 (1), 3-12. http://dx.doi.org/10.1111/tops. There are different types of models of learning. One is mathematical modeling; this is the point of view of cognitive science. “This approach can provide constraints on what is learnable by different types of idealized mechanism” (Fulop & Chater, 2013, p. 3). A person learns by recognizing different areas of his learning styles, “by deriving theoretical results which constrain what any learning system may possibly achieve given certain data” (Fulop & Chater, 2013, p. 4). The difference learning styles or models can help one person one way while another person could not even understand any of the material. Learning is different from one person to another; the cognitive science can help anyone who is having problems in learning. The different model that a teacher can teach can help many different students in learning how to retain the information in their memories. “Formal learning theory has the potential to play a role within cognitive science analogous to that played by theoretical computer science with respect to applied computing” (Fulop & Chater, 2013, p. 5).