Question 1: Read Chapters 5 and 6 from the Applied metacognition e-book, review Elaboration Theory, Social Learning Theory, and Self-Determination Theory online, read “The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination” article, view the Emotional Intelligence and Bloom’s Taxonomy videos, and review any relevant Instructor Guidance.   Throughout the past several decades, the understanding of how we learn has been defined and redefined.  For the discussion please include the following: 1. Evaluate and discuss the applicability of social learning theory and Bloom’s taxonomy to the concepts of how we learn.   2. Analyze how social learning theory and Bloom’s taxonomy incorporate cognitivism and constructivism into their frameworks. 3. Demonstrate an understanding of social learning theory and Bloom’s taxonomy may have contributed to the focus on the more recent theories of emotional intelligence, metacognition, and motivation (i.e., self-determination). This may be opinion, but please support your ideas with your experiences or current understanding. 4. Research three scholarly articles pertaining to the historical relevance of one of the following: emotional intelligence, Self-determination Theory, or metacognition.. 5. Address the following questions about what you discovered during your research: · What historical trends do you notice in the literature about your assigned subject? · Does there appear to be any event or series of events (such as research findings) that helped to promote this area of variable within learning psychology? 6. Evaluate your learning style and share an example of how a better understanding of this theory might be applied to explain your learning behavior(s) in a real-life situation at school, work, or home. Example answer: Bloom’s taxonomy on how we learn would be; lesson to what is around us. And what our bodies are telling us. Example is if our bodies are telling us that something is wrong, then we shouldn’t do it. My gut gets a funny feeling in it when I am at that point when deciding withers its right or wrong. Other words weigh the pros and cons to the subject. These behaviors shape who we are in the community. Bloom focuses more on information processing and how we learn. Constructivism, meaning is given to the lessons taught (Simpson, 2011). I believe that she shows us how our brains work and develop different thinks {or thinking}. Now social learning comes from watching and listening to people around you and their actions. The example I will use for this would be; church we learn about god, and Jesus and the Holy Ghost and resurrection. This is about what we believe and what our minds will accept. We learn from our parents from the time we are born till the day we pass, we learn from our instructors at school, friends {we learn how to walk, talk, how to read, do math, and how to play different games with our friends}. The emotional intelligence to all of thi ...

1. Question 1:
Read Chapters 5 and 6 from the Applied metacognition e-book,
review Elaboration Theory, Social Learning Theory, and Self-
Determination Theory online, read “The Impact of the Self-
Determined Learning Model of Instruction on Student Self-
Determination” article, view the Emotional Intelligence
and Bloom’s Taxonomy videos, and review any relevant
Instructor Guidance.
Throughout the past several decades, the understanding of how
we learn has been defined and redefined. For the discussion
please include the following:
1. Evaluate and discuss the applicability of social learning
theory and Bloom’s taxonomy to the concepts of how we learn.
2. Analyze how social learning theory and Bloom’s taxonomy
incorporate cognitivism and constructivism into their
frameworks.
3. Demonstrate an understanding of social learning theory and
Bloom’s taxonomy may have contributed to the focus on the
more recent theories of emotional intelligence, metacognition,
and motivation (i.e., self-determination). This may be opinion,
but please support your ideas with your experiences or current
understanding.
4. Research three scholarly articles pertaining to the historical
relevance of one of the following: emotional intelligence, Self-
determination Theory, or metacognition..
5. Address the following questions about what you discovered
during your research:
· What historical trends do you notice in the literature about
your assigned subject?
· Does there appear to be any event or series of events (such as
research findings) that helped to promote this area of variable
within learning psychology?
6. Evaluate your learning style and share an example of how a

2. better understanding of this theory might be applied to explain
your learning behavior(s) in a real-life situation at school,
work, or home.
Example answer:
Bloom’s taxonomy on how we learn would be; lesson to what is
around us. And what our bodies are telling us. Example is if our
bodies are telling us that something is wrong, then we shouldn’t
do it. My gut gets a funny feeling in it when I am at that point
when deciding withers its right or wrong. Other words weigh
the pros and cons to the subject. These behaviors shape who we
are in the community.
Bloom focuses more on information processing and how we
learn. Constructivism, meaning is given to the lessons taught
(Simpson, 2011). I believe that she shows us how our brains
work and develop different thinks {or thinking}.
Now social learning comes from watching and listening to
people around you and their actions. The example I will use for
this would be; church we learn about god, and Jesus and the
Holy Ghost and resurrection. This is about what we believe and
what our minds will accept.
We learn from our parents from the time we are born till the day
we pass, we learn from our instructors at school, friends {we
learn how to walk, talk, how to read, do math, and how to play
different games with our friends}. The emotional intelligence to
all of this would be how we except it and or process it.
The research that I chose is self-discrimination theory. When
our minds are full of knowledge and it has improved then our
needs are met.
Yes. The researcher of this article did a test and collected some
data to calculate the findings of the test. It showed that the
participants are more eager to learn when their most basic needs
are met.
Evaluate your learning style and share an example of how a
better understanding of this theory might be applied to explain
your learning behavior(s) in a real-life situation at school,
work, or home.

3. My learning style is hearing, and writing things down so I will
not forget, even hands on helps. With this being said I would
consider this to be a social theory since I have to be out in the
public all day. By writing things down I believe I can learn
best by listening to what the instructor is saying by reading and
listening to them. When I was in my 20’s I worked for a place
that worked with metals {coating and plating} I had to put them
on a rack piece by piece for them to be cleaned. When they were
done drying I had to ask where they were to go, after that. They
had to show me a couple of time till I caught on. So watching
other do things helped me learn well.
References
Lieberman, D. A. (2012). Psychology of Learning San Diego,
CA: Bridgepoint Education.
CTEillinois. (2013,March 3). Bloom’s taxonomy [Video file].
Retrieved from http://youtu.be/4Fy5MUzdWMg
Magnavita, J.J. (2012). Theories of Personality. San Diego,
CA
Simpson, D. J. (2001). John dewey's concept of the student.
Canadian Journal of Education, 26(3).
Yilmaz, K. (2011). The Cognitive Perspective on Learning: Its
Theoretical Underpinnings and Implications for Classroom
Practices. Clearing House, 84(5), 204-212.
doi:10.1080/00098655.2011.568989
Question 2
Prior to engaging in this discussion, please read “The
Development of Memory Efficiency and Value-Directed
Remembering Across the Life Span” article, watch the Memory
processes, Storage and Recalland Three Kinds of Memory
videos, and review any relevant instructor guidance. This
guidance can be very helpful as it may include strategies that
support your preferred learning.
1. Describe how memory development and learning affect each
other by defining the types of memories listed below in your
own words (the use of quotations is inappropriate) and citing
personal examples of each.

4. · Episodic Memories
· Semantic Memories
· Procedural Memories
2. Next, apply basic research methods in psychology to your
initial statements on these issues by researching at least one
peer-reviewed article per memory type (three articles total) to
supplement your definition of each.
3. After completing your research, critically analyze and
discuss, in depth, how each of your real-life examples
represents each type of memory.
4. Lastly, evaluate and comment on how episodic memories,
semantic memories, and procedural memories each potentially
affect how a person learns.
Example Answer:
Episodic Memory – The memory of autobiographical events, we
use this type of memory when we remember experiences from
our past. This would include places we have been, who we were
with, what we were doing, when and where this experience
occurred, and any emotions we felt at that time. This is the kind
of memory I use when I think back on this past Christmas.
Semantic Memories – The memory of common knowledge, we
use this type of memory when we remember the things we have
learned. This would include the things we can very easily
remember like the names of our family and friends’ colors,
letters, shapes and other basic information that we can recall
without having to think. This is the kind of memory I use when
I write my name and address or say hello to a friend.
Procedural Memories – The memory of motor skills, we use this
memory when we perform our everyday task. This would
include walking, talking, tying our shoe, brushing our teeth,
eating and other activities that we know how to do. This
memory stores the information on how to do these things. This
is the kind of memory I use when I drive to work or walk to the
park.
As stated (Williams, 2015) “Episodic (experiential or
autobiographical) memory of having drawn a picture in the

5. past.”
As stated (Dodd, 2008) “Semantic Memory, which contains
factual information not associated with a particular time and
place.”
As stated (Canadian Nursing Home, 2006) “Procedural -
memory that concerns skills and "know-how," rather than
"know-that" knowledge”
Episodic memory is our unique memory of specific events from
our past experiences. This memory helps me in real life
situations when I want to reminisce on the past like this past
Christmas. When I hang out with friends we usually reminisce
on our good times together. We may have different relocations
of the same even, because it is our own special memory and
everyone has their own unique experience from an event. This
part of our memory can also help us recall our behavior and
learn from those past experiences.
Semantic memory is part of the long term memory that process
ideas and concepts that are not drawn from our personal
experiences. This memory helps me in real life situation like
when I state my name and address because it recalls the basic
knowledge we learn throughout our life. If someone ask the
color of the sky we do not have to really think about the
question, we can automatically reply that the sky is blue. It is
like the things that are common sense to us that we easily
learned.
Procedural memory is part of the long-term memory responsible
for knowing how to do things. This memory helps me in real
life situations like driving a car or walking to the park because
it stores the information of how to actually do these things.
When I use this memory to drive a car I do not need to use
conscious thought. It helps me to automatically remember how
to walk or drive.
All three types of memory work together to modify and shape
the way we remember and learn. If we didn’t have episodic
memory, we wouldn’t be able to recall our past experiences. If
we were not able to remember those experiences, we would not

6. be able to learn from them. Since episodic memory is linked to
semantic memory it would also affect our semantic memory.
Semantic memory is a more structured record of facts,
meanings, knowledge and concepts. Semantic memory is
typically derived from our episodic memory since we learn new
facts or concepts from our experiences. Without semantic
memory we could remember a past event through our episodic
but we would not be able to recall the sound, smell, taste and
touch of our experience. If we didn’t have procedural memory,
we wouldn’t even know how to walk or talk. If no one could
walk or talk or use any motor skill how would we even create
any experience. Together each type of memory plays an
important role in obtaining knowledge so that we can learn the
information.
Microsoft Project Exercise #5
For the fifth Microsoft Project exercise, you will need to use the
file I have attached to complete part 3 of the Blue Zuma
exercise on textbook page 556.
Robin Lane and top management has approved the schedule
generated at the end of part 3. Save the file containing this
schedule as a baseline schedule. Review the file and answer the
following questions:
1. How much is the project estimated to cost?
2. What activity is estimated to cost the most to complete?
3. What resource commands the greatest total cost?

7. 4. During which month of the project are the highest and lowest
costs expected to occur? What are these costs?
5. What likely costs are not contained in this budget?