Week 6 - Learning and Cognition Handbook Learning and Cognition Handbook Video Transcript The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline. To complete this assignment, students may utilize the Learning and Cognition Handbook template (Links to an external site.)Links to an external site. or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site. . Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the Where to Get Free Images guide (Links to an external site.)Links to an external site. for assistance with accessing freely available public domain and/or Creative Commons licensed images. The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals: The Neurosciences:  A Look at Our Brains Socio-Cognition: Social Interactions in Learning Learning and Literacy: Reading, Writing, and Language Development Diversity and Culture: The Effects to Learning Connectionism and Learning: A Web of Development The sections listed below must be used within the paper to delineate the sections of content. Table of Contents In this section, students will list all sections and subsections included in the handbook with the applicable page numbers. Preface In this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience. Introduction to Chosen Cons ...

1. Week 6 - Learning and Cognition Handbook
Learning and Cognition Handbook
Video Transcript
The primary goal of the Learning and Cognition Handbook is to
integrate concepts from the discipline of learning and cognitive
psychology into a usable and professional guide that is designed
for a specified audience which will be designated based on
students’ current or future career goals. Students will choose
one of five assigned constructs and focus their handbook on this
specific area of learning and cognition. Skills and information
learned throughout the course will be applied in the design and
creation of this handbook. Findings from required sources,
including those from the text and individual peer-reviewed
articles, will be incorporated into the handbook; however, these
findings will not constitute the total information for each of the
sub-constructs addressed within the project. Students should
include the relevant sources they researched in the Week Two
Discipline-Based Literature Review as well as those from the
Week Three Assignment. The purpose of the handbook is to
share helpful strategies, apply the chosen construct to seven
sub-constructs in the field, and present a holistic guide for
others that can be used in the discipline.
To complete this assignment, students may utilize the
Learning and Cognition Handbook template (Links to an
external site.)Links to an external site.
or create their own using the template as a guide. Each section
of the handbook should be written in the student’s own words

2. with use of limited paraphrased material cited according to APA
standards as outlined in the
Ashford Writing Center (Links to an external site.)Links to an
external site.
. Each section of the handbook should include a minimum of
one visual (e.g., table, figure, or image) with a maximum of five
visuals per section. Each image must be retrieved and cited
based on current copyright laws. Students may wish to use the
Where to Get Free Images guide (Links to an external
site.)Links to an external site.
for assistance with accessing freely available public domain
and/or Creative Commons licensed images.
The following constructs will be the subject content options for
this handbook and will be chosen based on an evaluative
literature review in Week Two and students’ future career goals:
The Neurosciences: A Look at Our Brains
Socio-Cognition: Social Interactions in Learning
Learning and Literacy: Reading, Writing, and Language
Development
Diversity and Culture: The Effects to Learning
Connectionism and Learning: A Web of Development
The sections listed below must be used within the paper to
delineate the sections of content.
Table of Contents
In this section, students will list all sections and subsections

3. included in the handbook with the applicable page numbers.
Preface
In this section, students will provide a 100- to 150-word
overview of the handbook and its potential use by the chosen
audience.
Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word
introductory summary of the chosen construct and discuss any
careers in psychology specifically related to this construct.
Beginning with the work completed in Week One, students will
include the language from their personal epistemology (revised
based on instructor feedback and the further development of
their ideas and beliefs throughout the course and the program
thus far).
Chosen Construct
In this section, students will provide information that
communicates how and why the chosen construct of learning
and cognition affects the following sub-constructs through
synthesizing the learning principles and/or theories. For each of
the sub-constructs, students will apply basic research methods
and skeptical inquiry to explain the theoretical perspectives and
empirical findings that substantiate the relationship between the
construct and the sub-constructs. Although creative liberties are
encouraged, all information incorporated should be supported
and professionally presented through the consistent application
of ethical principles and adherence to professional standards of
learning and cognition psychology as applied to the chosen
audience.
Sub-Constructs

4. Information for each sub-construct will be presented in 500 to
700 words.
Comprehension
Problem Solving
Memory Development/Retention
Lifelong Learning
Domains and Domain Learning
Affective Outcomes of Emotion
Effects of Demographic Differences (e.g., gender,
socioeconomics, religious affiliation, race)
Conclusion
In this section, students will provide a 200- to 300-word
summarization of the handbook in which they describe the
importance of the chosen construct and assigned sub-constructs
within the learning and cognition domain and their applicability
within the psychology profession for the chosen audience.
Attention Students:
The Masters of Arts in Psychology program is utilizing the
Pathbrite portfolio tool as a repository for student scholarly
work in the form of signature assignments completed within the
program. After receiving feedback for this Learning and
Cognition Handbook, please implement any changes
recommended by the instructor, go to

5. Pathbrite (Links to an external site.)Links to an external site.
and upload the revised Learning and Cognition Handbook to
the portfolio. (Use the
Pathbrite Quick-Start Guide (Links to an external site.)Links to
an external site.
to create an account if you do not already have one.) The
upload of signature assignments will take place after completing
each course. Be certain to upload revised signature assignments
throughout the program as the portfolio and its contents will be
used in other courses and may be used by individual students as
a professional resource tool. See the Pathbrite website for
information and further instructions on using this portfolio tool.
The Learning and Cognition Handbook
Must be 4000 to 7000 words (see instructions and rubric for
each section and sub-construct) following the
Learning and Cognition Handbook template (Links to an
external site.)Links to an external site.
as a guide. Although a handbook differs from a written paper,
all citations and references must be formatted according to APA
style as outlined in the
Ashford Writing Center (Links to an external site.)Links to an
external site.
.
Must include a title page with the required information from the
handbook template:
Title of handbook
Student’s name
Institution’s name

6. Student’s contact information (address and email)
Course name and number
Instructor’s name
Date submitted
Must include the sections and subsections required as indicated
in the handbook template.
Must address the construct and sub-constructs with critical
thought and substantiated assertions.
Must document all sources in APA style as outlined in the
Ashford Writing Center.
Must include a separate references page that is formatted
according to APA style as outlined in the Ashford Writing
Center at the end of the handbook and precedes any optional
appendices if applicable to the project.Week 6 - Learning and
Cognition Handbook
Learning and Cognition Handbook
Video Transcript
The primary goal of the Learning and Cognition Handbook is to
integrate concepts from the discipline of learning and cognitive
psychology into a usable and professional guide that is designed
for a specified audience which will be designated based on
students’ current or future career goals. Students will choose

7. one of five assigned constructs and focus their handbook on this
specific area of learning and cognition. Skills and information
learned throughout the course will be applied in the design and
creation of this handbook. Findings from required sources,
including those from the text and individual peer-reviewed
articles, will be incorporated into the handbook; however, these
findings will not constitute the total information for each of the
sub-constructs addressed within the project. Students should
include the relevant sources they researched in the Week Two
Discipline-Based Literature Review as well as those from the
Week Three Assignment. The purpose of the handbook is to
share helpful strategies, apply the chosen construct to seven
sub-constructs in the field, and present a holistic guide for
others that can be used in the discipline.
To complete this assignment, students may utilize the
Learning and Cognition Handbook template (Links to an
external site.)Links to an external site.
or create their own using the template as a guide. Each section
of the handbook should be written in the student’s own words
with use of limited paraphrased material cited according to APA
standards as outlined in the
Ashford Writing Center (Links to an external site.)Links to an
external site.
. Each section of the handbook should include a minimum of
one visual (e.g., table, figure, or image) with a maximum of five
visuals per section. Each image must be retrieved and cited
based on current copyright laws. Students may wish to use the
Where to Get Free Images guide (Links to an external
site.)Links to an external site.
for assistance with accessing freely available public domain
and/or Creative Commons licensed images.
The following constructs will be the subject content options for
this handbook and will be chosen based on an evaluative
literature review in Week Two and students’ future career goals:

8. The Neurosciences: A Look at Our Brains
Socio-Cognition: Social Interactions in Learning
Learning and Literacy: Reading, Writing, and Language
Development
Diversity and Culture: The Effects to Learning
Connectionism and Learning: A Web of Development
The sections listed below must be used within the paper to
delineate the sections of content.
Table of Contents
In this section, students will list all sections and subsections
included in the handbook with the applicable page numbers.
Preface
In this section, students will provide a 100- to 150-word
overview of the handbook and its potential use by the chosen
audience.
Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word
introductory summary of the chosen construct and discuss any
careers in psychology specifically related to this construct.
Beginning with the work completed in Week One, students will
include the language from their personal epistemology (revised
based on instructor feedback and the further development of

9. their ideas and beliefs throughout the course and the program
thus far).
Chosen Construct
In this section, students will provide information that
communicates how and why the chosen construct of learning
and cognition affects the following sub-constructs through
synthesizing the learning principles and/or theories. For each of
the sub-constructs, students will apply basic research methods
and skeptical inquiry to explain the theoretical perspectives and
empirical findings that substantiate the relationship between the
construct and the sub-constructs. Although creative liberties are
encouraged, all information incorporated should be supported
and professionally presented through the consistent application
of ethical principles and adherence to professional standards of
learning and cognition psychology as applied to the chosen
audience.
Sub-Constructs
Information for each sub-construct will be presented in 500 to
700 words.
Comprehension
Problem Solving
Memory Development/Retention
Lifelong Learning
Domains and Domain Learning
Affective Outcomes of Emotion

10. Effects of Demographic Differences (e.g., gender,
socioeconomics, religious affiliation, race)
Conclusion
In this section, students will provide a 200- to 300-word
summarization of the handbook in which they describe the
importance of the chosen construct and assigned sub-constructs
within the learning and cognition domain and their applicability
within the psychology profession for the chosen audience.
Attention Students:
The Masters of Arts in Psychology program is utilizing the
Pathbrite portfolio tool as a repository for student scholarly
work in the form of signature assignments completed within the
program. After receiving feedback for this Learning and
Cognition Handbook, please implement any changes
recommended by the instructor, go to
Pathbrite (Links to an external site.)Links to an external site.
and upload the revised Learning and Cognition Handbook to
the portfolio. (Use the
Pathbrite Quick-Start Guide (Links to an external site.)Links to
an external site.
to create an account if you do not already have one.) The
upload of signature assignments will take place after completing
each course. Be certain to upload revised signature assignments
throughout the program as the portfolio and its contents will be
used in other courses and may be used by individual students as
a professional resource tool. See the Pathbrite website for
information and further instructions on using this portfolio tool.
The Learning and Cognition Handbook

11. Must be 4000 to 7000 words (see instructions and rubric for
each section and sub-construct) following the
Learning and Cognition Handbook template (Links to an
external site.)Links to an external site.
as a guide. Although a handbook differs from a written paper,
all citations and references must be formatted according to APA
style as outlined in the
Ashford Writing Center (Links to an external site.)Links to an
external site.
.
Must include a title page with the required information from the
handbook template:
Title of handbook
Student’s name
Institution’s name
Student’s contact information (address and email)
Course name and number
Instructor’s name
Date submitted
Must include the sections and subsections required as indicated
in the handbook template.
Must address the construct and sub-constructs with critical
thought and substantiated assertions.

12. Must document all sources in APA style as outlined in the
Ashford Writing Center.
Must include a separate references page that is formatted
according to APA style as outlined in the Ashford Writing
Center at the end of the handbook and precedes any optional
appendices if applicable to the project.
Week 6 - Learning and Cognition Handbook
Learning and Cognition Handbook
Video Transcript
The primary goal of the Learning and Cognition Handbook is to
integrate concepts from the discipline of learning and cognitive
psychology into a usable and professional guide that is designed
for a specified audience which will be designated based on
students’ current or future career goals. Students will choose
one of five assigned constructs and focus their handbook on this
specific area of learning and cognition. Skills and information
learned throughout the course will be applied in the design and
creation of this handbook. Findings from required sources,
including those from the text and individual peer-reviewed
articles, will be incorporated into the handbook; however, these
findings will not constitute the total information for each of the
sub-constructs addressed within the project. Students should
include the relevant sources they researched in the Week Two
Discipline-Based Literature Review as well as those from the
Week Three Assignment. The purpose of the handbook is to
share helpful strategies, apply the chosen construct to seven
sub-constructs in the field, and present a holistic guide for
others that can be used in the discipline.

13. To complete this assignment, students may utilize the
Learning and Cognition Handbook template (Links to an
external site.)Links to an external site.
or create their own using the template as a guide. Each section
of the handbook should be written in the student’s own words
with use of limited paraphrased material cited according to APA
standards as outlined in the
Ashford Writing Center (Links to an external site.)Links to an
external site.
. Each section of the handbook should include a minimum of
one visual (e.g., table, figure, or image) with a maximum of five
visuals per section. Each image must be retrieved and cited
based on current copyright laws. Students may wish to use the
Where to Get Free Images guide (Links to an external
site.)Links to an external site.
for assistance with accessing freely available public domain
and/or Creative Commons licensed images.
The following constructs will be the subject content options for
this handbook and will be chosen based on an evaluative
literature review in Week Two and students’ future career goals:
The Neurosciences: A Look at Our Brains
Socio-Cognition: Social Interactions in Learning
Learning and Literacy: Reading, Writing, and Language
Development
Diversity and Culture: The Effects to Learning
Connectionism and Learning: A Web of Development
The sections listed below must be used within the paper to

14. delineate the sections of content.
Table of Contents
In this section, students will list all sections and subsections
included in the handbook with the applicable page numbers.
Preface
In this section, students will provide a 100- to 150-word
overview of the handbook and its potential use by the chosen
audience.
Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word
introductory summary of the chosen construct and discuss any
careers in psychology specifically related to this construct.
Beginning with the work completed in Week One, students will
include the language from their personal epistemology (revised
based on instructor feedback and the further development of
their ideas and beliefs throughout the course and the program
thus far).
Chosen Construct
In this section, students will provide information that
communicates how and why the chosen construct of learning
and cognition affects the following sub-constructs through
synthesizing the learning principles and/or theories. For each of
the sub-constructs, students will apply basic research methods
and skeptical inquiry to explain the theoretical perspectives and
empirical findings that substantiate the relationship between the
construct and the sub-constructs. Although creative liberties are
encouraged, all information incorporated should be supported
and professionally presented through the consistent application

15. of ethical principles and adherence to professional standards of
learning and cognition psychology as applied to the chosen
audience.
Sub-Constructs
Information for each sub-construct will be presented in 500 to
700 words.
Comprehension
Problem Solving
Memory Development/Retention
Lifelong Learning
Domains and Domain Learning
Affective Outcomes of Emotion
Effects of Demographic Differences (e.g., gender,
socioeconomics, religious affiliation, race)
Conclusion
In this section, students will provide a 200- to 300-word
summarization of the handbook in which they describe the
importance of the chosen construct and assigned sub-constructs
within the learning and cognition domain and their applicability
within the psychology profession for the chosen audience.
Attention Students:
The Masters of Arts in Psychology program is utilizing the

16. Pathbrite portfolio tool as a repository for student scholarly
work in the form of signature assignments completed within the
program. After receiving feedback for this Learning and
Cognition Handbook, please implement any changes
recommended by the instructor, go to
Pathbrite (Links to an external site.)Links to an external site.
and upload the revised Learning and Cognition Handbook to
the portfolio. (Use the
Pathbrite Quick-Start Guide (Links to an external site.)Links to
an external site.
to create an account if you do not already have one.) The
upload of signature assignments will take place after completing
each course. Be certain to upload revised signature assignments
throughout the program as the portfolio and its contents will be
used in other courses and may be used by individual students as
a professional resource tool. See the Pathbrite website for
information and further instructions on using this portfolio tool.
The Learning and Cognition Handbook
Must be 4000 to 7000 words (see instructions and rubric for
each section and sub-construct) following the
Learning and Cognition Handbook template (Links to an
external site.)Links to an external site.
as a guide. Although a handbook differs from a written paper,
all citations and references must be formatted according to APA
style as outlined in the
Ashford Writing Center (Links to an external site.)Links to an
external site.
.
Must include a title page with the required information from the
handbook template:

17. Title of handbook
Student’s name
Institution’s name
Student’s contact information (address and email)
Course name and number
Instructor’s name
Date submitted
Must include the sections and subsections required as indicated
in the handbook template.
Must address the construct and sub-constructs with critical
thought and substantiated assertions.
Must document all sources in APA style as outlined in the
Ashford Writing Center.
Must include a separate references page that is formatted
according to APA style as outlined in the Ashford Writing
Center at the end of the handbook and precedes any optional
appendices if applicable to the project.Week 6 - Learning and
Cognition Handbook
Learning and Cognition Handbook
Video Transcript

18. The primary goal of the Learning and Cognition Handbook is to
integrate concepts from the discipline of learning and cognitive
psychology into a usable and professional guide that is designed
for a specified audience which will be designated based on
students’ current or future career goals. Students will choose
one of five assigned constructs and focus their handbook on this
specific area of learning and cognition. Skills and information
learned throughout the course will be applied in the design and
creation of this handbook. Findings from required sources,
including those from the text and individual peer-reviewed
articles, will be incorporated into the handbook; however, these
findings will not constitute the total information for each of the
sub-constructs addressed within the project. Students should
include the relevant sources they researched in the Week Two
Discipline-Based Literature Review as well as those from the
Week Three Assignment. The purpose of the handbook is to
share helpful strategies, apply the chosen construct to seven
sub-constructs in the field, and present a holistic guide for
others that can be used in the discipline.
To complete this assignment, students may utilize the
Learning and Cognition Handbook template (Links to an
external site.)Links to an external site.
or create their own using the template as a guide. Each section
of the handbook should be written in the student’s own words
with use of limited paraphrased material cited according to APA
standards as outlined in the
Ashford Writing Center (Links to an external site.)Links to an
external site.
. Each section of the handbook should include a minimum of
one visual (e.g., table, figure, or image) with a maximum of five
visuals per section. Each image must be retrieved and cited
based on current copyright laws. Students may wish to use the
Where to Get Free Images guide (Links to an external
site.)Links to an external site.
for assistance with accessing freely available public domain

19. and/or Creative Commons licensed images.
The following constructs will be the subject content options for
this handbook and will be chosen based on an evaluative
literature review in Week Two and students’ future career goals:
The Neurosciences: A Look at Our Brains
Socio-Cognition: Social Interactions in Learning
Learning and Literacy: Reading, Writing, and Language
Development
Diversity and Culture: The Effects to Learning
Connectionism and Learning: A Web of Development
The sections listed below must be used within the paper to
delineate the sections of content.
Table of Contents
In this section, students will list all sections and subsections
included in the handbook with the applicable page numbers.
Preface
In this section, students will provide a 100- to 150-word
overview of the handbook and its potential use by the chosen
audience.
Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word

20. introductory summary of the chosen construct and discuss any
careers in psychology specifically related to this construct.
Beginning with the work completed in Week One, students will
include the language from their personal epistemology (revised
based on instructor feedback and the further development of
their ideas and beliefs throughout the course and the program
thus far).
Chosen Construct
In this section, students will provide information that
communicates how and why the chosen construct of learning
and cognition affects the following sub-constructs through
synthesizing the learning principles and/or theories. For each of
the sub-constructs, students will apply basic research methods
and skeptical inquiry to explain the theoretical perspectives and
empirical findings that substantiate the relationship between the
construct and the sub-constructs. Although creative liberties are
encouraged, all information incorporated should be supported
and professionally presented through the consistent application
of ethical principles and adherence to professional standards of
learning and cognition psychology as applied to the chosen
audience.
Sub-Constructs
Information for each sub-construct will be presented in 500 to
700 words.
Comprehension
Problem Solving
Memory Development/Retention

21. Lifelong Learning
Domains and Domain Learning
Affective Outcomes of Emotion
Effects of Demographic Differences (e.g., gender,
socioeconomics, religious affiliation, race)
Conclusion
In this section, students will provide a 200- to 300-word
summarization of the handbook in which they describe the
importance of the chosen construct and assigned sub-constructs
within the learning and cognition domain and their applicability
within the psychology profession for the chosen audience.
Attention Students:
The Masters of Arts in Psychology program is utilizing the
Pathbrite portfolio tool as a repository for student scholarly
work in the form of signature assignments completed within the
program. After receiving feedback for this Learning and
Cognition Handbook, please implement any changes
recommended by the instructor, go to
Pathbrite (Links to an external site.)Links to an external site.
and upload the revised Learning and Cognition Handbook to
the portfolio. (Use the
Pathbrite Quick-Start Guide (Links to an external site.)Links to
an external site.
to create an account if you do not already have one.) The
upload of signature assignments will take place after completing
each course. Be certain to upload revised signature assignments
throughout the program as the portfolio and its contents will be
used in other courses and may be used by individual students as
a professional resource tool. See the Pathbrite website for

22. information and further instructions on using this portfolio tool.
The Learning and Cognition Handbook
Must be 4000 to 7000 words (see instructions and rubric for
each section and sub-construct) following the
Learning and Cognition Handbook template (Links to an
external site.)Links to an external site.
as a guide. Although a handbook differs from a written paper,
all citations and references must be formatted according to APA
style as outlined in the
Ashford Writing Center (Links to an external site.)Links to an
external site.
.
Must include a title page with the required information from the
handbook template:
Title of handbook
Student’s name
Institution’s name
Student’s contact information (address and email)
Course name and number
Instructor’s name
Date submitted

23. Must include the sections and subsections required as indicated
in the handbook template.
Must address the construct and sub-constructs with critical
thought and substantiated assertions.
Must document all sources in APA style as outlined in the
Ashford Writing Center.
Must include a separate references page that is formatted
according to APA style as outlined in the Ashford Writing
Center at the end of the handbook and precedes any optional
appendices if applicable to the project.