麻豆传媒高清版

Overview

The contents of this module include: - The Science of Learning - Learning and Motivation: From Curiosity to Persistence - Perception: The use of perceptual stimulation during learning - Attention: Arousal, Orientation and Focus - Intelligence and Mathematics - Memory encoding and forgetting - Skill learning I: Habits, practice and error correction - Skill learning II: Testing - Language and Learning: Food for thought

Assessment Strategy

-threshold -Threshold would approximate to the C grades:Blogs, essays & presentations: Student provided an adequate response, but answers were largely based on lecture material and essential reading, with no real development of arguments, critical evaluation or evidence of study beyond the basics (basics = lecture material and essential reading). Structure and organisation of material was adequate. -good -Good would approximate to the B grades:Blogs, essays & presentations: Student provided a comprehensive response. Material was well-organised and well-structured. There was clear evidence of a good understanding of the material, and that a deeper understanding of material presented in lectures had been achieved due to relevant further reading and self-study. There was some evidence of appropriate critical evaluation and discussion, and some evidence of novel synthesis between psychology and the consumer world was presented. -excellent -Excellent would approximate to the A grades:Blogs, essays & presentations: Student provided a comprehensive and accurate response, with sound clarity of argument and expression. Distinction-level answers evidenced a depth of insight into material presented in lectures, and relevant further and additional reading. Appropriate critical evaluation of evidence and discussion of material supported all responses. Novel application of psychological understanding to consumer issues was clearly evident (synthesis) throughout response(s), and was relevant, appropriate and interesting.

Learning Outcomes

• Analyse and evaluate training techniques according to principles of Cognitive Neuroscience

• Critically evaluate how different neurocognitive processes contribute to learning

• Critically evaluate how to best inform training interventions based in a Neurocognitive background.

• Evaluate environmental limitations when applying knowledge from Cognitive Neuroscience