How does the term reciprocal determinism further explain the dynamic of learning that is suggested to be affected by our environment?

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Prior to engaging in this discussion, read Chapter 4: Cognition, Learning, and the Environment in your required e-book, review the article “Socially Situated Cognition in Perspective” and the Instructor Guidance, and view the video What Are Schemas? (Links to an external site.)Links to an external site..

Cognition incorporates numerous variables that are suggested to affect how we learn. For this discussion please address the following theories that support this suggestion:

  • Evaluate and discuss the applicability of Piaget’s theory of cognitive development. Why are developmental phases important to consider when addressing how we learn?
  • How does effective schema development affect our ability to move knowledge (memories) from working memory to long-term memory?
    • How do the differing types of schema (Table 4.2: Types of comprehension-associated schema in your required e-book) potentially play differing roles? Why might one type of schema be harder for a person to develop than another?
  • How does the term reciprocal determinism further explain the dynamic of learning that is suggested to be affected by our environment? (social learning theory and social cognitive theory)
  • Based on your previous answers, how do these sub-theories and frameworks affect your own learning success, past and future?

Describe the relationship between behavior and attitudes in this situation

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Have you ever behaved in a way that went against a belief or value that you have? Why did this happen? What influenced your behavior in that moment? When we understand our own reasons for going against our beliefs or values, we are better able to understand how this may happen with offenders. This assignment asks you to apply attribution theory and cognitive dissonance theory to a situation in which this type of behavior may occur with offenders, and how that may influence their rehabilitative process.

Create a brief case scenario of a situation in which an offender made a decision to engage in a behavior that violated his or her values, beliefs, attitudes, or morals.

Create a 10- to 12-slide Microsoft® PowerPoint® presentation in which you analyze your case scenario. Include the following:

  • Describe the situation and the individual’s behavior in the case scenario.
  • Analyze the possible explanations for the individual’s behavior using attribution theory.
  • Describe the relationship between behavior and attitudes in this situation.
  • Explain how cognitive dissonance theory applies to this situation, and how it may influence recidivism.
  • Describe how this offender’s attitude and behavior may influence the efficacy of the support services delivered.

Include at least three references.

Include detailed speaker notes for each slide.

Format any citations in your presentation according to APA guidelines.

Describe how meta-analyses can provide a better understanding of sex-differences in aggression

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Instructions: There are four questions in Part A. Answer all four (1/2-1 page per answer). There are three questions in Part B. Answer one of them in an essay-like format. Each part (Part A, Part B) has to be marked as “passed” (grade of E or better) for the exam to be passed. Each part (Part A, Part B) counts 50{0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119} of your final mark. PART A There are four questions in Part A. Answer all four (1/2-1 page per answer). Question 1. Briefly explain how cognitive biases may have evolved. Describe how cognitive biases may influence behaviour in two domains of social psychology. Question 2. Gawronski, LeBel og Peters (2007) challenge three common assumptions in research using implicit measures. a) What are these assumptions? b) Choose one of them and sketch Gawronski et al.’s argument. Ref:

Gawronski, B., LeBel, E. P., & Peters, K. R. (2007). What Do Implicit Measures Tell Us?: Scrutinizing the Validity of Three Common Assumptions. Perspectives on Psychological Science, 2(2), 181–193.

Question 3. at is the “cultural accommodation hypothesis”? Question 4. Describe how meta-analyses can provide a better understanding of sex-differences in aggression.

PART B There are three questions in Part B. Answer one of them in an essay-like format. Question 5. Social influence Based on Cialdini and Griskevicius (2014) describe reasons for social conformity and social compliance. Discuss how individuals can become aware of and cope with various forms of negative social influence. Question 6. Attitudes Based on readings from Social Psychology II: If we succeeded in changing attitudes toward a specific behaviour in a group of subjects, would this attitudinal change also produce behavioural change? Question 7. Begging in Norway There is an on-going debate in Norway on how to handle begging (see Appendix for some background information). Take a social psychological perspective and describe how social psychological concepts/theories can be used to explain why begging could be an issue for individuals and/or communities (groups). Elaborate on one concept/theory to make a suggestion for what could be done to mitigate the issue.

Appendix: Excerpt from: Mixed feelings about beggars in Norway (2 pages) (http://sciencenordic.com/mixed-feelings-about-beggars-norway)

Multicultural Counseling Competencies

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Students will develop a case study based on a time in their life where they experienced a microaggression(s) which he or she believe impacted their academic, career and/or social-emotional development.  The purpose of this assignment is to engage in understanding yourself as a counselor and cultural being. This is your story, therefore, may tell it as you see it. The Cultural Autobiography Case Study and Training Intervention will consist of:

Writing a Training Intervention Proposal using the template in Blackboard, integrate information from related assignments (Case Study, Annotated Bibliography, Multicultural Counseling Competencies) inclusive of:

Cultural Autobiography Case Study

Type of Training Intervention: (individual, group and/or group guidance – school counseling; and/or psychoeducational – rehabilitation counseling) that would be discussed during the roundtable.

Three training objectives

A corresponding training outcome for each objective.

A corresponding counseling ethical code supporting each training objective; and,

A corresponding multicultural counseling competency for each objective.

WHEN DOING THE  VIRTUAL ROUNDTABLE DISCUSSION TOPIC ON ADOBE SPARK: DO NOT WORRY ABOUT POSTING IT JUST COME UP WITH A TOPIC FOR DISCUSSION.