Discuss the relationship between memory and learning, exploring whether one process disproportionately

The following questions need to be answered in 250 words or more with references for each question.  There is no particular format or font needed to complete this assignment.

1. Increased cue availability in the decision-making process generally leads to better, more accurate decisions being made. Ecological rationality is, in part, grounded by this assertion. Explain the concept of ecological rationality, its accepted limitations, and benefits as a model in decision-making. Share your thoughts on its usefulness to your own decision-making processes.

2.  Discuss the relationship between memory and learning, exploring whether one process disproportionately affects the other or if these two processes have reciprocal influences on each other. Share a few methods or techniques that might be applied to enhance or improve the affected process or processes in this relationship, ultimately resulting in better memory or improved learning capabilities.

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3.  Define and discuss the concept of intelligence. Considering the types of intelligence presented in the course materials, which conceptualization do you believe most comprehensively represents human intelligence? Provide your rationale for your selection. (I HAVE ATTACHED THE LESSON FOR THIS QUESTION)

Intelligence and Creativity Comprehension

Lesson Topics:

· Examining Intelligence

· Creativity

· Batey’s View of Creativity

INTRODUCTION

Intelligence is the capability to gain information through experience, face challenges, and apply knowledge by acclimating to change. Intelligence is one of the most controversial topics in the field of psychology because intelligence is so complex (American Psychological Association [APA], 2017).

Examining Intelligence

 

Measuring intelligence is comprised of two approaches: psychometric and factor analysis (Blume & Zembar, 2010). Psychometric focuses on people’s proficiency in performing on standardized tests, which evaluates the competence to learned skills and retained knowledge. Factor analysis categorizes the items that calculate a shared skill or proficiency (Blume & Zembar, 2010).

 

Think about when you have completed an intelligence test or an IQ test. During the test, you were probably asked to identify similarities and specific information, solve problems, explain terminology, decode schemes, assemble items in a specific order, or evaluate behavior in a given situation. A proficiency test that emphasizes particular mental aptitudes and capabilities is a statistical approach called g factor (IQ-Brain, 2013). Mental age (MA) is a mental development on the capability for a targeted age. Intelligence quotient (IQ) measures knowledge by a person’s mental age versus the person’s genetic age and multiplying the results by 100 (Nugent, 2013).

 

Another type of intelligence that many people are familiar with is emotional intelligence (EI). Emotional intelligence measures a person’s ability to recognize not only their own emotions but also the emotions of others precisely. This allows people to be able to communicate and control emotions (Emotional Intelligence). How do you manage your emotions so that you have control of any given situation? How do you convey the importance of manage emotions positively when you are communicating with others?

 

To learn more about EI, explore the following article by Dr. John Mayer as he dispels so common myths about EI.

 

 

Creativity (Variance in Approach)

Creativity is associating components of a problem and discovering an unforeseen bond. People who convey creativity articulate divergent thinking, allowing people to establish a hypothesis, envision other perceptions, and observe associations that are not instantly evident (Creativity).

Creativity and intelligence do not always go hand-in-hand as people who are creative don’t always have a high intelligence quotient (IQ) (Nugent, 2013). Personality characteristics identify an individual as these qualities play a role in:

· Creativity

· Nonconformity

· Curiosity

· Persistence

People who tend to be creative are not typically influenced by other people’s opinions. Creativity allows people to be open to new ideas and to participate in new experiences. Persistent people tend to push forward no matter how challenging or time-consuming the task may be. Creativity prospers when intrinsic motivation is inspired. To help people be more creative, one must expand their qualities, talents, interest, and discipline (Pappas, 2017).

 

 

Cultural Acceptance

 

Another difficulty in defining and measuring creativity exists as it relates to cultural acceptance of the concept. Most notably, the cultural divide in defining creativity between Eastern and Western cultural perspectives. As Batey (2012) notes, the Western view of creativity has dominated the research literature, as the ideas of novelty and utility, with creativity leaning on the product of human creation being an ever-present theme. To the contrary, Eastern views of creativity have been rooted in the idea of personal truth and self-growth (Batey, 2012).

 

Batey’s View of Creativity

 

Among the many definitions introduced in his work, Batey (2012) leaned on a structure introduced by Rhodes (1961, 1987) in which four pillars, so to speak, of the definition of creativity, was provided. The four areas that definitions of creativity should include are:

 

Conclusion

Comprehension is being able to interpret both spoken and written communication, and being able to decipher and correlate memory. Think about the things you remember; how do they play into your ability to comprehend information? Has your ability to comprehend information changed from childhood to adulthood? Comprehension fosters interactions that coincide with long-term memory and creates a connection to specific groups of one’s memory (Wang & Gafurov, 2003). Memory impacts each of us. Memory is our complex ability to retain, retrieve, and use information obtained from stimuli, images, events, ideas, and skills, even once the original information is no longer present. Refer to the discussions of memory from Week 2, reviewing the lessons and materials from the week to be reminded of the complex memory processes.

Please review the source for additional information.

Crash Course. (2014). Controversy of intelligence: Crash course psychology #23.