Learning Across The Lifespan Analysis

Over the course, as I began to see all the material and work come together, I felt a sense of accomplishment and felt very proud of what I had done over the semester. This learning experience has definitely opened my eyes and opened new doors for me professionally already.

Life is what you make it as we go through life’s journey. We all have different experiences that are unique to us individually. “Life is not the way it’s supposed to be. It’s the way it is. The way you cope with it is what makes the difference.” - Virginia Satir. There are typical aspects of our journey that are similar, but different; we share commonalities along the way with others. In life, we will face challenges that bring about change, which is what happens to us along the way when we are younger, and it makes us who we are when we are older. Change is the opposite

2. Explain why you took this course and what you hope to learn from it.

Our first step to identify the individual learning style of the learners’ (ergo to identify their needs), is performing ‘VAK’ (visual, aural, kinaesthetic) assessment. Francis and Gould (2013) describe it as a model of

Life is a series of continuous ebbs and flows. Life span development goes through the cycles and stages of infancy, early childhood, middle childhood, adolescence, early or emerging adulthood, middle adulthood, and late adulthood; it is the definitive culmination to the end of life (Berger, 2008). Lifespan development focuses on human development. Although there are develop mentalists who study the course of development in nonhuman species, the vast majority examines growth and change in people. Some seek to understand universal principles of development, whereas others focus on how cultural, racial, and ethnic differences affect the course of development. Still others aim to understand the unique aspects of individuals, looking at the traits

In order for students to be successful beyond the classroom, they must retain and use what they have learned. True learning is when one can use the information obtained. People learn in different ways. In this paper, the VARK learning analysis quiz and learning styles will be discussed as well as the advantages and implications of understanding one’s learning style.

Traditionally adult learners are students who are pursuing education in either, college (undergraduate or graduate degrees), vocational or occupational programs, continuing education or noncredit courses, correspondence courses and tutoring, as well as courses and other educational activities provided by employers, community groups, and other providers ("Adult Learner," 2012). The average age of an adult learner is 25 years or older, it usually is a diverse group of people ("Adult Learner," 2012). These adult learners can be an independent student, employed full time, a person with dependents,

As a student taking an online class for the first time, I am excited to take PLS 211. I have already made many goals which I wish to achieve throughout the year, and some of them include turning my assignments in on time, communication with my peers and my instructor, and helping my classmates. I have also confronter challenges of different levels, but my biggest challenge was getting used to the Blackboard. Despite the challenges, I confront, I have high levels of confidence that my personal qualities and skills will help me overcome my challenges and accomplish my goals.

In addition, Smith ask the question “While the internet has certainly made learning easier, has it made it better? (Par 8). Furthermore, he adds “Think about the fundamental differences between a traditional course, taught in a classroom, and one conducted entirely via Blackboard’s online services” (Smith, Par 9). The differences of

The Lifespan Psychology course that I took this fall has had many impacts on me physically, cognitively, socially, and emotionally. The information that I learned in this course will definitely serve as a great asset to my future career.

The review of papers investigating a putative association with HA and childhood learning was based on three papers investigating the intergenerational transmission of HA and illness beliefs and six papers investigating the potential role of vicarious and instrumental learning. Taken together, the three papers obtaining data from both child and parent at the same point in time, thus avoiding recall bias, found support for the transmission of HA and negative illness beliefs from parents to their children. This is in accordance with findings regarding anxiety disorders in general, where research has supported a positive link between anxiety symptoms in parents and their children (R. Noyes Jr et al., 2002). The mechanisms for this intergenerational

This course was extremely interesting to me; discovering the four different learning patterns, how they influence college coursework and my career path. I appreciated looking at the inter-working of how I learn and what I can do to enhance my learning capabilities. As the weeks went by, the on-line experience with Ashford University became easier to schedule; I used sequential and precision learning patterns to regulate my time, turning in assignments when they were due. In the past, on-line learning was tedious and difficult to manage. Ashford’s approach with an

There are three known major areas of study in Lifespan Development which are the Physical, Cognitive, and personal and social development. These groups have to do with age and range of Lifespan Psychology. Lifespan literally connotes from cradle to grave, in other words from conception to death. Lifespan is divided into these following age periods; prenatal, infancy, toddlerhood, middle childhood, adolescence, young adulthood, middle adulthood, late adulthood and death.

I have discovered some interesting things I have noticed in myself before taking this course. For example, my learning style I have noticed is the visual learning style.

There were three assessments and evaluations built into the course. A pre-test survey a post-test survey and a course evaluation. The purpose was to gain “feedback to designers for making course improvements” (Morrison, Ross, Kalman, & Kemp, 2013, p.318). Most of the participants completed the pre and post-test assessment for the course. The pre and post-test was designed using survey monkey and the link was provided with the module. This surveys collected data about their initial and post course knowledge of an online course. The pre-test survey data was compared with the post-test data assess the learning gain and to see the outcome after completing the course. A pretest is designed to heighten the student’s awareness of the content by providing cues to the key points of the upcoming instruction (Morrison, Ross, Kalman, & Kemp, 2013, p. 177). The goals for a pretest is prepare the instructor to what is anticipated in the course and a baseline for student