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Real Name: _________ _______________________________ Nickname: ____Scott _____________________________Essay #4Savannah is a junior in high school and is preparing for an exam in her beginning Japanese course. The exam will consist of both written and spoken portions. Although it is her first course in Japanese, Savannah is confident that she will do very well on the exam.Describe how each of the following relates to Savannah’s successful learning and performance.Broca’s areaUse of phonemesModelingChunkingDescribe how each of the following may hinder Savannah as she prepares for and takes the exam.Encoding failureAge and language acquisitionAfter the exam, Savannah tells her family and friends that she believes that she spoke fluently and did extremely well on the exam. Describe how each of the following concepts may have influenced her opinion.Self-efficacyConfirmation biasTermsA) Knowledge & ComprehensionDetailed accurate knowledgeReflects a clear analysis of the psychological concept or principle10 pts totalB) ApplicationA logical and reasonable use of the psychological concept or principle10 pts totalC) OrganizationAcademic definition (5 pts)Well organizedFocused on question10 pts totalD) Total PointsA) __9.1___B) __8.1___C) __8.1___D) __8.4___Broca’s areaYou demonstrate some knowledge of Broca’s area, but you omit that it is responsible for productive language which is much more than pronunciation. She may have a more developed Broca’s area and therefore have an easier time in writing and speaking. Or, she may have worked particularly hard at acquiring the knowledge & skills necessary to be successful. Starting with a strong academic definition is the most beneficial thing you can do. You do not include a category – cortical region – and your specifier omits the function of Broca’s area – productive language. Also, the question states “successful learning and performance.” You do not address learning.A) __9.0___B) __8.0___C) __7.5___D) __8.2___Use of phonemesYou demonstrate a substantial knowledge in phonemes and their role in language acquisition. I like the way you include first language acquisition in your answer – see the next column for objections. While learners of languages who are beyond the optimal age may not be able to speak a language without an accent, they can still learn the language and perform adequately.I find your assumption that Savannah had prior exposure to Japanese troubling based solely on her confidence. I find your assumption that Savannah had prior exposure to Japanese troubling based solely on her confidence. Her confidence may be based on prior performance or on pure hubris. We don’t know. The application here is on acquiring a reasonable facisimile of the phonemes of Japanese.Again, your academic definition is lacking and may have helped you had you written a straightforward definition. It helps streamline and focus your response: “the smallest unit of sound that occur in a language. Therefore, phonemes that….” By following this pattern you remain focused on the question, demonstrate knowledge, and apply it to the situation in a very efficient manner.A) __9.5__B) __7.5__C) __8.0__D) __8.3__ModelingYou demonstrate knowledge of what modeling is. However, you don’t go far enough to address the how external stimuli is represented internally. Of course, we did not cover this in the course, but you should be able to link this to visual, motor, and auditory cortices, procedural memory, and associative learning to score the most points. You allude to associative learning and procedural memory.Your application of the principle to the situation is scant: definitely helpful in language acquisition, needs to successfully apporximate the calligraphy and pronunciation. A little more detail is been needed. Again, we did not covering modeling in the class, so you’ve done your best and scored points.I assume that you found a source for the definition of modeling, perhaps even our textbook and your definition is complete. In addition, you address learning although not explicitly – continued practice. However, you do not address performance very directly and thus cannot score points in this regard. A) __8.5__B) __8.5__C) __8.5__D) __8.5__ChunkingYou demonstrate knowledge of chunking. You omit the 7 +/- 2 rule, for example. Your application lacks significantly. By grouping information into chunks, it must retain meaning and occupy one “slot” in working memory. The number 23 occupies one slot, but can be used to retain the 2 and the 3 of a number string. Organizing desk top items into a group does not reduce them to a chunk; it associates them together. That is more of a long-term encoding strategy, or mnemonic device than chunking. Chunking would be learning a phrase as a whole unit, or sound combinations as a unit.You make good use of your academic definition. You should focus on learning and performance, though. How would chunking help her learn and then perform on the test?A) __9.0__B) __7.0__C) __7.0__D) __7.7__Encoding failurePerhaps your strongest answer so far. You demonstrate accurate technical knowledge through the academic definition and give two worthy examples. It is clear that you understand the connection between encoding failure and memory failure.You apply the principle through exam preparation and offer examples of ways of avoiding encoding failure – distributive learning and review – and making encoding more likely – cramming. You have a good academic definition. It clearly identifies the important aspects of encoding failure. Also, you demonstrate how they may hinder her in preparing for the exam. You could have discussed interference as a failure of encoding that would affect her performance.A) __9.5___B) __8.5___C) __8.0___D) __8.7___Age and language acquisitionYou demonstrate some knowledge of how age interferes with language acquisition. A clearer answer would have utilized Chomsky’s LAD and how older learners must use more cognitive methods to acquire langauge.In the application portion, I expected the answer to focus on pronunciation and vocabulary acquisition. You addressed the ways that age hinders pronunciation but not vocabulary acquisition.The question asks you to address how the principle would hinder her preparation for and taking of the exam. You must explicitly focus on these two aspects of the question. You cannot leave it to the marker to find ways to give you points here.A) __9.0___B) __8.5___C) __8.0__D) __8.5__Self-efficacyEven though we did not discuss self-efficacy in class, you have a good understanding of it. You may have included that is a concept originated by Bandura.You apply the concept well. It is akin to self-confidence. It is a belief, though. A belief that a problem can be effectively addressed. So, how did her belief that she could handle the problems presented on the test affect her interpretation of her actual performance?Your definition is okay. It does miss the category which would have been an easy place to bring up Bandura and score points there. You effectively connect the two concepts and discuss them in a way that remains focused on the question.A) __9.0___B) __9.0___C) __9.5__D) __9.2__Confirmation biasYou have a good understanding of confirmation bias. I would think so since we discussed it so often in class. You apply the concept well to the situation. You also link it to self-efficacy and show how the two interact to “reinforce” each other.Your definition is good. And you remain focused on the question.A) __9.5___B) __9.5___C) __10.0__D) __9.7__ ................
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