Maria Mohammad Ziker

rd
BS 3 Semester
Psychology department
Federal Urdu University
Educational psychology
assignment

Q1 How emotional factors

influence on the children’s
learning?( Explain through
researches)
Answer: Emotion is very important in every child’s life. It acts as a basic foundation in their life when
they grow up. This foundation helps your child handle his or her personal feelings, understand the
feelings of others, respect other’s thoughts, and make a positive interaction with others
 Emotional factors influence on the children’s learning:
(research)
Susanne A Denham, Chavaughn Brown
Early Education and Development 21 (5), 652-680, 2010

Research Findings: Emotional learning (EL) is increasingly becoming an area of focus for

determining children's school readiness and predicting their academic success. Practice or
Policy: The current article outlines a model of EL, identifies specific EL skills, and
discusses how such skills contribute and relate to academic success. Given that SEL skills
may vary within person and across environments, the authors also discuss the concept of
EL skills as hybrid variables. Possible shared underlying mechanisms and their reciprocal
nature, as well as assessment of and programming for EL skills, are also discussed. Lastly,
the authors bring attention to important policy considerations that aim to positively influence
the learning environment for all children.

Another research:

Joseph E Zins, Michelle R Bloodworth, Roger P Weissberg, Herbert J Walberg

Journal of educational and psychological consultation 17 (2-3), 191-210, 2007

Schools will be most successful in their educational mission when they integrate efforts to
promote children’s academic, social, and emotional learning (Elias et al., 1997). There is
general agreement that it is important for schools to foster children’s social-emotional
development, but all too often educators think about this focus in a fragmented manner, either
as an important end in itself or as a contributor to enhancing children’s health (eg, drug
prevention), safety (eg, violence prevention), or citizenship (eg, service learning). Although
social and emotional learning (SEL) plays important roles in influencing these nonacademic
outcomes, SEL also has a critical role in improving children’s academic performance and
lifelong learning. This chapter and book make a compelling conceptual and empirical case for
linking SEL to improved school attitudes, behavior, and performance.

Intrinsically, schools are social places and learning is a social process. Students do not
learn alone but rather in collaboration with their teachers, in the company of their peers,
and with the support of their families. Emotions can facilitate or hamper their learning and
their ultimate success in school. Because social and emotional factors play such an
important role, schools must attend to this aspect of the educational process for the benefit
of all students.
Q2) How different
mnemonics help in
learning (through
researches )?
Answer:Mnemonicinstruction: A way to boost vocabulary
learning and recall
Mohammad Amiryousefi, Saeed Ketabi
Journal of Language Teaching and Research 2 (1), 178, 2011
Traditionally, vocabulary was neglected in language teaching programs and curriculums for the
sake of grammar and other parts of language. Nowadays, however, researchers have realized
that vocabulary is an important part of language learning and teaching and worthy of attention
and research. A proliferation of studies done on vocabulary can be taken as a proof to it.
Students are, however, reported to frustrate when they face with new words, since they have
difficulty retaining them. This paper provides information on how mnemonics devices can be
used to solve this problem and to improve vocabulary learning, boost memory and enhance
creativity.

Using mnemonics to increase knowledge of an organizing

curriculum framework
Heather A Gibson
Teaching and Learning in Nursing 4 (2), 56-62, 2009

Teaching nursing students the organizing curriculum framework and nursing theory lends itself
to the incorporation of innovative techniques to enliven the classroom. A mnemonic organizing
framework that utilized acronyms and visualizations was designed and implemented for an
associate degree nursing program to help students learn and understand the curriculum. The
results of a survey describing the student's attitudes regarding the framework are discussed.

Mnemonics help in learning

Mansoor Tavakoli, Elham Gerami
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, 299-316,
2013This research investigates how the two different mnemonic non-verbal approaches (the
keyword method [KWM, here after] and Pictorial method) to teaching lexical items affect
learning and retention of vocabulary items. For this purpose, 60 adult female elementary
students studying English at a language school in Isfahan were chosen to participate in this
study. After homogenizing the participants, they were then randomly divided into three equal
groups (two experimental groups and one control group). At the end of each section of the
treatment, a battery of quizzes were used to measure the participants’ short-term memory recall
of the lexical items. Two weeks after the treatment, a multiple-choice delayed-posttest of
vocabulary was administered to compare vocabulary achievement among the three groups. The
results revealed the effect of the keyword method on the participants’ vocabulary learning.
Analysis of immediate posttest and delayed posttest also confirmed the hypothesis that the
participants who used the keyword method could store and retain vocabulary items in their long-
term memory better than those who used the pictorial method.

Mnemonic methods in foreign language vocabulary

learning
Jan H Hulstijn
Second language vocabulary acquisition: A rationale for pedagogy, 203, 1997

I would like to begin this chapter with a personal experience, one that will probably be
recognized by many readers as familiar. English is a foreign language for me.(Throughout
this chapter, I will use the abbreviation L2 both for second and for foreign language.) I
consider myself an advanced learner of that language. I receive great amounts of input in
written form (professional literature) and oral form (radio, TV), but almost every day I read
or hear some unfamiliar words. When I deem a new word important, I first make an attempt
to infer its meaning from the context, I then look it up in my dictionary in order to check my
inference, and finally I write the word down in a notebook, together with its context. Yet, I
tend to forget the meaning of most of the words thus processed soon afterward. The next
time I come across one of them, I remember having seen it and looked it up, I sometimes
remember the context in which it originally appeared, but I cannot retrieve its meaning. I
feel very annoyed, consult my dictionary once again, but take no further measures in order
to better anchor the word in memory. Why is it that I couldn't remember the word's meaning
the second time? What was wrong with my infer+ look up+ write down strategy? The most
likely answer to these questions is that I might have done enough for immediate
comprehension but not enough for retention over time. More precisely, I had not done
enough to firmly link the word's form with its meaning. There is empirical evidence in the
literature that inferring a word's meaning from the context, checking one's inference by
consulting a dictionary, and writing the word down in a notebook (or, better yet, on an index
card, or in a computerized personal L2 database) fosters an elaborate processing of the
word and therefore facilitates its retention in memory (Huckin & Haynes, 1993; Nation,
1990; Schouten-Van Parreren, 1989). However, this procedure offers no guarantee for the
retention of the link between the word's form and its meaning. It is only sometimes the case
that such a link constitutes itself spontaneously, without a conscious effort on the learner's

part.
 Q3) How to improve students
learning with effective
learning strategies?(through
researches)
Answer: Improve students learning with effective learning
strategies:
K Chris Rachal, Sherri Daigle, Windy S Rachal
Journal of Instructional Psychology 34 (4), 191-202, 2007
As teachers of higher education, we expect students to enter college with some understanding
of what it means to be an effective learner and the ability to apply effective learning strategies.
Unfortunately, many students do not develop effective learning strategies unless they receive
explicit instruction and the opportunity to apply these skills. The current study focused on
identifying students' self-reported problems engaging in several academic tasks. We
hypothesized that students would report less learning difficulties as they matriculated through
the curriculum. This study also identified which learning difficulties are most prevalent at
according to student self-reports. Student behaviors related to studying and learning strategies
were assessed with an on-line version of the Learning Needs Questionnaire. Factor analysis
identified fourteen factors related to academic learning needs. Regardless of academic
classification, students reported learning problems related to poor information processing,
reading, writing, motivation to study, math, and test taking skills. Test anxiety was the only factor
that demonstrated a significant difference between academic classifications. Recommendations
are made to improve student use of learning strategies across the curriculum.Students
attending universities that emphasize good educational practices demonstrate improved
learning and personal development. One reason for this improvement is that good educational
practices encourage students to put forth more effort to become academically engaged (eg,
write more papers, read more books, meet more frequently with faculty and peers, use
information technology appropriately), which in turn enhances critical thinking, problem solving,
effective communication, and responsible citizenship (Kuh, 2001). In fact, teaching students
how to be more cognitively engaged by applying efficient learning strategies improves their
academic performance (Weinstein, 1994). According to Kuh (2001) and Pascarella (2001),
quality education engages students in proven educational practices. Student engagement is
defined as active participation in the learning process. This participation includes two elements:
the students' willingness to use available academic resources, such as attending class,
completing assignments, emailing professors, and using the library. The second element of
engagement is the quality of the cognitive investment in learning tasks, the students'
persistence in self-regulating their learning. Engagement behaviors are largely motivated by the
student's personal belief system that includes his or her thoughts and attitudes about what it
means to be an" expert" student. When faced with a learning task, students will behave
according to these beliefs that shape their identity as a student (Solberg, et al. 1997). For
example, successful student identities will predict effective academic role behaviors, such as
attending class, maintaining concentration, and calling on social skills necessary to ask
questions, interact with other students, and rely on effective learning strategies. Passive role
behaviors would be expected when students believe engagement behaviors are not necessary
to be an expert student; for example, they may believe it is not necessary to attend all classes,
take good notes, and participate in discussions. Learning strategies refer to methods and
techniques used by students to improve learning.

Learning problems reported by college students: are they

using learning strategies?
K Chris Rachal, Sherri Daigle, Windy S Rachal
Journal of Instructional Psychology 34 (4), 191-202, 2007

As teachers of higher education, we expect students to enter college with some

understanding of what it means to be an effective learner and the ability to apply effective
learning strategies. Unfortunately, many students do not develop effective learning
strategies unless they receive explicit instruction and the opportunity to apply these skills.
The current study focused on identifying students' self-reported problems engaging in
several academic tasks. We hypothesized that students would report less learning
difficulties as they matriculated through the curriculum. This study also identified which
learning difficulties are most prevalent at according to student self-reports. Student
behaviors related to studying and learning strategies were assessed with an on-line version
of the Learning Needs Questionnaire. Factor analysis identified fourteen factors related to
academic learning needs. Regardless of academic classification, students reported
learning problems related to poor information processing, reading, writing, motivation to
study, math, and test taking skills. Test anxiety was the only factor that demonstrated a
significant difference between academic classifications. Recommendations are made to
improve student use of learning strategies across the curriculum.Students attending
universities that emphasize good educational practices demonstrate improved learning and
personal development. One reason for this improvement is that good educational practices
encourage students to put forth more effort to become academically engaged (eg, write
more papers, read more books, meet more frequently with faculty and peers, use
information technology appropriately), which in turn enhances critical thinking, problem
solving, effective communication, and responsible citizenship (Kuh, 2001). In fact, teaching
students how to be more cognitively engaged by applying efficient learning strategies
improves their academic performance (Weinstein, 1994). According to Kuh (2001) and
Pascarella (2001), quality education engages students in proven educational practices.
Student engagement is defined as active participation in the learning process. This
participation includes two elements: the students' willingness to use available academic
 resources, such as attending class, completing assignments, emailing professors, and
using the library. The second element of engagement is the quality of the cognitive
investment in learning tasks, the students' persistence in self-regulating their learning.
Engagement behaviors are largely motivated by the student's personal belief system that
includes his or her thoughts and attitudes about what it means to be an" expert" student.
When faced with a learning task, students will behave according to these beliefs that shape
their identity as a student (Solberg, et al. 1997). For example, successful student identities
will predict effective academic role behaviors, such as attending class, maintaining
concentration, and calling on social skills necessary to ask questions, interact with other
students, and rely on effective learning strategies. Passive role behaviors would be
expected when students believe engagement behaviors are not necessary to be an expert
student; for example, they may believe it is not necessary to attend all classes, take good
notes, and participate in discussions. Learning strategies refer to methods and techniques
used by students to improve learning.

Learning strategies: The how of learning

Claire E Weinstein, Vicki L Underwood
Thinking and learning skills 1, 241-258, 1985
The term learning strategies is used in a very broad sense to identify a number of different
competencies that researchers and practitioners have postulated as necessary, or helpful, for
effective learning and retention of information for later use. These competencies include
cognitive information-processing strategies, such as techniques for organizing and elaborating
on incoming information to make it more meaningful; active study strategies, such as systems
for note-taking and test preparation; and support strategies, such as techniques for organizing
study time, coping with performance anxiety, and directing attention to the learning task at hand.
In addition, there is a range of metacognitive strategies that learners can use to detect
discrepancies between what they know and what they do not know and to monitor and direct
their acquisition of the new infor mation. It should be noted that the term “learner” is being used
here to refer to any person trying to acquire new knowledge, attitudes, or skills, regardless of
whether this occurs in a formal school setting, an on-the-job placement, or an informal
interaction.
This chapter describes some of the work that has been conducted as part of the Cognitive
Learning Strategies Project at The University of Texas, a project that is concerned both with
increasing our basic understanding of human learning and with the development of programs
and teaching practices to help students become more effective learners. Here we focus on the
more applied aspects of our work. We begin by briefly reviewing some recent research on the
nature of effective learning strategies that provides a conceptual framework for much of our
instructional work.

Helping students develop strategies for effective learning

Claire E Weinstein, D Scott Ridley, Tove Dahl, E Sue Weber
Educational Leadership 46 (4), 17-19, 1989
For many years educators assumed that students developed effective learning and study skills
as they grew older and had more experience with school (Brown et al. 1983) This is partially
true, but many students do not develop effective learning strategies unless they receive explicit
instruction in their use. Furthermore, students learn these strategies and skills best when at
least part of the instruction is incorporated into regular subject matter classes.