For your Signature Assignment, you will engage in a role one that will require you to integrate the topics from the course. You have been brought in as a consultant to assess a team. You immediately notice that the team members refer to each other in a stereotypical manner. This workforce team consists of John, a 75-year-old Caucasian who describes himself as hip, street, and tech savvy; although the team sees him as old and forgetful. Jill is a 22-year-old African American who describes herself as shy and feels she is too young to bring anything productive to the group; the team reports that s her youth implies that she does not have the experience to do what the job requires. Joe, a 35-year-old immigrant with limited English language proficiency reports that he often feels misunderstood and teased because of his heavy accent; the team reports that it has great difficulty understanding him and sometimes teases him, in a good-natured manner, about his accent. Mary is a 30-year-old with an ADA accommodation due to childhood trauma (which her family denied ever happened); the team reports that she is often preoccupied. Ahsan is a 50-year-oldwoman who is strongly committed to her Indian culture; the team reports that it feels that she has not fully embraced the American culture. As a consultant, the organization has asked you to assess the team, and then offer specific suggestions and guidance to help this team to become more functional and productive. As a consultant, you must assess the team on the following: Identify team members affective cognitive functioning in relation to their stereotypical thoughts and opinions. Determine how their affective functioning may affect their interaction with the entire team. Explain how their cognitive functioning may be influenced by their own, as well as others bias regarding culture and age. Indicate how team members might perceive other team members. Share the creative ways in which you could offer suggestions and guidance that are ethical, sensitive to each individual, and use language that will not offend anyone or make anyone defensive. Describe the ethical decisions you must make in your final recommendations to the organization. Compose a final report that is 8-10 pages in length that addresses each of the points above. Support your findings with the five peer-reviewed articles found in Week 6 plus an additional five peer-reviewed articles for a total of 10 articles. Length: 10-12 pages ***PLEASE INCORPORATE THE FOLLOWING*** Annotated Bibliography Kirschner, P., Sweller, J., & Kirschner, F. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213233 The purpose of this article is to show how and why cognitive load theory can impact collaborative learning and produce principles related to the design and research on collaborative learning. Cognitive load theory has always been linked to individual learning. On the basis of evolutionary educational psychology and information on human cognition, the theory has helped produce different instructional effects. Although these instruction effects impact the efficiency of collaborative learning, they are not always taken into consideration when creating collaborative learning situations or conducting studies on collaborative learning. This omission has been attributed to the fact that cognitive load theory has focused on some elements of collaborative learning, for instance, the concept of collective working memory. Storbeck, J., & Clore, G. (2007). On the interdependence of cognition and emotion. Cogn Emot., 21(6), 12121237. Cognitions and emotions have always been considered independent entities. However, this paper posits that cognition and emotion are interdependent. The article begins by analyzing three views for the independence of emotion. They are: effective independence hypothesis meaning emotion is processed differently from cognition; affective primary hypothesis holing that semantic processing is preceded by evaluating processing; and affective automaticity hypothesis. This article submits that emotion is not independent of cognition. In addition, it is not primary to cognition and not elicited automatically. This paper review experiments demonstrating affective engagement in perception and attitude activation. The conclusion is that a major role of affect is regulating cognitive processing. Eysenk, M. (2012). Fundamentals of Cognition 2nd Edition. Psychology Press; 2 edition (January 21, 2012) This book focuses on the cognitive processes used in successful interactions with the world. Human abilities in perception, memory, problem-solving, reasoning and learning among others, are important in allowing people to cope on a daily basis. Knowledge of these processes via research on cognitive psychology is important in understanding human behavior. This book includes major coverage of the major cognition topics. It can be read easily by those with no previous information on cognitive psychology. Despite this, there are also directions for a comprehensive study. This book will be important for all cognitive psychology students and other areas including clinical psychology. Gleaves, D., Smith, S., & Spiegel, D. (2006). False and Recovered Memories in the Laboratory and Clinic: A Review of Experimental and Clinical Evidence. Clinical Psychology Science and Practice, 11(1), 3-28 This article analyzes clinical and laboratory evidence related to recovered and false memories. Research posits that false and recovered memories can occur in some situations. Critical questions in this regard include: how common every kind of memory phenomenon is; the factors that cause the occurrence of each; and whether these two kinds of memories can be differentiated from one another. The article defines laboratory analogs for the two experiences while defining an empirical research framework which will demonstrate and compare both phenomena. With these comparisons, it is possible to identify the causes of these phenomena, understand the factors influencing them and reveal major variables which can offer clear signs distinguishing false and recovered memories. ???????????????? Oktay Y., & Siros, I. (2013). Language, culture, idioms, and their relationship with the foreign language. Journal of Language Teaching and Research, 4(5), 953-957. The purpose of this paper is to analyze the relationship that exists between language and culture. Today, human communication remains one of the most significant subjects in the minds of psychologists. Given that it is the most crucial communication means among humans, the connection between language and culture have high significance. The tight link highlights different manifestations of a modern language with the inclusion of idiomatic expressions that portray culture in real life. Idioms allow learners to understand emotions, opinions, and thoughts of others. The strong tie between language, culture, and idioms require greater focus in language learning. References Eysenk, M. (2012). Fundamentals of Cognition 2nd Edition. Psychology Press; 2 edition (January 21, 2012) Gleaves, D., Smith, S., & Spiegel, D. (2006). False and Recovered Memories in the Laboratory and Clinic: A Review of Experimental and Clinical Evidence. Clinical Psychology Science and Practice, 11(1), 3-28 Kirschner, P., Sweller, J., & Kirschner, F. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213233 Oktay Y., & Siros, I. (2013). Language, culture, idioms, and their relationship with the foreign language. Journal of Language Teaching and Research, 4(5), 953-957. Storbeck, J., & Clore, G. (2007). On the interdependence of cognition and emotion. Cogn Emot., 21(6), 12121237.
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