Sample Annotated Bibliography Paper on Cognitive Psychology

Bolkan, S., Goodboy, A. K., & Myers, S. A. (2017). Conditional processes of effective instructor communication and increases in students’ cognitive learning. Communication Education66(2), 129-147. https://www.researchgate.net/profile/Alan_Goodboy/publication/309302596_Conditional_processes_of_effective_instructor_communication_and_increases_in_students%27_cognitive_learning/links/59e6c1f8aca2721fc227b4c4/Conditional-processes-of-effective-instructor-communication-and-increases-in-students-cognitive-learning.pdf

 

Since the comprehension, application, and memory elements of cognitive learning express among learners may vary, it thus remains essential to integrate conditional processes promoting cognitive learning by offering clarity on instructor information. Bolkan et al. (2017. p. 129) explain that the study integrates two teaching behaviors effective in promoting proper cognitive learning through instructional communication among scholars that include immediacy and instructor clarity. The investigation remains based on assumptions like cognitive learning largely depends on the student’s willingness to pay attention to the provided instructions and that students can self-regulate cognitive learning despite the effectiveness or lack of it through instructors’ teachings. The analysis presented results that showed that explicit instruction, either verbal or non-verbal, promotes increased test scores among students with even more than one letter grade. Immediacy also increased with reduced self-regulation among students. A learner’s ability to comprehend instructions, thus, depends on the student’s self-regulation and implication of immediacy in cognitive learning.

Bolkan et al. (2017. p. 134) use various forms of instrumentation to come up with appropriate ways of instructor information for developing cognitive learning. The use of tests, manipulation check, self-control, and sustained attention as some instruments of measuring cognitive learning, the study explains that non-verbal and verbal clarity and immediacy affect a student’s learning curve indirectly and directly. Manipulation check, for instance, analyzed the straight-forwardness of a class session among students to assess perceptions and manners of clarity among students. Analysis of self-control also offers insight into a student’s behavior in matters like regulation of effort, resource management, and the sub scaling of tasks, for instance, for proper completion. A limitation of the study, however, is that the study manipulation took a short time. The lack of ample time means that analysis might remain unspecific in some aspects. However, the study benefits from its careful manipulation of instructor clarity combined with nonverbal immediacy to test their impact on student learning. Further research considering students; personal traits and its influence in cognitive learning, however, remains efficient in highlighting underlying effects overlooked in the analysis.

 

Kulkarni, S., Afshan, N., & Motwani, J. (2018). The impact of faculty member’s communication behaviours on student satisfaction: the role of cognitive and affective learning and student’s motivation. International Journal of Productivity and Quality Management25(4), 444-458. https://www.researchgate.net/profile/Nikhat_Afshan/publication/328921683_The_impact_of_faculty_member’s_communication_behaviours_on_student_satisfaction_The_role_of_cognitive_and_affective_learning_and_student’s_motivation/links/5beeacbe92851c6b27c2c1ce/The-impact-of-faculty-members-communication-behaviours-on-student-satisfaction-The-role-of-cognitive-and-affective-learning-and-students-motivation.pdf

 

Faculty members of any learning institution possess distinct effects on students’ cognitive learning through communication behaviors. Kulkarni et al. (2018. p. 444) focus on the study of realizing the impact of various communication behaviors from faculty towards the student’s motivation that further affects the cognitive and affective learning process of the student. A factor like a student satisfaction concerning the learning type may also go overlooked but possesses a relationship with the student’s learning. Thus, as Kulkarni et al. (2018. p. 444) highlight, favored learning types among students may promote increased cognitive and active learning compared to opposed learning types used by instructors. The analysis that used 265 post-graduate students studying management realized that effective faculty communication habits promoted positive effects among student’s motivation. In turn, increased student motivation supported positive cognitive and practical learning. Cognitive and affective learning, on the other hand, promoted positive student satisfaction.

Kulkarni et al. (2018. p. 446) insist on the focus on perceptions, confirmation, and immediacy concerning the faculty members to offer satisfaction and learning through proper teaching methods that increase student motivation. The focus of the study remains on course with an analysis of factors, both internal and external, affecting cognitive learning among students in education. Student motivation, for instance, plays an essential role in promoting cognitive learning. Expression of recognition through affirmations or endorsing the student’s self-experiences as communication behaviors from the faculty, however, can help with maintaining student motivation (Kularni et al. 2018. p. 447). Engagements through eye contact or a simple touch during informal responses and opportunities from faculty members, thus, can promote interest in learning and motivation among students. One challenge with the study, however, is that it includes training for faculty members that may require time and additional resources for completion. Future analysis of the essence of proper training focused on promoting students’ cognitive learning among faculty members can help with integrating all essential aspects of the critical sectors for the benefit of the student.

 

Mutlu-Bayraktar, D., Cosgun, V., & Altan, T. (2019). Cognitive load in multimedia learning environments: A systematic review. Computers & Education141, 103618. https://www.newtech4stem.com/pdf/Cognitive%20load%20in%20multimedia%20learning%20environments.pdf

 

Mutlu-Baytaktar et al. (2019. p. 103618) focus on the impact diverse multimedia learning environments possess on cognitive learning, especially among students. Rapid changes through technology make the integration of multimedia learning environments and their impact on cognitive learning essential to study. Analysis of cognitive load through the cognitive load framework, for instance, explains that the reflection of presentations or analysis from students represents a reflection of limitations or abilities to access information through present systems. Through the study, it remains clear to note that gaps exist in realizing the connection between emerging multimedia learning environments on cognitive load. The analysis helps to analyze emerging sectors and their impacts like the effect of continued use of multimedia platforms on the performance of students. The report, however, only highlights essential theories. In-depth analysis of arguments like the cognitive load theory of Multimedia Learning, thus, can act as a starting point for future research.

 

Porter, A. L., Schoeneck, D. J., Youtie, J., Solomon, G. E., Kwon, S., & Carley, S. F. (2019). Learning about learning: patterns of sharing of research knowledge among Education, Border, and Cognitive Science fields. Scientometrics118(3), 1093-1117. https://www.researchgate.net/profile/Alan_Porter4/publication/330501612_Learning_about_learning_patterns_of_sharing_of_research_knowledge_among_Education_Border_and_Cognitive_Science_fields/links/5c48c5fc458515a4c73bbe07/Learning-about-learning-patterns-of-sharing-of-research-knowledge-among-Education-Border-and-Cognitive-Science-fields.pdf

 

The advancement of cognitive learning signifies that the use of research in education, the increasing interdependence in research and cross-disciplinary diffusion of knowledge all impact approach adopted by students in learning and research (Porter et al. 2019. p. 1094). Extensive use of in-depth research and the citation of reputable sources, for instance, continues to grow, showing increased cognitive learning. The strength of the analysis is that it offers insight into the role of various origins in promoting cognitive learning. The lack of a productive evident relationship leading to increased cognitive learning is a weakness that can encourage further research and analysis.

 

Siburian, J., & Corebima, A. D. (2019). The correlation between critical and creative thinking skills on cognitive learning results. Eurasian Journal of Educational Research81, 99-114.

https://files.eric.ed.gov/fulltext/EJ1217299.pdf

 

Siburian, J., & Corebima (2019. p. 99) realize that creative and critical thinking skills among students possessed an impact on the cognitive learning curve and results. The analysis recognizes that a relationship between cognitive learning and creative and critical thinking promotes increased results through simultaneous integration of thought skills in the learning process. Since the integration of knowledge, abilities, and attitudes concerning life skills continues to gain essence in cognitive learning, it is essential to include effective, innovative, creative, and productive approaches in the learning process (Siburian, J., & Corebima, 2019. p. 100). The inquiry learning process, for instance, offers students the opportunity to grow investigation skills that help with gaining comprehension of cognitive learning.

The analysis of the role of critical and creative thinking skills to promote cognitive learning is a concept that offers appropriate strategies that both students and instructors can use to promote improved growth and development. The strong correlation evident between the improved cognitive thought process and creative and critical thinking is effective in fostering further empowerment and motivation for learning, the approach, however, requires time to promote sustainable innovation for prolonged cognitive learning. Further analysis into realizing the relationship between critical thought and cognitive learning by analyzing crucial players in the connection remains necessary for the growth of the study.

 

References

Bolkan, S., Goodboy, A. K., & Myers, S. A. (2017). Conditional processes of effective instructor communication and increases in students’ cognitive learning. Communication Education66(2), 129-147. https://www.researchgate.net/profile/Alan_Goodboy/publication/309302596_Conditional_processes_of_effective_instructor_communication_and_increases_in_students%27_cognitive_learning/links/59e6c1f8aca2721fc227b4c4/Conditional-processes-of-effective-instructor-communication-and-increases-in-students-cognitive-learning.pdf

Kulkarni, S., Afshan, N., & Motwani, J. (2018). The impact of faculty member’s communication behaviours on student satisfaction: the role of cognitive and affective learning and student’s motivation. International Journal of Productivity and Quality Management25(4), 444-458. https://www.researchgate.net/profile/Nikhat_Afshan/publication/328921683_The_impact_of_faculty_member’s_communication_behaviours_on_student_satisfaction_The_role_of_cognitive_and_affective_learning_and_student’s_motivation/links/5beeacbe92851c6b27c2c1ce/The-impact-of-faculty-members-communication-behaviours-on-student-satisfaction-The-role-of-cognitive-and-affective-learning-and-students-motivation.pdf

Mutlu-Bayraktar, D., Cosgun, V., & Altan, T. (2019). Cognitive load in multimedia learning environments: A systematic review. Computers & Education141, 103618. https://www.newtech4stem.com/pdf/Cognitive%20load%20in%20multimedia%20learning%20environments.pdf

Porter, A. L., Schoeneck, D. J., Youtie, J., Solomon, G. E., Kwon, S., & Carley, S. F. (2019). Learning about learning: patterns of sharing of research knowledge among Education, Border, and Cognitive Science fields. Scientometrics118(3), 1093-1117. https://www.researchgate.net/profile/Alan_Porter4/publication/330501612_Learning_about_learning_patterns_of_sharing_of_research_knowledge_among_Education_Border_and_Cognitive_Science_fields/links/5c48c5fc458515a4c73bbe07/Learning-about-learning-patterns-of-sharing-of-research-knowledge-among-Education-Border-and-Cognitive-Science-fields.pdf

Siburian, J., & Corebima, A. D. (2019). The correlation between critical and creative thinking skills on cognitive learning results. Eurasian Journal of Educational Research81, 99-114.

https://files.eric.ed.gov/fulltext/EJ1217299.pdf