Questions and Topics We Can Help You To Answer:
Paper Instructions:
Write a 4-page section of a request for proposal (RFP) in which you address the topics of memory acquisition, apply motivational theory to behaviors, and create a sample lesson plan to add credibility to your proposal.
INSTRUCTIONS:
In Assessments 1 and 2, you completed Part 1 and Part 2 of a request for proposal (RFP) from a nearby school district. Part 1 includes seeking individuals or groups to design a training and professional development in-service day about the brain and mind from a biopsychological perspective for their educators. For this assessment, use the Assessment 3 Proposal Template (linked in the Resources) to create Part 3 of the RFP by completing the following. Your objective is to provide information to support educators in their work with students and parents.
VII. Provide an Example From Your Own Memories
Think of an example of disagreeing memories from your own life. Document your memories and note where there are differences and why that might be the case.
Explain how this exercise will be used to teach educators about memory acquisition; specifically:
Outline memory acquisition.
Create a memory mapping of the brain.
Explain how information is processed.
VIII. Motivational Theories
Summarize these theories:
Drive theory.
Incentive theory.
Arousal theory.
Brain state theory.
For each theory, identify a common behavior. Hypothesize what might have prompted the behavior from the perspective of each motivational theory.
IX. Create an Example Lesson
Create an example lesson using topics from one of these areas: science, social studies, history, math, et cetera. Select a topic that you feel comfortable with, and it should be relatively easy for you to create a short lesson.
Your lesson should be an example of how educators can use memory acquisition and motivational theory to teach, work with, and influence students. The purpose of you creating this lesson is to demonstrate your understanding of motivational theory, not the lesson content. In other words, if you select history as a topic, you will not be evaluated on the history content. However, keep in mind that whatever topic you select for your example lesson, you should strive to be as accurate as possible to lend credibility to your proposal.
Use the Capella University Library to research the material and support your proposal.
Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.
Additional Requirements
Written communication: Written communication should be free from errors that detract from the overall message.
APA format: Resources and citations should be formatted according to current APA style and formatting.
Font and font size: Times New Roman, 12-point font.
Length of paper: Write a minimum of four, double-spaced pages of content, and include a references page.
Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The PSYC-FP4310 - Biological Psychology Library Guide can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Acquisition of Memories
The following resources provide information on how the brain creates memories.
Garrett, B., & Hough, G. (2018). Brain & behavior: An introduction to behavioral neuroscience (5th ed.). Thousand Oaks, CA: Sage. Available from the bookstore.
Chapter 12, "Learning and Memory," pages 344–371.
This chapter explores how and where memories are stored in the brain.
Rocho do Amaral, J., & Martins de Oliveira, J. (n.d.). Limbic system: The center of emotions. Retrieved from http://www.healing-arts.org/n-r-limbic.htm
This site provides an illustrated overview of the neural circuitry and brain areas contained in the limbic system and reviews the implications for memory.
Problems With Memory Acquisition
The following resources offer information about problems with memory acquisition that could lead to what the assessment instructions call "disagreeing memories."
Patihis, L., Frenda, S. J., LePort, A. K. R., Petersen, N., Nichols, R. M., Stark, C. E. L., . . . Loftus, E. L. (2013). False memories in highly superior autobiographical memory individuals. Proceedings of the National Academy of Sciences of the United States of America, 110(52), 20947–20952.
This resource examines research on false memories.
Motivational Theory and Behaviors
The following resource provide information on motivational theory and behaviors.
Garrett, B., & Hough, G. (2018). Brain & behavior: An introduction to behavioral neuroscience (5th ed.). Thousand Oaks, CA: Sage. Available from the bookstore.
Chapter 6, "Motivation and the Regulation of Internal States," pages 144–178.
This chapter covers how homeostasis and drive theory are key to understanding the physiological motivation.
Creating a Lesson
HealthSmart. (n.d.). Sample lessons. Retrieved from http://www.etr.org/healthsmart/about-healthsmart/sample-lessons/
This resource offers several examples of lessons at different levels. It also offers explanatory materials at a link titled How Lessons Work.
