{"content":{"sharePage":{"page":0,"digests":[{"id":"65383466","dateCreated":"1386744713","smartDate":"Dec 10, 2013","userCreated":{"username":"emayo13","url":"http:\/\/www.wikispaces.com\/user\/view\/emayo13","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/65383466"},"dateDigested":1532724750,"startDate":null,"sharedType":"discussion","title":"Cognitive Theory ","description":"Math has always been a tougher subject for me, but it didn't really catch up to me until college. Freshman year I took Calculus and thought the world was going to end. I couldn't for the life of me figure out how to do the work, even though I went to every class and did all the homework (or tried my best). It wasn't until I went to tutoring for hours a week that I realized that I just really needed to practice the problems as much as I could. I used the rehearsal process over and over again until my grade improved. I think this will help me be a good teacher because I understand how students feel when they struggle with their school work.
\nI have realized that its okay to struggle with learning, but its not okay to give up. I want to encourage my students to keep practicing subjects that are tough for them because giving up isn't an option. I think having this approach with teaching will help me be a good teacher.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61048148","dateCreated":"1354984608","smartDate":"Dec 8, 2012","userCreated":{"username":"escott91","url":"http:\/\/www.wikispaces.com\/user\/view\/escott91","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/61048148"},"dateDigested":1532724750,"startDate":null,"sharedType":"discussion","title":"cognitive theory- Erin Scott","description":"Think about a skill you have learned, are learning, and\/or are teaching. Try to choose something that has been difficult or that you have spent a lot of time (years) learning. How can you understand your learning process in relation to cognitive theory, particularly the stages of learning? What are some ways cognitive theory can help you to be a stronger learner or teacher? What is a concept of cognitive theory that you have been following without really realizing it? How can you use your knowledge of these concepts to make your teaching and learning even more successful?
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\nIn high school I always had trouble learning and it wasn\u2019t until college in one of my education classes that I understood why. We were learning a little about cognitive theory and I realized that I have to know the whole and not just the part. Most teachers just try and teach a part of something, but I was unable to really learn it because I didn\u2019t understand how it fit into the greater whole of things and therefore I thought it was unimportant (Gestalt). I also began to realize that I need to learn both visually and auditory because sometimes words will stick with my and other times an image. In order to strengthen what I\u2019m learning, I often repeat thing to myself or write it out multiple times (maintenance rehearsal). I also try to associate what I am trying to learn with something I already know, like the example in the powerpoint with the phone number and the ages of their nephew and niece. In the art room, I luck out because teaching art is a big collaboration of auditory and visual. It is also very hands on so my students will really experience what they are learning through many different ways. I will use powerpoint, books, hands on experience, websites, verbal lectures, and more. I will also be able to do group activities with them such as critiques, which is really exciting. I will be sure that my students understand the whole of art, not only so that they can understand the part, but that they can see why it is important that they are in art because a lot of student don\u2019t even understand why they are required to take art.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61013308","dateCreated":"1354687880","smartDate":"Dec 4, 2012","userCreated":{"username":"ChristineAngi","url":"http:\/\/www.wikispaces.com\/user\/view\/ChristineAngi","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/61013308"},"dateDigested":1532724750,"startDate":null,"sharedType":"discussion","title":"Christine Angiuoli-Response","description":"Think about a skill you have learned, are learning, and\/or are teaching. Try to choose something that has been difficult or that you have spent a lot of time (years) learning. How can you understand your learning process in relation to cognitive theory, particularly the stages of learning? What are some ways cognitive theory can help you to be a stronger learner or teacher? What is a concept of cognitive theory that you have been following without really realizing it? How can you use your knowledge of these concepts to make your teaching and learning even more successful?
\nSomething that was difficult for me to learn was how to do my backhand spring for Cheerleading in high school. I had the hardest time with being comfortable with throwing yourself backwards onto your head. At first it was a matter of getting into shape, developing strength. While doing this there were a series of exercises you could try to build this up. After that you can move on to training you body to remember and be comfortable with the motions to the point that all the check points in the movement are engrained in your head. After this is it just a matter of practice practice practice. The most difficult part I learned was developing the right mentality for this to be possible, especially having not trying to learn this skill until later in life, in the way of gymnastics. There is what is called mental blocks that occur. This happens if you get into your head for any reason that you may not be able to ever accomplish doing this on your own. In my case I could have someone standing next to me acting as a spotter and literally doing nothing but as soon as they would step back and I started thinking about how there would be no one there to catch me I would immediately start messing up an could no longer do what I could with someone standing next to me. After I was able to assess this and understand that that was the stage of developing the skill that was holding me back
\nI was able to work towards building the confidence that would allow me to always do this on my own. I had a friend record videos of me performing the skill where you could visibly see that the spotter was not touching me or do anything but stand next to me. Actually being able to see this instead of just being told, really was the extra push I needed. Seeing I could do the skill made me able to. This will help me in teaching because just because you are telling a student something even if it is point blank doesn\u2019t mean they understand. They may be able to comprehend it and what it means but be missing a link that could be filled by presenting information in different ways.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60997958","dateCreated":"1354556903","smartDate":"Dec 3, 2012","userCreated":{"username":"mgreathousemarshall","url":"http:\/\/www.wikispaces.com\/user\/view\/mgreathousemarshall","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60997958"},"dateDigested":1532724750,"startDate":null,"sharedType":"discussion","title":"Response","description":"Think about a skill you have learned, are learning, and\/or are teaching. Try to choose something that has been difficult or that you have spent a lot of time (years) learning. How can you understand your learning process in relation to cognitive theory, particularly the stages of learning? What are some ways cognitive theory can help you to be a stronger learner or teacher? What is a concept of cognitive theory that you have been following without really realizing it? How can you use your knowledge of these concepts to make your teaching and learning even more successful?
\nI had a difficult time learning to play the oboe. For some reason I couldn\u2019t remember all of the notes and where to place my fingers. As time went on I realized what the problem was. I was never given time to actually learn to play the oboe. It was given to me and I was told to learn by playing the music on the page. This is did not work for me. My brain couldn\u2019t process the idea of where to place the fingers and understanding the note that was written on the page. In other words this is what was going on in my brain: place right index finger here, let index finger here, remember that your pinky does not go down until you need to do this. The note on the page is a b sharp. So to make that note you have to\u2026\u2026 Got to be way too much. Even I explained to my music teacher that I needed time to learn how to do the notes and not worry about trying to keep up with everyone else. It got better after a while, but it was a lesson learned. I remember that now I as I teach my students. Yes some can process information faster than others, but overload is damaging to anyone. Even with taking notes. I want my students to pay attention to the concept being taught, then they can write it down. But to try and do both at once will cause you to miss out of something that was said. Even in given lectures, I try not to give out to many concepts at once. I stay with the concept being taught (i.e. how to add simple fractions) until we are completed. I won\u2019t move on until adding complex fractions, because now the students are overwhelmed and ready to quit. It can be quite a challenge to stay on the right path and not stray, but in the end the students will thank you and come out with a better knowledge of the subject matter.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60878454","dateCreated":"1353356832","smartDate":"Nov 19, 2012","userCreated":{"username":"kleitschuh","url":"http:\/\/www.wikispaces.com\/user\/view\/kleitschuh","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60878454"},"dateDigested":1532724750,"startDate":null,"sharedType":"discussion","title":"Cognitive Theory","description":"Cognitive Theory
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\nThink about a skill you have learned, are learning, and\/or are teaching. Try to choose something that has been difficult or that you have spent a lot of time (years) learning.
\n A skill I have always had to spend a lot of time on learning would be mathematics. I have always been good at math and took multiple advance classes for math throughout my years in school. But this also didn\u2019t come easily, I had to work hard and spend a lot of time on my math classes. I think I was so willing to work so hard on that one subject because it caught my interest at an early age and has been my favorite subject ever since.
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\nHow can you understand your learning process in relation to cognitive theory, particularly the stages of learning?
\n The way I would understand my learning process with the cognitive theory could be in a few ways. First would be the teacher who provided a sensory input for me in the class. I have always been a hands-on active learner and with these inputs the teacher was making the information reach to our memory by sensory, which to me seems to be the memories that stick the most. The amount of information absorbed all depends on how much attention each student has. Even though some information may get lost, with some rehearsal and learning activities the information of your short-term memory can be encoded into your long-term memory. I think this is the underlining definition of practicing. I know for a fact that if I wouldn\u2019t have put in the time to practice my math I wouldn\u2019t have remembered my equations that are in my long-term memory. To make sure to reinforce this info into my long-term memory, I would create flash cards and go over them every night with one of my parents. Another characteristic of the cognitive theory would be the use of relating what you are memorizing to events that spark your interests. For example when memorizing my times tables, I used a lot of pictures and sports analogies to make the information more interesting making me find memorizing easier.
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\nWhat are some ways cognitive theory can help you to be a stronger learner or teacher?
\n The cognitive theory will help me in the future by making me stronger teacher. With my personal experience and relating it to the theory I will be able to know the student\u2019s process of learning and what to do to further a productive work ethic for each student. I have learned techniques to help the students get what they need to stick in their long-term memory. As for making me a stronger learner, I feel like as a teacher you are never done learning. Each group of students you teach every year will leave teaching you things as well.
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\nWhat is a concept of cognitive theory that you have been following without really realizing it? How can you use your knowledge of these concepts to make your teaching and learning even more successful?
\n I feel like the one concept that I have been following without realizing would be one that probably is followed without recognition to everyone. The general and domain specific knowledge seems to be the concept that sticks out to be the most popular. When I am doing any type of schoolwork I do often tend to organize by these different types of information. Usually, general knowledge would be my first go to, as kind of a recap to knowledge already known. Then I would go to the next step of domain specific knowledge to be as a support the general knowledge. I could also use these concepts to make creative lesson plans as a teacher. Starting by grabbing their attention with concepts they are already familiar with as refresher, then provide them with the opportunity to learn new information to back up the information they already know. Thus helping the students get a further understanding of the big picture in a whole.","replyPages":[{"page":0,"digests":[{"id":"58625448","body":"You seem to have had a wonderful K-12 learning experience with teachers who helped you to get excited about learning and who provided you with high quality learning experiences. I bet you will do the same for your students. I'm so glad that you especially love math because students need teachers who are interested in math.","dateCreated":"1354019784","smartDate":"Nov 27, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60839426","dateCreated":"1352944467","smartDate":"Nov 14, 2012","userCreated":{"username":"laeling1","url":"http:\/\/www.wikispaces.com\/user\/view\/laeling1","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60839426"},"dateDigested":1532724750,"startDate":null,"sharedType":"discussion","title":"cognitive theory ","description":"Think about a skill you have learned, are learning, and\/or are teaching. Try to choose something that has been difficult or that you have spent a lot of time (years) learning. How can you understand your learning process in relation to cognitive theory, particularly the stages of learning?
\n Currently, I am learning to become a good retail salesperson. I was hired a few months ago at an upscale woman clothing store where we act as personal stylists to our customers. I was told of our policies and procedures during my orientation, but it is taking actually doing the job for me to learn and internalize the right behaviors. We have to pay attention when a woman first walks in the store then perceive what to show to her based on what we have found out, visually and orally , we convert this information from our sensory memory to our STM. By doing this repeatedly, we learn techniques and information on how best to appeal to our customers, this information is then coded into the ltm. After a while, retrieving this information, and therefore being a good sales person becomes very easy.
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\nWhat are some ways cognitive theory can help you to be a stronger learner or teacher?
\n Ways it can help you become a better learner is by understanding and identifying the stages and processes of cognition. If you know that information is perceived through the sensory
\nmemory then needs to be attended to in order for it to be in the STM. You know different strategies for remembering this information like chunking and rehearsal or even attaching a semantic meaning to the information. It is also helpful because one block out interference in order to prevent forgetting or retrieval failure.
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\nWhat is a concept of cognitive theory that you have been following without really realizing it?
\n A concept is that of rehearsal in order to memorize information. I use note cards and repeatedly look\/ read information. I also try to use deep processing when learning so I can understand the real meaning long term and then relate it to things I already know or need to learn for the future.
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\nHow can you use your knowledge of these concepts to make your teaching and learning even more successful?
\n I can use these concepts by presenting a lesson according to these techniques so that students will be able to learn easier and faster. like chunking into maybe stories or rhymes so they are easily remembered in the STM and explicitly learned in the LTM.","replyPages":[{"page":0,"digests":[{"id":"58625494","body":"One reason I love teaching this course is that I learn from my students. I am glad to learn about what it takes to work in retail! What you are learning about retail will help you in teaching, since you will need to assess each student in a similar way as he or she comes into your classroom each day.","dateCreated":"1354019950","smartDate":"Nov 27, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60770712","dateCreated":"1352391074","smartDate":"Nov 8, 2012","userCreated":{"username":"arutsky","url":"http:\/\/www.wikispaces.com\/user\/view\/arutsky","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60770712"},"dateDigested":1532724750,"startDate":null,"sharedType":"discussion","title":"Andrew Rutsky","description":"Think about a skill you have learned, are learning, and\/or are teaching. Try to choose something that has been difficult or that you have spent a lot of time (years) learning. How can you understand your learning process in relation to cognitive theory, particularly the stages of learning? What are some ways cognitive theory can help you to be a stronger learner or teacher? What is a concept of cognitive theory that you have been following without really realizing it? How can you use your knowledge of these concepts to make your teaching and learning even more successful?
\n\u2022 I have spent a large amount of time learning about different historical events. As a child I was very interested in history, and throughout school I took various history courses. I can understand my learning process in relation to cognitive theory in a few ways. My teacher provided sensory input for the class. This input was put into our sensory memory. While some memory decayed, other information was transferred o short-term memory. The amount of information absorbed into short-term memory depends on how much attention each student was paying. After some rehearsal and learning activities the information can be encoded into our long-term memory. Although some information is lost. I can specifically remember rehearsing the information I learned in different ways. For example, when I learned specific people ad terms I would utilize maintenance rehearsal by repeating the definition or importance to myself. To additionally reinforce this info into my long-term memory, I would create flash cards. Also, when I was trying to comprehend a historical even such as a war I would utilize Elaborate Rehearsal. I would relate a war to a sporting event or teams that were familiar to me. Relating this new knowledge to something that I have already learned is characteristic of the cognitive theory.
\n\u2022 The cognitive theory can make me stronger as a teacher in the future because I will know the process of learning for my students. I will know what they need to do to commit certain concepts and knowledge to their long-term memory. One concept of the cognitive theory that I have been following without realizing it is General and domain specific knowledge. When I am teaching or giving a presentation I tend to organize my power point or prezi by these different types of information. Usually, general knowledge will be my main points, which are supported by some domain specific knowledge. I can use my knowledge of these concepts to make my teaching more successful by creating lesson plans that engage students. I will need to grab their attention with concepts and provide them with the opportunity to rehearse it. In addition, with the knowledge of Gestalt psychology, I have realized that students will usually look at a picture as whole, not as different parts. For certain concepts that I will need to teach , I will need to break it down and have students look at the different parts before my students can grasp the big picture.","replyPages":[{"page":0,"digests":[{"id":"58246032","body":"Tobie always talks about teaching whole to part to whole. So, you could take a picture you want to discuss, put it on a Prezi, show the whole picture, and then use Prezi to zoom in on the parts, teach about them, and then back to the whole picture to see how everything fits together!","dateCreated":"1352740495","smartDate":"Nov 12, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60679752","dateCreated":"1351649877","smartDate":"Oct 30, 2012","userCreated":{"username":"cbpries","url":"http:\/\/www.wikispaces.com\/user\/view\/cbpries","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60679752"},"dateDigested":1532724750,"startDate":null,"sharedType":"discussion","title":"Carly Pries - Cognitive Theory","description":"Think about a skill you have learned, are learning, and\/or are teaching. Try to choose something that has been difficult or that you have spent a lot of time (years) learning. How can you understand your learning process in relation to cognitive theory, particularly the stages of learning?
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\nAs a soccer coach, there are tons of skills that we try to teach to our players. Sometimes it does take a couple of years for the players to master the different skills especially since I coach such young age groups (ages 6 and 8). Examples of some of the skills that we teach are \u201cpull backs\u201d or \u201cpush pulls.\u201d How I can understand the learning process in relation to cognitive theory is first we provide them with a \u2018model\u2019 by performing the skills in order for them to visualize them. In a way we use maintenance rehearsal because when you are modeling the skill like the \u201cpull back\u201d you repeatedly show them the skill while telling them the name of it so that they can pair the name with the skill and they can process how to actually perform the skill and then commit it to their working memory. With young children they tend to forget what they learn at practice due to things like interference and weakening that are discussed in the powerpoint. Often times I find that if I randomly walk up to a player and tell them to show me a \u201cpull back\u201d they get really nervous and say they forget how to do one, so I remind them that we learned how to do them in practice and then when they realize I am not going to let them off the hook they will show my the skill because a majority of the time they are nervous about doing the wrong skill or just doing it wrong if they haven\u2019t just been shown what it is but I know that they are capable of pulling that information so rather than just give them the answer I help them pull that information from their memory in order to help them remember it later. Not only do they need to be able to perform the skill in practice they need to be able to perform in in a game. So I guess we somewhat use chunking in this sense because you pair the \u201cpull back\u201d skill with a change in direction so anytime you need to make a change in your direction in a game they should know to do a pull back.
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\n What are some ways cognitive theory can help you to be a stronger learner or teacher? What is a concept of cognitive theory that you have been following without really realizing it? How can you use your knowledge of these concepts to make your teaching and learning even more successful?
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\nThe concepts of cognitive theory that I have been following without really realizing it would be all of the ones I talked about above. Ways the cognitive theory can help me be a stronger teacher is to use more strategies to help commit information to my students\u2019 memory so that it\u2019ll stick rather than just be lost and forgotten and that is how I can make my teaching even more successful.","replyPages":[{"page":0,"digests":[{"id":"57927896","body":"You got it. That is a good strategy to randomly ask your players to show you various skills. After all, the need for those skills arises randomly and they need to pull up that information and perform the skill rapidly. I find cognitive theory extremely helpful in teaching music.","dateCreated":"1351865155","smartDate":"Nov 2, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60225392","dateCreated":"1347580620","smartDate":"Sep 13, 2012","userCreated":{"username":"pchivers","url":"http:\/\/www.wikispaces.com\/user\/view\/pchivers","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60225392"},"dateDigested":1532724750,"startDate":null,"sharedType":"discussion","title":"Cognitive theory response","description":"Think about a skill you have learned or are teaching. Try to choose something that has been difficult or that you have spent a lot of time learning. How can you understand your learning process in relation to cognitive theory, particularly the stages of learning?
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\nI believe the main skill that I have learnt is to drive. I came from another country \u2013 (England) so I did find it difficult to adjust to the fact that in the states they drive on the right side of the road while in England they drive on the left. I was never bothered about driving in England as they have so many trains and buses to get around. I certainly had a fear of highways \u2013 I still do, but it has decreased as my driving skills have improved. It is strange how sometimes I have to mentally tell myself to stay on the right side if I am not concentrating!! And I have the same problem with the side of the driving wheel.
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\n I noticed in the power- point there was an explanation about Schemas for driving a car and how the memory eventually does it automatically with Practice. Schemas are the way your brain organizes declarative knowledge. The practice part allows this important skill to stay in Long- term memory- this is called declarative knowledge because it has facts \/ rules.
\nThe declarative stage goes through different stages \u2013 declarative stage is when you have the knowledge about the procedure but do not have experience. Associative stage \u2013 students can perform task only with a lot of thinking about it. After a lot of practice it then becomes automatic and the driver can perform the process without thinking about it.
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\nOut of all the studying I have ever done I believe driving a car is the best skill that anyone can have because it does stay with you for a long time \u2013hopefully! Much of the learning we do is lost over time \u2013maybe to make space for new learning.
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\nI believe Cognitive theory can help me to become a better learner because it does explain how learning takes place and how we can improve it \u2013 by not overwhelming the students with too much information as working memory does not hold much.
\nIt was recommended to separate tasks by using visual and listening techniques such as Mnemonics and special ways to teach the class to get the students attention. It is certainly amazing what our brains are taking in without us realizing it! I still believe it does take a lot of work to learn something but it helps if we enjoy the subject we are learning","replyPages":[{"page":0,"digests":[{"id":"56492724","body":"I was in Australia after I had become a driver and remember thinking about how difficult it would be to switch sides. I think I could do it under unstressful situations but when it came time to deal with a potential problem, my US habits would make me dangerous for quite awhile. I imagine that you have been driving here long enough for many things to become automatic. One thing that is being developed here is roundabouts (there's one on Morse Rd. and 62) that takes awhile to learn. I have gotten to the point where I can negotiate it pretty well--I can predict what other people are going to do. If they can catch on here, they will probably prevent a lot of traffic backup. But it is certainly a matter of needing to practice a lot in order to get comfortable with them.
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\nEmotions can either help or impede cognition, so you are absolutely right that if we enjoy something we can learn it much more quickly than if we dread something.","dateCreated":"1347639812","smartDate":"Sep 14, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}