Language acquisition Review and Annotated Bibliography

***************MUST skilled writer at Master Degree Level MUST be proficient in field of psycholog********************** Choosing Your Focus: Language acquisition Prior to beginning this assignment, please review all the required readings from the first three weeks as well as the articles you used in your Week 2 Discipline-Based Literature Review. During this course, you have been developing your knowledge in the area of learning and cognition. In the Week 2 assignment, there was special focus on six topics that influence a wide variety of disciplines in psychology and other fields. In the final week of this course, you will develop a Learning and Cognition Handbook based on these topics. This week, you will write an extensive review and annotated bibliography on one of the six main course topics below: Language acquisition The topic you choose should be based on the area in which you would most like to develop your knowledge. Your choice should also consider your current interests in psychology and support your future career goals. As you prepare this assignment, keep in mind that it is designed to assist you with beginning the process of drafting your Learning and Cognition Handbook, which is due in Week 6. It is recommended that your paper be checked in Grammarly and through Turnitin prior to submission. Include the following components in your review: Introduction: Explain your motivation focusing on your chosen topic and describe how this topic aligns with your future career goals. Research: Research five Scholarly, Peer-Reviewed, and Other Credible Sources in the Ashford University Library focusing on your chosen topic, and provide an annotated bibliography. These articles must provide sufficient information so that they will support your work in the Learning and Cognition Handbook. (See the instructions in Week 6 for further clarification.) Provide a complete reference for each of the five articles. Beneath each reference, provide an annotation that explains the theoretical perspectives, historical trends, and/or empirical research within the article that describe and define your chosen construct. Conclusion: Provide a concluding paragraph that synthesizes the cognitive learning principles and theories found within the articles as they relate to your chosen construct. The Choosing Your Focus paper: Language acquisition Must be five double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center. Must include a title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must begin with an introductory paragraph that clearly states the chosen construct. Must clearly discuss and explain the chosen construct with critical thought. Must include a Research section comprised of the Annotated Bibliography. The Formatting Your References List. guide offers additional guidance on correctly formatting references for the annotated bibliography. Must end with a conclusion that synthesizes the cognitive learning principles and theories found within the articles as they relate to the chosen construct. Must use at least five peer-reviewed sources (one per topic). The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. The following is the above referenced list of required course resources: Book McSweeney, F. K., & Murphy, E. S. (Eds.). (2014). The Wiley Blackwell handbook of operant and classical conditioning. Retrieved from Articles Aranda, C., Arellano, J., & Davila, A. (2017). Organizational learning in target setting. Academy of Management Journal, 60(3), 1189-1211. doi:10.5465/amj.2014.0897 Baghdadi, A. (2017). Language acquisition socialization: Sociocognitive and complexity theory perspectives. International Journal of Language Studies, 11(1), 1-22. Retrieved from Blakemore, S.-J., & Frith, U. (2005). The learning brain: Lessons for education: A précis. Developmental Science, 8(6), 459-465. doi:10.1111/j.1467-7687.2005.00434.x Carpenter, A. C., & Schacter, D. L. (2017). Flexible retrieval: When true inferences produce false memories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(3), 335-349. doi:10.1037/xlm0000340 Ege, T., Esen, A., & Aşik Dizdar, Ö. (2017). Organizational learning and learning organizations: an integrative framework. International Journal of Management Economics & Business, 13(2), 439-460. doi:10.17130/ijmeb.2017228693 Haj, M. E. (2016). Memory suppression in Alzheimer’s disease. Neurological Sciences, 37(3), 337-343. doi:10.1007/s10072-015-2441-5 Hasking, P., & Rose, A. (2016). A preliminary application of social cognitive theory to nonsuicidal self-injury. Journal of Youth & Adolescence, 45(8), 1560-1574. doi:10.1007/s10964-016-0449-7 Hasson, H., von Thiele Schwarz, U., Holmstrom, S., Karanika-Murray, M., & Tafvelin, S. (2016). Improving organizational learning through leadership training. Journal of Workplace Learning, 28(3), 115-129. doi:10.1108/JWL-06-2015-0049 Heit, E., & Rotello, C. M. (2010). Relations between inductive reasoning and deductive reasoning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(3), 805-812. doi:10.1037/a0018784 Heydari, H., Bagherian, F., Abadi, J. F., Shahyad, S., Asadi, M., Miri, M., & Derekhshanpur, A. (2011). The effect of the environment (real and virtual) and the personality on the speed of decision making (Links to an external site.). Procedia: Social and Behavioral Sciences, 15, 2411-2414. doi:10.1016/j.sbspro.2011.04.118 Kravtsova, E. E. (2009). The cultural-historical foundations of the zone of proximal development. Journal of Russian & East European Psychology, 47(6), 9-24. doi:10.2753/RPO1061-0405470601 Legault, L., & Inzlicht, M. (2013). Self-determination, self-regulation, and the brain: Autonomy improves performance by enhancing neuroaffective responsiveness to self-regulation failure. Journal of Personality and Social Psychology, 105(1), 123-138. doi:10.1037/a0030426 Lubin, J., & Polloway, E. A. (2016). Mnemonic Instruction in Science and Social Studies for Students with Learning Problems: A Review. Learning Disabilities: A Contemporary Journal, 14(2), 207-224. Retrieved from Malone, J. C., & García‐Penagos, A. (2014). When a clear strong voice was needed: A retrospective review of Watson’s (1924/1930) behaviorismPreview the document. Journal of the Experimental Analysis of Behavior, 102(2), 267-287. doi:10.1002/jeab.98 Meltzer, L. J., & McLaughlin Crabtree, V. (2015). Behaviorism and essential concepts for pediatric behavioral sleep medicine. In Pediatric sleep problems: A clinician’s guide to behavioral interventions, 41-46. doi:10.1037/14645-004 Norris, D. (2017). Short-term memory and long-term memory are still different. Psychological Bulletin, 143(9), 992-1009. doi:10.1037/bul0000108 Oliveira, A. (2007). Decision-Making theories and models: A discussion of rational and psychological decision-making theories and models: The search for a cultural-ethical decision-making model (Links to an external site.). Electronic Journal of Business Ethics and Organization Studies, 12(2). Retrieved from Ornat, S. L., & Gallo, P. (2004). Acquisition, learning, or development of language? Skinner’s ‘verbal behavior’ revisitedPreview the document. Spanish Journal of Psychology, 7(2), 161-170. doi:10.1017/S1138741600004868 Rholetter, W. (2013). Operant conditioning. Salem Press Encyclopedia. Available from Research Starters database. Rosser, M. (2014). PSY620 Analyzing and citing scholarly articlesPreview the document [PDF]. College of Health, Human Services, and Science, Ashford University: San Diego, CA. Simmering, V. R., & Wood, C. M. (2017). The development of real-time stability supports visual working memory performance: Young children’s feature binding can be improved through perceptual structure. Developmental Psychology, 53(8), 1474-1493. doi:10.1037/dev0000358 Song, K. H. (2016). Systematic professional development training and its impact on teachers’ attitudes toward ELLs: SIOP and guided coaching. TESOL Journal, 7(4), 767-799. doi:10.1002/tesj.240 Sparzo, F. J. (2016). Pavlovian conditioning. Salem Press Encyclopedia of Health. Available from Research Starters database. Stockall, N., & Dennis, L. R. (2015). Seven basic steps to solving ethical dilemmas in special education: A Decision-making framework. Education and Treatment of Children, 38(3), 329-344. doi:10.1353/etc.2015.0015 Sugden, R. (2015). Looking for a Psychology for the Inner Rational Agent. Social Theory & Practice, 41(4), 579-598. doi:10.5840/soctheorpract201541432 Torelli, J. N., Lloyd, B. P., Diekman, C. A., & Wehby, J. H. (2017). Teaching stimulus control via class-wide multiple schedules of reinforcement in public elementary school classrooms. Journal of Positive Behavior Interventions, 19(1), 14-25. doi:10.1177/1098300716632878 Weick, K. E. (2016). D. Christopher Kayes: Organizational resilience: How learning sustains organizations in crisis, disaster, and breakdowns [Book review]. Administrative Science Quarterly, 61(1), NP8-NP10. doi:10.1177/0001839215615333 Westergaard, M. (2014). Linguistic variation and micro-cues in first language acquisition. Linguistic Variation, 14(1), 26-45. doi:10.i075/lv.i4.i.02wes Multimedia Austin, N. (Producer & Director). (2013). Memory (Links to an external site.) [Video file]. Retrieved from Uniview Worldwide (Producer). (1996). Classical and operant conditioning (Links to an external site.) [Video file]. Retrieved from Web Page American Psychological Association. (n.d.). Ethical principles of psychologists and code of conduct (Links to an external site.). Retrieved from Supplemental Material Beauchane, A. (2015, May 06). Supporting students with autism apectrum disorder: Implementing applied behavior analysis strategies within the classroom setting (Links to an external site.) (Master’s thesis). Retrieved from Grading Rubic: Explains the Motivation for Using the Chosen Topic and Describes How This Topic Aligns with Future Career Goals Total: 3.00 Distinguished – Thoroughly explains the motivation for using the chosen topic and describes how this topic aligns with future career goals. Provides a Complete Reference Page for Five Peer-Reviewed Articles, Including an Annotation That Explains the Theoretical Perspectives, Historical Trends, and/or Empirical Findings within the Article Total: 5.00 Distinguished – Provides a complete reference page for at least five peer-reviewed articles, including an annotation that thoroughly explains the theoretical perspectives, historical trends, and/or empirical findings within the article. Synthesizes the Cognitive Learning Principles and Theories Found within the Articles as they Relate to the Chosen Topic in a Concluding Paragraph Total: 3.00 Distinguished – Thoroughly synthesizes the cognitive learning principles and theories found within the articles as they relate to the chosen topic in a concluding paragraph. Written Communication: Control of Syntax and Mechanics Total: 0.50 Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand. Written Communication: APA Formatting Total: 0.50 Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page. Written Communication: Page Requirement Total: 0.50 Distinguished – The length of the paper is equivalent to the required number of correctly formatted pages. Written Communication: Resource Requirement Total: 2.50 Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

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