I honestly need this answer before 24 hours.  Also, disregard getting your resources from Ashford University library because you may not have access to it. However, the resources must be scholarly. Please cite your work APA formatted.

Taking on the role of either a behaviorist or a cognitivist, you will demonstrate your understanding of your chosen psychological view by explaining why your theory and its history are important for others to understand and apply.

1. Based on your own experiences, the resources listed above, and the scholarly article from the Ashford University Library you locate, analyze how learning and theory apply in real-life situations by listing the pros and cons of each.

2. Provide evidence for your stance from your resources.

3. Please describe two real-life scenarios you have experienced and explain how you applied these psychological principles to the personal, social, or educational issues you mention.

This information might help too;

Bruner: Jerome Bruner founded the Center for Cognitive Studies at Harvard in 1960. He is perhaps most well-known for his cognitive-development approach to curriculum design, the outcome of which was the "spiral curriculum." Bruner believed cognitive development occurs in three stages -- enactive, iconic, and symbolic -- and that curricula should be developed with the learner's stage in mind. Most important, instruction should be designed so mastery of skills at one stage of development leads to development of more advanced skills. Bruner is also credited with defining discovery learning, or the acquisition of knowledge for oneself. He described discovery learning as a form of problem solving, emphasizing, however, that problem solving is a directed activity, and not something that happens by chance alone (Schunk, 2004). Discovery learning is not appropriate for all learning situations (Schunk, 2004). For example, if students have little prior knowledge of a particular topic, discovery learning may be counterproductive. But discovery learning can be used across disciplines and age groups. A teacher might ask her third grade class to classify animals by examining their similarities and differences, rather than classifying the animals for them. An eleventh grade social studies class might learn about historical figures and events by engaging in role playing rather than watching a video. Assigning group projects in any content area with any age group is an example of having students discover their own knowledge (Schunk, 2004). Information Processing Models: Information processing models address how information is perceived, how it is understood and made meaningful, and how it is recalled at later points of time. Of all the cognitive approaches to learning, it is the one that relies most heavily on the computer metaphor. Those who approach cognition from this perspective believe learners process information in stages, and that the form of information in each stage differs from the form in other stages (Schunk, 2004). A well-known information processing model -- the two-store memory model -- is sketched below. According to this model, perception occurs in the sensory register. Once a stimulus is recognized as meaningful information, it is passed along to working memory, where it is held in our conscious awareness. Relevant information is retrieved from long-term memory and integrated with the new information within working memory. Finally, the integrated information is then stored in long-term memory. In addition to describing the relationship between stages, information processing researchers have also done extensive research on what occurs within each stage. For example, some suggest information stored in long-term memory is stored in verbal form only, while others argue it can be stored in non-verbal (e.g., images, sounds, etc.) form as well (Gredler, 1997). In addition, research has shown that how individuals encode information while it resides in short-term memory impacts how well it will be remembered at a later point in time (Gredler, 1997). Those who study cognition using information processing models have much to contribute to educational practices in the classroom, even if their research has been applied more slowly than some (Schunk, 2004). Recognizing that attention to information is an important first step in learning, those teaching elementary students should vary their presentations, use different materials, encourage student participation, and keep lessons short in an effort to maintain student focus (Schunk, 2004). High school students may have less difficulty maintaining focus; their teachers should employ strategies to help them make meaningful connections between new information and prior knowledge, as when an art teacher introduces a new unit by reviewing concepts of color, shape, and texture (Schunk, 2004). Metacognition: Metacognition, traditionally defined as thinking about thinking, is a type of complex learning that had been ignored prior to the development of cognitive psychology. Beginning in the late 1970s, researchers began investigating the ways students manage their own learning through their awareness of their own thinking and their ability to apply appropriate learning strategies at the appropriate time (Gredler, 1997). Cognitive psychologists distinguish metacognition from subject-matter knowledge, and also identify differences in metacognitive abilities due to age and subject-matter familiarity. Teachers can help students develop metacognitive skills by asking them to approach a learning task using a variety of different strategies and then asking them to reflect on the effectiveness of each strategy. For example, a teacher might give students a list of items to memorize, teach them different memorization strategies such as visualization, categorization, or the use of acronyms, and then ask them to explain why one technique worked better than another (Schunk, 2004).