The Cognition Domain
The cognition domain is in charge of storing and developing various thoughts. Thoughts, both conscious and unconscious, are formed by manipulating information that has been stored in memory or accessed and learnt. Because humans are social and symbolic beings, the emotional and social proclivities with which information is gathered contribute to thought processing. Emotion networks are important memory modulators that enhance specialized learning. For example, a learner's emotional state, which may include their capacity to deal with stress, ability to relax, illness, and proper sleep, affects the brain's ability to absorb information and, as a result, the learning process. According to Haidt 2001, certain emotion can create the motivation to learn and also enhance decision-making and problem-solving. Thus, it is paramount to thought processing. Social learning, on the other hand, is subject to the social context of an individual which is highly influenced by the cultural context. Social learning has a direct impact on a learner's emotional aspect and therefore influences thought processing.
Thinking Styles
Zhang and Sternberg, 2005 classifies the ability to utilize learned skills into three thinking styles; Types I, II and III. The Type I thinking style allows the individuals to be liberal in as much as possible; the individual acquires a holistic picture of the situation and as such can adopt various methods to either solve a problem or acquire information. Type II is manifested where the learning process involves a norm. In this case, the expression of the learner's ability will require a lower cognitive complexity, and as such, it is not necessary to learn or acquire new information. The Type III thinking style is manifested based on the specific knowledge demand to complete a task. The three types of thinking are thus critical to learning the process in that, depending on the style required, the learner has the specific cognitive complexities to learn.
Wealth and Academic Achievement
Wealth is a primary factor that affects the level of the academic level an individual achieves. Theoretically, wealth is the material things an individual possess. In this account, wealth includes the family or individual income, employment, house, car, and land. Wealth is the economic capital that enables one to satisfy necessities that often require being purchased with money. Academic achievement is dependent on the accessibility of education resources. These resources include school fees, books, and high-quality schools. Thus, the availability and unavailability of wealth predict academic success. Wealth may also be transformed into other complexities and also affect academic success. For example, when regarded as cultural capital, the possessor has access to art and cultural exhibitions. Participation in these exhibitions is crucial to school performance. When viewed as human capital, wealth is crucial in building self-confidence, and this is essential in motivating both the parents and the students t achieve higher levels of education. Personally, I have capitalized on both the economic capital and human capital definitions of health. My family wealth and background is a primary factor to my past academic success. My family supports my education economically, and I have learned to be self-ambitious in academics though my other successful siblings and parents.
References
Haidt, J. (2001). The Emotional Dog and Its Rational Tail. A Social Intuitionist Approach to Moral Judgment. Psychological Review 108 (4), 814-834.
Zhang, L.F. and Sternberg, R.J. (2005). A Threefold Model of Intellectual Styles. Educational Psychology Review 17 (1), 1-53
