The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project.

The sections listed below must be used within the paper to delineate the sections of content.
Table of Contents
In this section, students will list all sections and subsections included in the handbook with the applicable page numbers.
Preface
In this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.

Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct. Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).

Chosen Construct
In this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-Constructs
Information for each sub-construct will be presented in 500 to 700 words.
Comprehension
Problem Solving
Memory Development/Retention
Lifelong Learning
Domains and Domain Learning
Affective Outcomes of Emotion
Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)

Conclusion
In this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

The Learning and Cognition Handbook
Must be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following the Learning and Cognition Handbook template as a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA
Must include a title page with the required information from the handbook template:
Title of handbook
Student’s name
Institution’s name
Student’s contact information (address and email)
Course name and number
Instructor’s name
Date submitted
Must include the sections and subsections required as indicated in the handbook template.
Must address the construct and sub-constructs with critical thought and substantiated assertions.
Must document all sources in APA style as outlined
Must include a separate references page that is formatted according to APA style a