Soar Model

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SOAR stands for Self, Opportunity, Aspirations and Results and the different parts of the model can be used in promoting personal enquiry. Furthermore, SOAR is a problem solving model as well as a system designed to account for a wide range cognitive phenomena. This tool is very essential in discovery or rediscovery of self as well as in the construction of individuality through involvement and active engagement with prospects for learning inside and outside the course (Clancey, Smoliar & Stefik, 1994, p. 138-140). SOAR supports a method in which learners may be able to develop genuine objectives and intents that can motivate the learners to achieve desirable results. Learners may also use SOAR tools to build confidence in their own capability and meet future challenges. Generally, SOAR model can act as a good way of letting an individual to be more aware in their choice, activities as well as outcomes in reacting to the unceasing flow of prospects and challenges people undergo in daily basis.

There are several assumptions underpinning the SOAR technique such as the fact that students are distinctive persons full of prospective and that the world is full of opportunities. Although accessing these opportunities are unequally dispersed and differentially available to people(Kumar 2007, p.250-260). Capabilities and personalities of the learners are assumed to be vital as far as utilizing their potentials to seize diverse opportunities is concerned. Paying much attention on every of SOAR’s processes as a positive inquiry is essential in appreciating its value and gives a strong sense of self that empowers a student to focus on important items (Hollan 2007, p. 150-175).

SOAR does not just concentrate on secluded identity but also plays a major role in shared constructivist view of learning view where one’s understandings are sharpened through group interactions. SOAR creates lasting strength which fuels creative emergency and backs strategies which comprises both success and strength (Kumar 2007, p.250-260). SOAR model may help in magnifying small issues thus making the issue both noticeable and appreciable. A learner grows up with more holistic notions regarding the higher education experience which is significant in making a learner to get ready for various things such as working and understanding in the multifaceted world. The learner tend to know a lot through attending high education and interacting with the people within the institution irrespective of disciplinary measures put in place (Polk & Seifert 2002, p.622-625).

Additionally, introduction of PDP led to new ways of aiding learners to prepare for even more complicated and indeterminate world. There are various serious challenges and problems which are informational, social and cultural found in the learning environment that requires high degree of solution which can only be solved by the use of PDP. Such kind of technical problems may not be easily solved by modest and normal solutions since the description of the difficulty as well as an individual’s understanding develops as a result of attainment of more insights hence prompting new potential resolutions to be applied (Kielbasa, Theisen & Zanzig 1996, p. 8-12).

SOAR is very fundamental in helping a learner powerfully observe him or herself that are very important in making choices that can really boost performance especially in a work place. The technique may prompt someone to gain very critical but simple things that are very vital to their achievements and happiness. Long term usage of information in the long run as a result of previous performance of task is what this model stresses on. It explains how memory works in the perspective of execution of actual, usually complex tasks which involves the entire cognitive system (Cockell & Mcarthur-Blair 2012, p. 35-46).

However, the habit of selecting from previous performance and applying in a current situation may be blocked or challenged in numerous ways. At times Soar may fail in to apply in the current situation or may even recommend large number of solutions thus making it hard to choose from. When soar faces such kind of states then it can try to regenerate another solution that may deem suitable. Furthermore, the technique may also prompt further processing in the information provided so that the issue or the impasse can be resolved at once. This may lead to hierarchy in the working of the model (Laird 2012, p. 69-75).

As much as Soar only assumes a unitary vibrant memory, availability of various encodings can result into multiple memories making soar to remain neutral concerning functionally discrete memoirs that are localized in the brain. It is therefore evident that Soar’s response to human memory is limited unless supplemented with numerous short term modality-specific stores such as phonological store (Kumar 2007, p.250-260). Furthermore, working memory may experience challenges in their functional grounds and existence of those accounts render such kind of resource based descriptions unnecessary. It is apparent that Soar is attuned with definite types of capacity limitations where for instance, dynamic memory can only accommodate two items of similar type (Carman 2005, p. 108-118).

Soar’s strength is in assimilating knowledge, organization, response, and exploration as well as learning within a competent architecture. Soar helps greatly in diagnosing a problem, understanding natural language as well as learning by instruction. However it should be noted that Soar may not be suitable when there is limited time in solving a particular problem or in developing a system. Soar requires a lot of time and practice before it can be successfully put into use.

Additionally, Soar is very useful and may be termed as the only system that helps in learning and integration with problem solving as well as aiding in parallel reasoning. Also it provides a knowledge explanation and design method as regard to problem spaces and in interruption as a core aspect of behavior. Furthermore, Soar is modeling cautious cognitive human behavior to greater heights for instance in exploring human computer interaction tasks, idea attainment and learning by instruction. Soar has successfully been used in modeling learning in various tasks such as natural language understanding and arithmetic although learning enhances some vital sophistication to the constitution of the task which is not for casual user (Stavros, Cooperrider & Kelley 2009, p. 3).

SOAR techniques are very consistent with current employment market actualities and career concepts. This is because careers are changing in terms of concepts and the students are also changing. Higher learning institutions are working very hard to meet the labor market demand and life changing benefits that involve occupations (Bobrow 1993, p. 389-395). It is essential to note that Soar can bridge the gap in theoretical standings such as educational, career and professional as well as mixing bipolar positions that is chief in executing the Soar technique. Soar model therefore applies to excellent ideals and academic values to individual and career growth as to any other subject.

References

Bobrow, D, G 1993, Artificial Intelligence in Perspective, Amsterdam, Elsevier,

Carman, T 2005, Strength-Based Teaching: The Affective Teacher, No Child Left Behind, Lanham, Md, Scarecroweducation.

Clancey, W, Smoliar, S, & Stefik, M 1994, Contemplating Minds: A Forum For Artificial Intelligence, Cambridge, Mass, Mit Press.

Cockell, J, & Mcarthur-Blair, J 2012, Appreciative Inquiry In Higher Education: A Transformative Force, San Francisco, Jossey-Bass, A Wiley Imprint.

Hollan, H 2007, Soaring & Crashing: My Bipolar Adventures, Minneapolis, Mn, Mill City Press.

Kielbasa, M, Theisen, & Zanzig, T 1996, Taking Charge: Managing Life’s Struggles, Winona, Minn, Saint Mary’s.

Kumar, A 2007, Personal, Academic and Career Development In Higher Education Soaring To Success, London, Routledge.

Laird, J 2012, The Soar Cognitive Architecture, Cambridge,Mass, Mit Press.

Polk, T, & Seifert, C, M 2002, Cognitive Modeling, Cambridge, Mass. [U.A.], Mit Press.

Stavros, J, Cooperrider, & Kelley, L 2009, Fast Fundamentals Soar: A New Approach To Strategic Planning, San Francisco, Berrett-Koehler Publishers.