What are some examples of ways in which observational learning has benefited you in your life? Are there instances in which observational learning has worked to your disadvantage?
While I was a teenager about the age of 13 years old I visited my cousins in the country area where they had a coconut farm. While on the farm I observed my cousin climbed a tall coconut palm tree using his hand and feet in a well coordinated movement of hand and feet. I was then able to climb the tree in the same manner.
Another occasion where I used observational learning to my benefit was in the military where I observed a demonstration of how to negotiate obstacles I then applied what I saw done and successfully did the same. (Bandura, 1986) However, I have no example where observational learning was used to my disadvantage but rather I have on occasions observed others mistakes and learnt how not to do something; that is: learning form others mistakes.
As an eyewitness to a crime, how could you use information in this chapter to improve your memory for specific details? If you were a juror, what would you say to the other jurors about the reliability of eyewitness testimony?
Being an eye witness to a crime I can help improve my memory by Maintenance rehearsal of the information stored in my Short Term Memory I can extend the duration of your Short Term Memory (STM). Because the capacity and duration of Short Term Memory are limited (Best, 1999; Kareev, 2000); to extend the capacity of STM, I can also use a technique called chunking (Boucher & Dienes, 2003; Miller, 1956). By grouping what I witnessed into small bits such as the number on a vehicle number plate that can help with retention and retrieval of the information. As a juror I may say to other jurors that eye witness testimony may be unreliable because there may be memory errors which may lead to wrongful judgments of guilt or innocence and even life-or-death decisions. So the testimony of the eye witness must be examined and weighed carefully. I would explain that researchers have demonstrated that it is relatively easy to create false memories.

During problem solving, do you use primarily algorithms or heuristics? What are the advantages of each?
During problem solving I primarily use heuristics. I use this method because I like to use intuitive judgment or just plain old common sense. Once I know what is my desired goal I begin at that point and work backwards and deciding what are the steps or sub-goals towards achieving the final goal.
A disadvantage of my chosen method is that it does not always guarantee success I will still use it making modifications until I achieve acceptable results.
Algorithm on the other hand is a far more difficult way for me to solve problems it is a more comprehensive and rational approach to problem solving and can involve math and complicated formula with which I may not be equipped.
The use of algorithms provides a number of benefits. One of these benefits algorithms allows and even forces examination of the solution to problem solving. By using algorithms, decision making becomes a more rational process.
The use of Heuristic is common sense drawn from experience, used to solve problems. Heuristic programs do not always reach the very best result but usually produce good results.

If Gardner’s and Sternberg’s theories of multiple intelligences are correct, what are the implications for intelligence testing and for education?
According to Gardner and Sternberg people have different profiles of intelligence because stronger in some areas than others. They also use their intelligences differently to learn new material, perform task, and solve problems (Carpenter, 2010 p. 169)
The implications for intelligence testing are dependent upon the purposes of the intelligence testing. The most popular intelligence assessments have expanded the number of factors of "intelligence" for which they provide scores, but they still provide a single score.
The original purpose of intelligence assessments was to predict the likelihood of a person completing his academic requirements. When such a direct and simple purpose is required, a single score provides a better way of making a decision than to try to balance a host of scores. A single score is usually sought when making and administering policy.
However, if you are trying to perform diagnosis and want to provide treatment and want to focus that treatment where it is most needed, multiple scores will provide more of the information that you what. Multiple intelligence theories have greater utility in the world of education where "treatment" and the assessment of producing desired effects are sought.