LEADER 12455oam 2200649 450 001 9910154762403321 005 20230808192250.0 010 $a1-292-10439-2 010 $a9781292104393 010 $a9781292104386 035 $a(CKB)3710000000623254 035 $a(MiAaPQ)EBC5174897 035 $a(MiAaPQ)EBC5176681 035 $a(MiAaPQ)EBC5831959 035 $a(MiAaPQ)EBC5138531 035 $a(MiAaPQ)EBC6399664 035 $a(Au-PeEL)EBL5138531 035 $a(CaONFJC)MIL903809 035 $a(OCoLC)1024283000 035 $a(EXLCZ)993710000000623254 100 $a20210428d2016 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHuman learning /$fJeanne Ormrod 205 $aSeventh edition. 210 1$aHarlow, England :$cPearson Education, Limited,$d[2016] 210 4$d©2016 215 $a1 online resource (624 pages) $cillustrations 225 1 $aAlways Learning 300 $aIncludes index. 320 $aIncludes bibliographical references at the end of each chapters and indexes. 327 $aHuman Learning -- Half Title Page -- Copyright -- Dedication -- Preface -- Brief Contents -- Contents -- PART ONE: INTRODUCTION TO HUMAN LEARNING -- CHAPTER 1: LEARNING: DEFINITION, PRINCIPLES, AND THEORIES -- LEARNING OUTCOMES -- THE IMPORTANCE OF LEARNING -- DEFINING LEARNING -- DETERMINING WHEN LEARNING HAS OCCURRED -- TYPES OF LEARNING RESEARCH -- LEARNING PRINCIPLES AND THEORIES -- How Theories of Learning Have Evolved over Time -- Advantages of Theories -- Potential Drawbacks of Theories -- A Perspective on Theories and Principles -- APPLYING KNOWLEDGE ABOUT LEARNING TO INSTRUCTIONAL PRACTICES -- OVERVIEW OF THE BOOK -- SUMMARY -- CHAPTER 2: THE NERVOUS SYSTEM AND LEARNING -- LEARNING OUTCOMES -- BASIC BUILDING BLOCKS OF THE HUMAN NERVOUS SYSTEM -- Neurons -- Synapses -- Glial Cells -- BRAIN STRUCTURES AND FUNCTIONS -- Methods in Brain Research -- Parts of the Brain -- The Left and Right Hemispheres -- Interconnectedness of Brain Structures -- DEVELOPMENT OF THE BRAIN -- Prenatal Development -- Development in Infancy and Early Childhood -- Development in Middle Childhood, Adolescence, and Adulthood -- Factors Influencing Brain Development -- To What Extent Are There Critical or Sensitive Periods in Brain Development? -- To What Extent Is the Brain "Prewired" to Know or Learn Things? -- THE NEUROLOGICAL BASIS OF LEARNING -- EDUCATIONAL IMPLICATIONS OF BRAIN RESEARCH -- SUMMARY -- PART TWO: BEHAVIORIST VIEWS OF LEARNING -- CHAPTER 3: BEHAVIORISM -- LEARNING OUTCOMES -- BASIC ASSUMPTIONS IN BEHAVIORISM -- CLASSICAL CONDITIONING -- Classical Conditioning in Human Learning -- Common Phenomena in Classical Conditioning -- Eliminating Unproductive Classically Conditioned Responses -- OPERANT CONDITIONING -- Important Conditions for Operant Conditioning to Occur -- Contrasting Operant Conditioning with Classical Conditioning. 327 $aForms That Reinforcement Might Take -- Common Phenomena in Operant Conditioning -- Effects of Antecedent Stimuli and Responses in Operant Conditioning -- Avoidance Learning -- PUNISHMENT -- Potentially Effective Forms of Punishment -- Ineffective Forms of Punishment -- COGNITION AND MOTIVATION IN BEHAVIORIST THEORIES -- SUMMARY -- CHAPTER 4: APPLICATIONS OF BEHAVIORIST PRINCIPLES -- LEARNING OUTCOMES -- APPLYING BEHAVIORIST PRINCIPLES TO CLASSROOM MANAGEMENT -- Creating a Productive Classroom Climate -- Concerns about Using Reinforcement and Punishment in Classroom Settings -- Using Reinforcement to Increase Productive Behaviors -- Strategies for Decreasing Undesirable Behaviors -- APPLIED BEHAVIOR ANALYSIS (ABA) -- Frequently Used ABA Strategies -- Using ABA with Large Groups -- Adding a Cognitive Component to ABA -- IMPLICATIONS OF BEHAVIORISM FOR CLASSROOM INSTRUCTION AND ASSESSMENT -- Importance of Making Active Responses -- Identifying Instructional Goals and Objectives -- Programmed Instruction and Computer-Assisted Instruction -- Mastery Learning -- School Assessment Practices -- WHEN BEHAVIORIST APPROACHES ARE MOST USEFUL -- SUMMARY -- PART THREE: SOCIAL COGNITIVE THEORY -- CHAPTER 5: SOCIAL COGNITIVE THEORY -- LEARNING OUTCOMES -- GENERAL PRINCIPLES OF SOCIAL COGNITIVE THEORY -- Environmental Factors in Social Cognitive Theory: Revisiting Reinforcement and Punishment -- Cognitive Factors in Social Cognitive Theory -- Reciprocal Causation -- MODELING -- How Modeling Affects Behavior -- Characteristics of Effective Models -- Behaviors That Can Be Learned through Modeling -- Conditions Necessary for Effective Modeling to Occur -- SELF-EFFICACY -- How Self-Efficacy Affects Behavior and Cognition -- Factors in the Development of Self-Efficacy -- SELF-REGULATION -- Elements of Self-Regulation -- Promoting Self-Regulated Behavior. 327 $aThe Cognitive Side of Self-Regulation -- EDUCATIONAL IMPLICATIONS OF SOCIAL COGNITIVE THEORY -- SUMMARY -- PART FOUR: COGNITIVE VIEWS OF LEARNING -- CHAPTER 6: COGNITIVISM -- LEARNING OUTCOMES -- BASIC ASSUMPTIONS IN COGNITIVE PERSPECTIVES -- EDWARD TOLMAN'S PURPOSIVE BEHAVIORISM -- GESTALT PSYCHOLOGY -- VERBAL LEARNING RESEARCH -- CONTEMPORARY COGNITIVE PERSPECTIVES -- Information Processing Theory -- Constructivism -- Contextual Theories -- Integrating Cognitively Oriented Perspectives -- GENERAL EDUCATIONAL IMPLICATIONS OF COGNITIVIST APPROACHES -- SUMMARY -- CHAPTER 7: MEMORY AND ITS COMPONENTS -- LEARNING OUTCOMES -- A DUAL-STORE MODEL OF MEMORY -- Sensory Register -- Moving Information to Working Memory: The Role of Attention -- Working Memory -- Moving Information to Long-Term Memory: Connecting New Information with Prior Knowledge -- Long-Term Memory -- CHALLENGES TO THE DUAL-STORE MODEL -- Are Working Memory and Long-Term Memory Really Different? -- Is Conscious Thought Necessary for Long-Term Memory Storage? -- ALTERNATIVE VIEWS OF HUMAN MEMORY -- Levels of Processing -- Activation -- REMEMBERING THAT THE MAP IS NOT THE TERRITORY -- GENERALIZATIONS ABOUT MEMORY AND THEIR EDUCATIONAL IMPLICATIONS -- SUMMARY -- CHAPTER 8: LONG-TERM MEMORY STORAGE AND RETRIEVAL PROCESSES -- LEARNING OUTCOMES -- STORAGE AS A CONSTRUCTIVE PROCESS -- Examples of Construction in Action -- LONG-TERM MEMORY STORAGE PROCESSES -- Rehearsal -- Meaningful Learning -- Internal Organization -- Elaboration -- Visual Imagery -- How Procedural Knowledge Is Acquired -- FACTORS AFFECTING LONG-TERM MEMORY STORAGE -- Working Memory -- Prior Knowledge -- Prior Misconceptions -- Expectations -- Verbalization -- Enactment -- Repetition and Review -- LONG-TERM MEMORY RETRIEVAL PROCESSES -- Importance of Context for Retrieval -- Construction in Retrieval. 327 $aThe Power of Suggestion: Effects of Subsequently Presented Information -- Constructing Entirely New "Memories" during Retrieval -- Remembering Prior Recollections -- FORGETTING -- Decay -- Interference and Inhibition -- Repression -- Failure to Retrieve -- Construction Error -- Insufficient Self-Monitoring during Retrieval -- Failure to Store or Consolidate -- PROMOTING EFFECTIVE LONG-TERM MEMORY STORAGE AND RETRIEVAL PROCESSES -- SUMMARY -- CHAPTER 9: KNOWLEDGE -- LEARNING OUTCOMES -- THE VARIOUS KINDS OF KNOWLEDGE -- Declarative and Procedural Knowledge -- Explicit and Implicit Knowledge -- HOW KNOWLEDGE IS ENCODED IN LONG-TERM MEMORY -- Encoding in Terms of Physical Characteristics -- Encoding in Terms of Actions -- Encoding in Terms of Symbols -- Encoding in Terms of Meanings -- Different Forms of Encoding Are Not Mutually Exclusive -- THE ORGANIZATION OF LONG-TERM MEMORY -- Long-Term Memory as a Hierarchy -- Long-Term Memory as a Network -- Parallel Distributed Processing -- CONCEPTS -- Theories of Concept Learning -- Factors Facilitating Concept Learning -- SCHEMAS AND SCRIPTS -- PERSONAL THEORIES -- Personal Theories versus Reality -- Fostering Theory Development -- WORLDVIEWS -- THE CHALLENGE OF CONCEPTUAL CHANGE -- Promoting Conceptual Change -- DEVELOPMENT OF EXPERTISE -- GENERALIZATIONS ABOUT THE NATURE OF KNOWLEDGE -- SUMMARY -- PART FIVE: DEVELOPMENTAL AND CONTEXTUAL PERSPECTIVES -- CHAPTER 10: COGNITIVE-DEVELOPMENTAL PERSPECTIVES -- LEARNING OUTCOMES -- PIAGET'S THEORY OF COGNITIVE DEVELOPMENT -- Key Ideas in Piaget's Theory -- Piaget's Stages of Cognitive Development -- CURRENT PERSPECTIVES ON PIAGET'S THEORY -- Capabilities of Different Age-Groups -- Effects of Experience and Prior Knowledge -- Effects of Culture -- Views on Piaget's Stages -- NEO-PIAGETIAN THEORIES OF COGNITIVE DEVELOPMENT -- Case's Theory. 327 $aIMPLICATIONS OF PIAGETIAN AND NEO-PIAGETIAN THEORIES -- SUMMARY -- CHAPTER 11: SOCIOCULTURAL THEORY AND OTHER CONTEXTUAL PERSPECTIVES -- LEARNING OUTCOMES -- VYGOTSKY'S THEORY OF COGNITIVE DEVELOPMENT -- Key Ideas in Vygotsky's Theory -- Comparing Piaget's and Vygotsky's Theories -- CURRENT PERSPECTIVES ON VYGOTSKY'S THEORY -- Social Construction of Meaning -- Scaffolding -- Participation in Adult Activities -- Apprenticeships -- Acquisition of Teaching Skills -- Dynamic Assessment -- ADDING A SOCIOCULTURAL ELEMENT TO INFORMATION PROCESSING THEORY -- Intersubjectivity -- Social Construction of Memories -- Collaborative Use of Cognitive Strategies -- EXPANDING THE CONTEXTUALIST FRAMEWORK -- Embodiment -- Situated and Distributed Learning and Cognition -- Ecological Systems Theory -- GENERAL IMPLICATIONS OF SOCIOCULTURAL AND OTHER CONTEXTUALIST THEORIES -- PEER-INTERACTIVE INSTRUCTIONAL STRATEGIES -- Class Discussions -- Reciprocal Teaching -- Cooperative Learning -- Peer Tutoring -- Communities of Learners -- Technology-Based Collaborative Learning -- SUMMARY -- PART SIX: COMPLEX LEARNING AND COGNITION -- CHAPTER 12: LEARNING AND STUDYING EFFECTIVELY -- LEARNING OUTCOMES -- METACOGNITIVE KNOWLEDGE AND SKILLS -- SELF-REGULATED LEARNING -- Roots of Self-Regulated Learning -- EFFECTIVE LEARNING AND STUDY STRATEGIES -- Meaningful Learning, Organization, and Elaboration -- Note Taking -- Identifying Important Information -- Summarizing -- Comprehension Monitoring -- Mnemonics -- DEVELOPMENT OF METACOGNITIVE KNOWLEDGE AND SKILLS -- EPISTEMIC BELIEFS -- Developmental and Cultural Differences in Epistemic Beliefs -- Effects of Epistemic Beliefs -- THE INTENTIONAL LEARNER -- WHY STUDENTS DON'T ALWAYS USE EFFECTIVE STRATEGIES -- PROMOTING EFFECTIVE LEARNING AND STUDY STRATEGIES -- SUMMARY -- CHAPTER 13: TRANSFER, PROBLEM SOLVING, AND CRITICAL THINKING. 327 $aLEARNING OUTCOMES. 330 $aThe market-leading text on learning theories applied to education, this book draws readers in with a lucid and engaging writing style. It covers a broad range of theoretical perspectives, while including numerous classroom examples of how these theories apply to learning, instruction, and assessment. The market-leading education textbook on learning theories, Human Learning looks at a broad range of theoretical perspectives, including behaviorist, social cognitive, cognitive, constructivist, contextual, and developmental theories. It describes associationistic processes, such as classical and operant conditioning, as well as more complex and distinctly human processes such as metacognition, self-regulated learning, and critical thinking. Using a many concrete examples and specific classroom applications, plus a lucid, conversational writing style that truly speaks to students, the author engages students from the start, and makes the concepts, principles, and theories related to human learning and cognition meaningful. The new Seventh Edition features a condensed format, which ideally accommodates typical semester-long courses, coverage of a variety of new topics that have emerged in recent research, and significant updates to include such information as technological innovations in instruction and the neurological underpinnings of learning and behavior. 410 0$aAlways learning. 606 $aLearning, Psychology of 606 $aBehaviorism (Psychology) 606 $aLernpsychologie 615 0$aLearning, Psychology of. 615 0$aBehaviorism (Psychology) 615 0$aLernpsychologie. 676 $a153.15 700 $aOrmrod$b Jeanne Ellis$01073988 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bUtOrBLW 906 $aBOOK 912 $a9910154762403321 996 $aHuman learning$93412641 997 $aUNINA LEADER 02549nam 2200589 a 450 001 9910784598003321 005 20230721030108.0 010 $a0-470-98822-3 010 $a1-280-97419-2 010 $a9786610974191 010 $a0-470-51850-2 035 $a(CKB)1000000000357087 035 $a(EBL)315084 035 $a(OCoLC)176100318 035 $a(SSID)ssj0000106929 035 $a(PQKBManifestationID)11132868 035 $a(PQKBTitleCode)TC0000106929 035 $a(PQKBWorkID)10027364 035 $a(PQKB)11176512 035 $a(MiAaPQ)EBC315084 035 $a(Au-PeEL)EBL315084 035 $a(CaPaEBR)ebr10297676 035 $a(CaONFJC)MIL97419 035 $a(OCoLC)935264370 035 $a(EXLCZ)991000000000357087 100 $a20070405d2007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAsthma care in the community$b[electronic resource] /$fJill Waldron 210 $aChichester, West Sussex ;$aHoboken, N.J. $cJ. Wiley & Sons$dc2007 215 $a1 online resource (201 p.) 300 $aDescription based upon print version of record. 311 $a0-470-03000-3 320 $aIncludes bibliographical references. 327 $aThe epidemiology of asthma -- The respiratory system -- Asthma the disease -- The presentation and diagnosis of asthma -- Drugs used in asthma -- Inhaler devices and nebulisers -- The management of asthma -- Special situations -- Deteriorating asthma -- Other therapies -- Structure of care -- The future -- The role of nurses in the management of asthma. 330 $aWritten by nurses for nurses, Asthma Care in the Community emphasizes the ""back to basics"" approach, which is often forgotten in a high technology healthcare system. The book covers epidemiology, including prevalence, morbidity, and mortality; the economic and social burden of asthma; the pathology and pathophysiology of asthma; managing patients with asthma, both pharmacologically and non-pharmacologically; managing uncomplicated asthma, right through to the more complex issues surrounding acute episodes and ""difficult to manage"" situations. 606 $aAsthma 606 $aAsthma$xTreatment 615 0$aAsthma. 615 0$aAsthma$xTreatment. 676 $a616.2/38 700 $aWaldron$b Jill$01517947 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910784598003321 996 $aAsthma care in the community$93755208 997 $aUNINA