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024 7 $a10.1007/978-981-15-7051-3
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100   $a20200803d2020      u|         0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aReconceptualising Information Processing for Education /$fby Geoff Woolcott
205   $a1st ed. 2020.
210  1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2020.
215   $a1 online resource (177 pages) $cillustrations
311 08$a9789811570506 
311 08$a9811570507 
327   $aChapter 1. Learning and Memory in Modern Cognitive Psychology and Integrative Biology -- Chapter 2. Modern Cognitive Psychology and Learning and Memory Processes -- Chapter 3. Modern Integrative Biology and Learning and Memory Processes -- Chapter 4. Connections Between Studies of Human Learning and Memory Processes in Modern Cognitive Psychology and Integrative Biology -- Chapter 5. Contributions of Modern Cognitive Psychology and Integrative Biology to Educational Theories and Practices -- Chapter 6. Placing Human Learning and Memory in a Broad Context -- Chapter 7. A Broad View of Information Processing Systems -- Chapter 8. Universal Information Processing Systems and System-wide Learning and Memory -- Chapter 9. The Universal Information Processing System and Educational Theories and Practices -- Chapter 10. Universal Information Processing Systems, Generalised Educational Principles and Generalised Cognitive Processes.
330   $aThis book presents a novel conceptualisation of universal information processing systems based on studies of environmental interaction in both biological and non-biological systems. This conceptualisation is used to demonstrate how a single overarching framework can be applied to the investigation of human learning and memory by considering matter and energy pathways and their connections. In taking a stance based on everyday interactions, as well as on scientific practices, the conceptualisation is used to consider educational theories and practices, exemplified by the widely cited cognitive load theory. In linking these theories and practices more closely to scientific thinking, the book embraces an holistic approach to informational interactions, not limited to conceptualisations of pattern, signal or meaning. The book offers educational researchers and educators an opportunity to re-think their approach to instruction ? to take all facets of student learning environments into account in increasing human knowledge, skills and experiences across society.
606   $aLearning, Psychology of
606   $aEducation$xPhilosophy
606   $aEducational sociology
606   $aEducation$xHistory
606   $aInstructional Psychology
606   $aEducational Philosophy
606   $aSociology of Education
606   $aHistory of Education
615  0$aLearning, Psychology of.
615  0$aEducation$xPhilosophy.
615  0$aEducational sociology.
615  0$aEducation$xHistory.
615 14$aInstructional Psychology.
615 24$aEducational Philosophy.
615 24$aSociology of Education.
615 24$aHistory of Education.
676   $a361.32
700   $aWoolcott$b Geoff$4aut$4http://id.loc.gov/vocabulary/relators/aut$0894275
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910416101903321
996   $aReconceptualising Information Processing for Education$91997636
997   $aUNINA