Human learning / / Jeanne Ormrod

• Autore: Ormrod Jeanne Ellis
• Pubblicazione: Harlow, England : , : Pearson Education, Limited, , [2016]; ©2016
• Edizione: Seventh edition.
• Descrizione fisica: 1 online resource (624 pages) : illustrations
• Disciplina: 153.15
• Soggetto topico: Learning, Psychology of; Behaviorism (Psychology); Lernpsychologie
• Note generali: Includes index.
• Nota di bibliografia: Includes bibliographical references at the end of each chapters and indexes.
• Nota di contenuto: Human 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. ; Forms 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. ; The 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. ; The 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. ; IMPLICATIONS 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. ; LEARNING OUTCOMES.
• Sommario/riassunto: The 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.
• Titolo autorizzato: Human learning
• ISBN: 1-292-10439-2; 9781292104393; 9781292104386
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910154762403321
• Lo trovi qui: Univ. Federico II
• Serie: Always learning.