| Autore |
Ormrod Jeanne Ellis
|
| Edizione | [Seventh edition.] |
| Pubbl/distr/stampa |
Harlow, England : , : Pearson Education, Limited, , [2016]
|
| Descrizione fisica |
1 online resource (624 pages) : illustrations
|
| Disciplina |
153.15
|
| Collana |
Always Learning
|
| Soggetto topico |
Learning, Psychology of
Behaviorism (Psychology)
Lernpsychologie
|
| ISBN |
1-292-10439-2
9781292104393
9781292104386
|
| Formato |
Materiale a stampa  |
| Livello bibliografico |
Monografia |
| Lingua di pubblicazione |
eng
|
| 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.
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| Record Nr. | UNINA-9910154762403321 |
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