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Author : Sylvia Farnham-Diggory
Publisher :
Page : 680 pages
File Size : 44,10 MB
Release : 1992
Category : Education
ISBN :
Author : National Academies of Sciences, Engineering, and Medicine
Publisher : National Academies Press
Page : 347 pages
File Size : 10,14 MB
Release : 2018-09-27
Category : Education
ISBN : 0309459672
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Author : Jin, Zheng
Publisher : IGI Global
Page : 393 pages
File Size : 41,72 MB
Release : 2014-10-31
Category : Psychology
ISBN : 1466666005
While widely studied, the capacity of the human mind remains largely unexplored. As such, researchers are continually seeking ways to understand the brain, its function, and its impact on human behavior. Exploring Implicit Cognition: Learning, Memory, and Social Cognitive Processes explores research surrounding the ways in which an individuals unconscious is able to influence and impact that persons behavior without their awareness. Focusing on topics pertaining to social cognition and the unconscious process, this title is ideal for use by students, researchers, psychologists, and academicians interested in the latest insights into implicit cognition.
Author : Ellen D. Gagné
Publisher : Allyn & Bacon
Page : 536 pages
File Size : 37,18 MB
Release : 1993
Category : Education
ISBN :
This text effectively links the subdisciplines of cognitive psychology including learning in the content areas to form an integrated model of expertise for teachers and learners.
Author : Adrian F. Ashman
Publisher : Psychology Press
Page : 288 pages
File Size : 21,18 MB
Release : 1997
Category : Education
ISBN : 9780415128391
First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
Author : W. K. Estes
Publisher : Psychology Press
Page : 352 pages
File Size : 20,64 MB
Release : 2014-06-20
Category : Psychology
ISBN : 1317704401
From the Foreword: "Is it possible at present to identify a core cluster of theoretical ideas, concepts, and methods with which everyone working in the area of learning and cognition needs to be familiar? Would it be possible to make explicit the relationships that we feel do or must exist among the various subspecialties, ranging from conditioning through perceptual learning and memory to psycholinguistics, and to present these in a sufficiently organized way to help specialists and non-specialists alike in relating particular lines of research to the broader spectrum of activity? These questions were posed to a substantial number of investigators who are currently most active in developing the ideas and doing the research. Their response constitutes this Handbook..." First published in 1975, Volume 1 of this Handbook attempts to present an overview of the field and to introduce the principal theoretical and methodological issues that will persistently recur in the expanded treatments of specific research areas that comprise the later volumes. Deferring to the current Zeitgeist rather than to chronology, they begin with the present state of cognitive psychology, then introduce the comparative approach, and conclude this volume with a rapid, three-chapter review of the evolution of ideas from conditioning to information processing.
Author : Vibeke Grøver Aukrust
Publisher : Elsevier
Page : 285 pages
File Size : 36,17 MB
Release : 2011-01-07
Category : Psychology
ISBN : 0123814391
This collection of 58 articles from the recently-published third edition of the INTERNATIONAL ENCYCLOPEDIA OF EDUCATION focus on learning, memory, attention, problem solving, concept formation, and language. Learning and cognition is the foundation of cognitive psychology and encompasses many topics including attention, memory, categorization, etc. Most books in the area either focus on one subtopic in-depth (e.g. an entire book on memory) or cover the gamut of subjects in a series of long, technical handbook-like chapters. This concise reference offers researchers and professors teaching in the area a new take on the material that is comprehensive in breadth, but lighter in depth - focusing on main findings, established facts, and minimizing the amount of space taken up by large, multi-volume references. An introduction to a complex field via summaries of main topics in this discipline Contains contributions from the foremost international researchers in the field Makes content available to individual cognitive psychology researchers
Author : David Klahr
Publisher : Psychology Press
Page : 391 pages
File Size : 12,65 MB
Release : 2014-01-14
Category : Psychology
ISBN : 1317768671
First published in 1987. The author argues that information-processing psychology has come to dominate the experimental study of complex human behaviour. Such rapid success suggests that the approach will have as much of an impact on psychology in the field as it has had on psychology in the laboratory. The chapters in this volume indicate the extent to which this potential has already begun to be realized. The book is divided into four parts. The first three parts include sets of research contributions followed by discussions, and the fourth part contains three chapters that offer critiques, syntheses, and evaluations of various aspects of the preceding papers.
Author : Pearla Nesher
Publisher : CUP Archive
Page : 234 pages
File Size : 11,5 MB
Release : 1990-02-23
Category : Education
ISBN : 9780521367875
This 1990 book is aimed at teachers, mathematics educators and general readers who are interested in mathematics education from a psychological point of view.
Author : Linda Allal
Publisher : Springer Science & Business Media
Page : 232 pages
File Size : 35,2 MB
Release : 2012-12-06
Category : Education
ISBN : 9400710488
Revision Revisited LINDA ALLAL* & LUCILE CHANQUOY** *University ofGeneva, SWitzerland, **UniversityofNantes, France Revision is a fundamental component of the writing process. So fundamental that for some specialists writing is largely a matter of revising, or as Murray (1978) stated, "Writing is rewriting..." (p. 85). Experience with writing does not, however, automatically translate into increased skill in revision. Learning to revise is a lengthy, complex endeavor. Beginning writers do little revision spontaneously and even experienced writers encounter difficulties in attempting to improve the quality of their texts (Fitzgerald, 1987). Although revision has been extensively dealt with in the writing and learning-to write literature, this book proposes to "revisit" theory and research in this area through a series of new contributions. The introduction begins with an overview of what revision encompasses. It then examines two parallel interrogations that under lie the chapters assembled here, namely: (1) What are the implications of research on cognitive processes for instruction in revision? (2) What are the questions raised by instructional research for the investigation of cognitive processes of revision? A final section presents the chapters of this book.