Learning Theories: Pearson New International Edition

An Educational Perspective
6e édition

VitalSource eBook (VitalBook) - En anglais 61,00 € DRM - Momentanément indisponible

Spécifications


Éditeur
Pearson Education
Édition
6
Auteur
Dale H. Schunk,
Langue
anglais
BISAC Subject Heading
EDU009000 EDUCATION / Educational Psychology > PSY008000 PSYCHOLOGY / Cognitive Psychology & Cognition
BIC subject category (UK)
JNC Educational psychology > JMAQ Cognitivism, cognitive theory
Code publique Onix
05 Enseignement supérieur
Date de première publication du titre
01 novembre 2013
Subject Scheme Identifier Code
Classification thématique Thema: Psychopédagogie
Classification thématique Thema: Connaissance et psychologie cognitive

VitalSource eBook


Date de publication
01 novembre 2013
ISBN-13
9781292033860
Ampleur
Nombre de pages de contenu principal : 570
Code interne
129203386X
Protection technique e-livre
DRM

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Table of Contents

Chapter 1 — Introduction to the Study of Learning

Learning Defined

Precursors of Modern Learning Theories

   Learning theory and philosophy

   Beginnings of the psychological study of learning

   Structuralism and functionalism

Learning Theory and Research

   Functions of theory

   Conducting research

Assessment of Learning

   Direct observations

   Written responses

   Oral responses

   Ratings by others

   Self-reports

Relation of Learning and Instruction

   Historical perspective

   Instructional commonalities

   Integration of theory and practice

Critical Issues for Learning Theories

   How does learning occur?

   What is the role of memory?

   What is the role of motivation?

   How does transfer occur?

   Which processes are involved in self-regulation?

   What are the implications for instruction?

Three Learning Scenarios

   Kathy Stone’s third-grade class

   Jim Marshall’s U. S. History class

   Gina Brown’s educational psychology class

Summary

Further Reading

 

Chapter 2 — Behaviorism

Connectionism

   Trial-and-error learning

   Laws of exercise and effect

   Other principles

   Revisions to Thorndike’s theory

   Instructional applications

Classical Conditioning

   Basic processes

   Informational variables

   Biological influences

   Conditioned emotional reactions

Contiguous Conditioning

   Acts and movements

   Associative strength

   Rewards and punishments

   Habit formation and change

Operant Conditioning

   Conceptual framework

   Basic processes

   Behavioral change

   Behavior modification

   Self-regulation

Instructional Applications

   Behavioral objectives

   Learning time

   Mastery learning

Programmed instruction

   Contingency contracts

Summary

Further Reading

 

Chapter 3 — Neuroscience of Learning

Organization and Structures

   Neural organization

   Brain structures

   Localization and interconnections

   Brain research methods

Neurophysiology of Learning

   Information processing system

   Memory networks

   Language learning

Brain Development

   Influential factors

   Phases of development

   Critical periods

   Language development

Motivation and Emotions

   Motivation

   Emotions

Instructional Applications

   Relevance of brain research

   Educational issues

   Brain-based educational practices

Summary

Further Reading

 

 

Chapter 4 — Information Processing Theory

Information Processing System

Assumptions

Two-store (dual-memory) model

Alternatives to the two-store model

Attention

   Theories of attention

   Attention and learning

   Attention and reading

Perception

   Gestalt theory

   Sensory registers

   LTM comparisons

Two-Store Memory Model

   Verbal learning

   Short-term (working) memory

   Long-term memory

   Influences on encoding

Long-Term Memory: Storage

   Propositions

   Storage of knowledge

   Production systems and connectionist models

Long-Term Memory: Retrieval and Forgetting

   Retrieval

   Language comprehension

   Forgetting

Mental Imagery

   Representation of spatial information

   Imagery in LTM

   Individual differences

Instructional Applications

   Advance organizers

   Conditions of learning

   Cognitive load

Summary

Further Reading

 

Chapter 5 — Social Cognitive Theory

Conceptual Framework for Learning

Reciprocal interactions

Enactive and vicarious learning

Learning and performance

Self-regulation

Modeling Processes

   Theories of imitation

   Functions of modeling

   Cognitive skill learning

   Motor skill learning

Influences on Learning and Performance

   Developmental status of learners

   Model prestige and competence

   Vicarious consequences to models

Motivational Processes

   Goals

   Outcome expectations

   Values

Self-Efficacy

   Conceptual overview

   Self-efficacy in achievement situations

   Models and self-efficacy

   Motor skills

   Instructional self-efficacy

   Health and therapeutic activities

Instructional Applications

   Models

   Self-efficacy

   Worked examples

   Tutoring and mentoring

Summary

Further Reading

 

Chapter 6 — Constructivism

Constructivism: Assumptions and Perspectives

   Overview

   Perspectives

   Situated cognition

   Contributions and applications

Piaget’s Theory of Cognitive Development

   Developmental processes

   Implications for instruction

Vygotsky’s Sociocultural Theory

   Background

   Basic principles

   Zone of Proximal Development

   Applications

   Critique

Private Speech and Socially-Mediated Learning

   Private speech

   Verbalization and achievement

   Socially mediated learning

   Self-regulation

Motivation

   Contextual factors

   Implicit theories

   Teachers’ expectations

Constructivist Learning Environments

   Key features

   APA Learner-Centered Principles

Instructional Applications

   Discovery learning

   Inquiry teaching

   Peer-assisted learning

   Discussions and debates

   Reflective teaching

Summary

Further Reading

 

 

Chapter 7 — Cognitive Learning Processes

Skill Acquisition

   General and specific skills

   Novice-to-expert research methodology

   Expert-novice differences in science

Conditional Knowledge and Metacognition

   Conditional knowledge

   Metacognition and learning

   Variables influencing metacognition

   Metacognition and behavior

   Metacognition and reading

Concept Learning

   The nature of concepts

   Concept attainment

   Teaching of concepts

   Motivational processes

Problem Solving

   Historical influences

   Heuristics

   Problem-solving strategies

   Problem solving and learning

   Experts and novices

   Reasoning

   Implications for instruction

Transfer

   Historical views

   Activation of knowledge in memory

   Types of transfer

   Strategy transfer

   Teaching for transfer

Technology and Instruction

   Computer-based learning environments

   Distance learning

   Future directions

Instructional Applications

   Worked examples

   Writing

   Mathematics

Summary

Further Reading

 

Chapter 8 — Self-Regulation

Behavioral Theory

   Self-monitoring

   Self-instruction

   Self-reinforcement

Social Cognitive Theory

   Conceptual framework

   Social cognitive processes

   Cyclical nature of self-regulation

   Social and self influences

Information Processing Theory

   Model of self-regulation

   Learning strategies

Constructivist Theory

   Socilcultural influences

   Implicit theories

Motivation and Self-Regulation

   Volition

   Values

   Self-schemas

   Help seeking

Instructional Applications

   Academic studying

   Writing

   Mathematics

Summary

Further Reading

 

Chapter 9 — Motivation

Historical Perspectives

   Drive theory

   Conditioning theory

   Cognitive consistency theory

   Humanistic theory

Model of Motivated Learning

   Pretask

   During task

   Posttask

Achievement Motivation

   Expectancy-value theory

   Familial influences

   Contemporary model of achievement motivation

   Self-worth theory

   Task and ego involvement

Attribution Theory

   Locus of control

   Naïve analysis of action

   Attribution theory of achievement

Social Cognitive Theory

   Goals and expectations

   Social comparison

Goal Theory

   Goal orientations

   Conceptions of ability

Perceptions of Control

   Control beliefs

   Learned helplessness

   Students with learning problems

Self-Concept

   Dimensions and development

   Self-concept and learning

Intrinsic motivation

   Theoretical perspectives

   Overjustification and reward

Instructional Applications

   Achievement motivation training

   Attribution change programs

   Goal orientations

Summary

Further Reading

 

Chapter 10 — Development

Beginnings of the Scientific Study of Development

   Historical foundations

   Philosophical foundations

   The Child Study Movement

Perspectives on Human Development

   Issues relevant to learning

   Types of developmental theories

   Structural theories

Bruner’s Theory of Cognitive Growth

   Cognitive growth and knowledge representation

   Spiral curriculum

Contemporary Developmental Themes

   Developmental changes

   Developmentally appropriate instruction

   Transitions in schooling

Family Influences

   Socioeconomic status

   Home environment

   Parental involvement

   Electronic media

Motivation and Development

   Developmental changes

   Implications

Instructional Applications

   Learning styles

   Case’s instructional model

   Teacher-student interactions

Summary

Further Reading

Glossary

References

Author Index

Subject Index


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