Full Description
Written to inform students of the main principles, concepts, and research findings of key theories of learning-especially as they relate to education-and to provide applications of principles and concepts in settings where teaching and learning occur, this revised text blends theory, research, and applications throughout, providing its readers with a coherent and unified perspective on learning in educational settings. The primary emphasis is placed on cognitive theories that stress learners' constructions of beliefs, skills, strategies, and knowledge, but behavioral theories are also discussed in detail. Chapters have numerous applications of learning principles to applied settings including vignettes at the start of each chapter illustrating some of the principles discussed in the chapter, examples and applications throughout the chapters, and separate sections on instructional applications at the end of each chapter. Key features of this revised text include: a new chapter on Self-Regulation (Chapter 9); core chapters on the neuroscience of learning (Chapter 2), constructivism (Chapter 6), cognitive learning processes (Chapter 7), motivation (Chapter 8), and development (Chapter 10) all related to teaching and learning; updated sections on learning from technology and electronic media and how these advancements effectively promote learning in students (Chapters 7 & 10); detailed information on content-area learning and models of instruction to form coherence and connection between teaching and learning in different content areas, learning principles, and processes (Chapters 2-10); and over 140 new references on the latest theoretical ideas, research findings, and applications in the field. An essential resource for understanding key learning theoretical principles, concepts, and research findings-especially as they relate to education-this proven text blends theory, research, and applications throughout, providing its readers with a coherent and unified perspective on learning in educational settings.
Contents
Table of ContentsChapter 1 - Introduction to the Study of LearningLearning DefinedPrecursors of Modern Learning TheoriesLearning theory and philosophyBeginnings of the psychological study of learningStructuralism and functionalismLearning Theory and ResearchFunctions of theoryConducting researchAssessment of LearningDirect observationsWritten responsesOral responsesRatings by othersSelf-reportsRelation of Learning and InstructionHistorical perspectiveInstructional commonalitiesIntegration of theory and practiceCritical Issues for Learning TheoriesHow 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 ScenariosKathy Stone's third-grade classJim Marshall's U. S. History classGina Brown's educational psychology classSummaryFurther ReadingChapter 2 - Neuroscience of LearningOrganization and StructuresNeural organizationBrain structuresLocalization and interconnectionsBrain research methodsNeurophysiology of LearningInformation processing systemMemory networksLanguage learningBrain DevelopmentInfluential factorsPhases of developmentCritical periodsLanguage developmentMotivation and EmotionsMotivationEmotionsInstructional ApplicationsRelevance of brain researchEducational issuesBrain-based educational practicesSummaryFurther ReadingChapter 3 - BehaviorismConnectionismTrial-and-error learningLaws of exercise and effectOther principlesRevisions to Thorndike's theoryInstructional applicationsClassical ConditioningBasic processesInformational variablesBiological influencesConditioned emotional reactionsContiguous ConditioningActs and movementsAssociative strengthRewards and punishmentsHabit formation and changeOperant ConditioningConceptual frameworkBasic processesBehavioral changeBehavior modificationSelf-regulationInstructional ApplicationsBehavioral objectivesLearning timeMastery learning Programmed instructionContingency contractsSummaryFurther ReadingChapter 4 - Social Cognitive TheoryConceptual Framework for LearningReciprocal interactionsEnactive and vicarious learningLearning and performanceSelf-regulationModeling ProcessesTheories of imitationFunctions of modelingCognitive skill learningMotor skill learningInfluences on Learning and PerformanceDevelopmental status of learnersModel prestige and competenceVicarious consequences to modelsMotivational ProcessesGoalsOutcome expectationsValuesSelf-EfficacyConceptual overviewSelf-efficacy in achievement situationsModels and self-efficacyMotor skillsInstructional self-efficacyHealth and therapeutic activitiesInstructional ApplicationsModelsSelf-efficacyWorked examplesTutoring and mentoringSummaryFurther ReadingChapter 5 - Information Processing TheoryInformation Processing SystemAssumptionsTwo-store (dual-memory) modelAlternatives to the two-store modelAttentionTheories of attentionAttention and learningAttention and readingPerceptionGestalt theorySensory registersLTM comparisonsTwo-Store Memory ModelVerbal learningShort-term (working) memoryLong-term memoryInfluences on encodingLong-Term Memory: StoragePropositionsStorage of knowledgeProduction systems and connectionist modelsLong-Term Memory: Retrieval and ForgettingRetrievalLanguage comprehensionForgettingMental ImageryRepresentation of spatial informationImagery in LTMIndividual differencesInstructional ApplicationsAdvance organizersConditions of learningCognitive loadSummaryFurther ReadingChapter 6 - ConstructivismConstructivism: Assumptions and PerspectivesOverviewPerspectivesSituated cognitionContributions and applicationsPiaget's Theory of Cognitive DevelopmentDevelopmental processesImplications for instructionVygotsky's Sociocultural TheoryBackgroundBasic principlesZone of Proximal DevelopmentApplicationsCritiquePrivate Speech and Socially-Mediated LearningPrivate speechVerbalization and achievementSocially mediated learningSelf-regulationMotivationContextual factorsImplicit theoriesTeachers' expectationsConstructivist Learning EnvironmentsKey featuresAPA Learner-Centered PrinciplesInstructional ApplicationsDiscovery learningInquiry teachingPeer-assisted learningDiscussions and debates Reflective teachingSummaryFurther ReadingChapter 7 - Cognitive Learning ProcessesSkill AcquisitionGeneral and specific skillsNovice-to-expert research methodologyExpert-novice differences in scienceConditional Knowledge and MetacognitionConditional knowledgeMetacognition and learningVariables influencing metacognitionMetacognition and behaviorMetacognition and readingConcept LearningThe nature of conceptsConcept attainmentTeaching of conceptsMotivational processesProblem SolvingHistorical influencesHeuristicsProblem-solving strategiesProblem solving and learningExperts and novicesReasoningImplications for instructionTransferHistorical viewsActivation of knowledge in memoryTypes of transferStrategy transferTeaching for transferTechnology and InstructionComputer-based learning environmentsDistance learningFuture directionsInstructional ApplicationsWorked examplesWritingMathematicsSummaryFurther ReadingChapter 8 - MotivationHistorical PerspectivesDrive theoryConditioning theoryCognitive consistency theoryHumanistic theoryModel of Motivated LearningPretaskDuring taskPosttaskAchievement MotivationExpectancy-value theoryFamilial influencesContemporary model of achievement motivationSelf-worth theoryTask and ego involvementAttribution TheoryLocus of controlNaive analysis of actionAttribution theory of achievementSocial Cognitive TheoryGoals and expectationsSocial comparisonGoal TheoryGoal orientationsConceptions of abilityPerceptions of ControlControl beliefsLearned helplessnessStudents with learning problemsSelf-ConceptDimensions and developmentSelf-concept and learningIntrinsic motivationTheoretical perspectivesOverjustification and rewardInstructional ApplicationsAchievement motivation trainingAttribution change programsGoal orientationsSummaryFurther ReadingChapter 9 - Self-RegulationBehavioral TheorySelf-monitoringSelf-instructionSelf-reinforcementSocial Cognitive TheoryConceptual frameworkSocial cognitive processesCyclical nature of self-regulationSocial and self influencesInformation Processing TheoryModel of self-regulationLearning strategiesConstructivist TheorySocilcultural influencesImplicit theoriesMotivation and Self-RegulationVolitionValuesSelf-schemasHelp seekingInstructional ApplicationsAcademic studyingWritingMathematicsSummaryFurther ReadingChapter 10 - DevelopmentBeginnings of the Scientific Study of DevelopmentHistorical foundationsPhilosophical foundationsThe Child Study MovementPerspectives on Human DevelopmentIssues relevant to learningTypes of developmental theoriesStructural theoriesBruner's Theory of Cognitive GrowthCognitive growth and knowledge representationSpiral curriculumContemporary Developmental ThemesDevelopmental changesDevelopmentally appropriate instructionTransitions in schoolingFamily InfluencesSocioeconomic statusHome environmentParental involvementElectronic mediaMotivation and DevelopmentDevelopmental changesImplicationsInstructional ApplicationsLearning stylesCase's instructional modelTeacher-student interactionsSummaryFurther ReadingGlossaryReferencesAuthor IndexSubject Index
