Human Learning / Edition 5

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Overview

Human Learning, fifth edition, is the leading text on learning theories applied to education. It covers a broad range of learning theories, including behaviorist, social cognitive, cognitive, and developmental. Complex learning and cognition, including metacognition, transfer, and social processes in knowledge construction are also covered, as is motivation. Coverage demonstrates, through the author's extremely lucid and engaging prose, how different concepts relate to one another. The book provides dozens of proven examples, and emphasizes meaningful learning that makes the fundamentals of these theories comprehensible to students with little or no prior coursework in psychology. Key revisions to this book include a thoroughly updated section on behaviorism, a new, separate chapter on the developmental theories of Piaget and Vygotsky, and a reorganized motivation section.

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Editorial Reviews

Booknews
New edition of an undergraduate text for students who do not have much background in psychology. The author covers behaviorist views of learning, classical conditioning, operant conditioning, social learning theory, cognitive views of learning, several topics in memory, complex learning and cognition, effective study strategies, and learning through interactions with others. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9780132327497
  • Publisher: Prentice Hall
  • Publication date: 4/9/2007
  • Series: Pearson Custom Education Series
  • Edition description: Older Edition
  • Edition number: 5
  • Pages: 608
  • Product dimensions: 7.77 (w) x 9.41 (h) x 1.01 (d)

Table of Contents

PART I. Introduction to Human Learning

Chapter 1 Perspectives on Learning

Chapter 2 Learning and the Brain

PART II. Behaviorist Views of Learning

Chapter 3 Behaviorism and Classical Conditioning

Chapter 4 Instrumental Conditioning

Chapter 5 Applications of Instrumental Conditioning

PART III. Social Cognitive Theory

Chapter 6 Social Cognitive Theory

PART IV. Cognitive Views of Learning

Chapter 7 Introduction to Cognition and Memory

Chapter 8 Long-Term Memory I: Storage

Chapter 9 Long-Term Memory II: The Nature of Knowledge

Chapter 10 Long-Term Memory III: Retrieval and Forgetting

PART V. Developmental Perspectives

Chapter 11 Developmental Perspectives on Cognition

PART VI. Complex Learning and Cognition

Chapter 12 Metacognition, Self-Regulated Learning, and Study Strategies

Chapter 13 Transfer and Problem Solving

Chapter 14 Social Processes in Knowledge Construction

PART VII. Motivation

Chapter 15 Motivation and Affect

Chapter 16 Cognitive Factors in Motivation

References

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Introduction

Human learning is a fascinating process, and psychologists discover more about it every year. Yet I am saddened and frustrated by how little nonpsychologists seem to know about how they themselves learn and about how they can best help others learn in instructional settings. Research is clear on this point: How something is taught, studied, and thought about definitely does make a difference in what people learn, how well they understand it, how long they remember it, and how readily they apply it to new situations and problems.

I have written this textbook with particular students in mind: students who would like to learn about learning but often do not have much background in psychology. Such students may benefit from studying the historical roots of learning theories but prefer to focus their energies on studying contemporary perspectives and ideas. These students might find learning theories fascinating but lose patience when they cannot see the relevance of those theories to everyday practice. These students are capable of reading a dry, terse textbook but probably learn more effectively from a book that shows how different concepts relate to one another, provides numerous examples, and, especially, emphasizes meaningful learning--true understanding--of the material it presents.

In This Edition

This fourth edition of Human Learning indifferent in many ways from the third edition of 1998. A new Chapter 2 introduces readers to the anatomy and physiology of the brain, speculates about the physiological bases of learning and memory, and dispels common myths about brain functioning and development. Behaviorist views of learning havebeen condensed from four chapters into three, with closer attention to how early behaviorists built on one another's ideas. The contents of the "old" Chapter 13 (expository instruction, teaching concepts, mnemonics, etc.) have been integrated into other chapters, where various instructional strategies can be more closely tied to the principles and theories on which they are based. And the virtual explosion of research on human motivation in recent years has made it necessary to expand my discussion of motivation to three chapters.

In addition to the discussion of the brain in chapter 2, many new topics appear throughout the book. Examples include measures of learning (Chapter 1); noncontingent reinforcement as a means of reducing undesirable behaviors (Chapter 4); effects of high-stakes testing (Chapter 5); functional analysis (Chapter 5); collective self-efficacy (Chapter 7); phonological loop and visuospatial sketchpad (Chapter 9); the generation effect (Chapter 10); acquisition of procedural knowledge (Chapter 10); confirmation bias (Chapter 11); false memories (Chapter 12); theory of mind, intentional learning, and epistemic doubt (Chapter 13); near versus far transfer (Chapter 14); visual imagery in problem solving (Chapter 14); the social nature of learning (Chapter 15); technology-based discussions (Chapter 15); arousal and relatedness as basic human needs (Chapter 16); performance-approach, performance-avoidance, work-avoidance, social, and career goals (Chapter 17); dispositions (Chapter 17); interrelationships among motivation, affect, and self-regulation (Chapter 17) process versus product goals (Chapter 17); entity versus incremental views of intelligence (Chapter 18); intrapersonal versus interpersonal attributions, and cultural differences in attributions (Chapter 18). And, more generally, I have rewritten every chapter to reflect the latest developments in learning theory and research.

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