Learning and Cognition: The Design of the Mind

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Overview

What is the design of the mind? What does that design imply for education? This comprehensive and engaging introduction to human learning and its applications to education focuses on these vital questions by exploring the theories of knowledge, complex cognition, and human intelligence, presenting a clear and interesting overview of the human mind through multiple theoretical lenses. The author delineates how the mind has a clear design, or architecture, that explains simple acts of memory and complex cognition, to highly creative acts and leaps of scientific or artistic insight. Topics covered throughout the text include: memory, motivation, cognitive development, the brain, and intelligence. Unique to this text, the author has provided an interdisciplinary chapter dedicated to theories of knowledge, extended coverage of expert-novice differences and talent development, and a chapter devoted to intelligence. Readers will appreciate special features like Learning Strategies which cover specific application of the theories to classroom practice, and Interest Magnets which explore fascinating topics such as photographic memory, sleep learning, and Einstein’s brain. Written like a narrative, Learning and Cognition: The Design of the Mind will delight its readers’ interest and attention as they learn about the theories of human learning and cognition and the improvement of the mind through education.

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Product Details

  • ISBN-13: 9780205507245
  • Publisher: Pearson
  • Publication date: 1/11/2009
  • Series: Pearson Custom Education Series
  • Edition description: New Edition
  • Pages: 416
  • Sales rank: 210,886
  • Product dimensions: 8.40 (w) x 10.70 (h) x 0.80 (d)

Meet the Author

Michael E. Martinez received his Ph.D. in educational psychology from Stanford University. A former high school science teacher, Professor Martinez conducts research on human intelligence, assessment, and science learning. He is a former Fulbright Scholar and received the Presidential Commendation for Contributions to Psychology from the American Psychological Association.

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Table of Contents

CHAPTER 1: Introduction

Four Paradigms

Where is Education?

What is Education?

The Design of Educational Experience

SECTION I: THE MIND’S ARCHITECTURE

CHAPTER 2: Behaviorism

Why Study Behavior?

Classical Conditioning

Early Behaviorism in America

Classical Conditioning and Education

Operant Conditioning

Behaviorism’s Enduring Impact

Behaviorism Challenged

Is There a Downside to Behaviorism?

Learning Strategies

Conclusion

CHAPTER 3: The Cognitive Architecture

The Computer Metaphor

The Sensory Register

Short-Term/Working Memory

Long-Term Memory

Summarizing the Cognitive Architecture

Basic Cognitive Processes

The Funnel of Information

Chunking and Automaticity

Laws of Learning

Learning Strategies

Conclusion

CHAPTER 4: Theories of Knowledge

Philosophy

Semiotics

Linguistics

Artificial Intelligence

Psychology

Anthropology

Learning Strategies

Conclusion

CHAPTER 5: Complex Cognition

Metacognition

Problem Solving

Critical Thinking

Inferential Reasoning

Creativity

The Nature of Higher-Order Thought

The Social Origins of Complex Cognition

Learning Strategies

Conclusion

CHAPTER 6: Motivation Volition and Emotion

The Trilogy of Mind

Emotions

Motivation Theories Based on Global Motives

Motivation Theories Based on Beliefs About Events

Motivation Theories Based on Beliefs About Self

Goals

Self-Regulation

New Directions

Learning Strategies

Conclusion

SECTION II: DEVELOPING MINDS

CHAPTER 7: Cognitive Development and Expertise

What is Development?

Cognitive Development: Piaget

Neo-Piagetian Theories

Vygotskyan Theory

Language Development

Development Toward Expertise

The Timeline for Expertise

Beyond Expertise

Educating for Expertise

Learning Strategies

Conclusion

CHAPTER 8: The Brain and Cognition

Mind and Brain

Brain Anatomy and Function

Neuron Anatomy and Adaptation

Brain Development

Exercise and Nutrition

A Bridge Too Far

Learning Strategies

Conclusion

SECTION III: HOW MINDS DIFFER

CHAPTER 9: Assessment and Individual Differences

Reliability

Validity

How Tests Influence Learning

Classroom Assessment

Standardized Testing

Quantitative Research

Education and Individual Differences

Aptitude-Treatment Interactions: ATIs

Diversification of Instruction

Time and Learning

Group Differences

Learning Strategies

Conclusion

CHAPTER 10: Intelligence

What is Intelligence?

Intelligence and Achievement

One Intelligence or Many?

Hierarchical Theories of Intelligence

Emergent Theories of Intelligence

Measuring Intelligence

Can Intelligence Change?

Environmental Influences on Intelligence

Learning Strategies

Conclusion

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