Psychology of Learning for Instruction / Edition 2

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More About This Textbook

Overview

This cognitively-oriented book focuses on learning and instruction. The applications and implications of learning theories are explained and illustrated using excellent examples ranging from primary school instruction to corporate training. An important theme of the book is reflective practice, which is designed to foster a critical and reflective mode of thinking when considering any particular approach to learning and instruction. For anyone interested in learning and instruction from primary schools to corporate training.
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Product Details

  • ISBN-13: 9780205263219
  • Publisher: Allyn & Bacon, Inc.
  • Publication date: 10/18/1999
  • Edition description: Older Edition
  • Edition number: 2
  • Pages: 448
  • Product dimensions: 6.30 (w) x 9.34 (h) x 1.08 (d)

Table of Contents

Preface
1 Introduction 3
What is a Theory of Learning? 3
Learning in History 10
Learning Theory and Instruction 21
The General Plan and Approach of This Book 23
2 Radical Behaviorism 27
The Experimental Analysis of Behavior 29
Principles of Behavior Management 32
Contributions of Behaviorism to Instruction 53
The Behavioral Perspective On Learning: Issues and Criticisms 61
3 Cognitive Information Processing 80
Overview of the Information Processing System 68
Sensory Memory 72
Working Memory 81
Long-Term Memory 86
Alternative Conceptions of Cognition 104
The Rhizome (or Semiotic) Metaphor 107
4 Meaningful Reception Learning 111
Cognitive Structures and Meaningful Learning 113
Knowledge Acquisition and Retention 117
Meaningful Learning and Classroom Practice 125
Meaningful Learning as Assimilation to Schema 135
5 Schema Theory and Mental Models 139
Schema Theory 142
Mental Models 151
Situated Learning and a Question of Transfer 159
6 Cognitive and Knowledge Development 169
Jean Piaget's Genetic Epistemology 171
Cognitive Alternatives to Genetic Epistemology 185
Implications for Instruction of Developmental Theory 195
7 Interactional Theories of Cognitive Development 205
Bruner: Going beyond the Information Given 208
Vygotsky: The Social Formation of Mind 224
8 Biological Bases of Learning and Behavior 245
Ultimate Causes: Evolution and Behavior 247
Proximate Causes: Neurophysiology of Learning 257
9 The Motivation to Learn 291
A Brief History of Educational Research on Motivation 293
Sources of Motivation To Learn 295
Consequences, Context, and Continuing Motivation 305
A Model of Motivational Design 312
10 Gagne's Theory of Instruction 329
Instructional Psychology, Instructional Theories, Instructional Models 331
Robert M. Gagne and the Conditions of Learning 333
11 Constructivism 359
Constructivism: A Contrasting Theory 359
Conclusion 376
12 Toward a Personal Theory of Learning 379
References 381
Index 402
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