Leaving Theories: an educational perspective (8th ed.)

✍ Scribed by Schunk, D.

• Publisher: Pearson Education
• Year: 2020
• Tongue: English
• Leaves: 607
• Edition: 8
• Category: Library

✦ Synopsis

Full PDF eBook; includes updated additional chapters

✦ Table of Contents

Cover
Title Page
Copyright Page
Dedication
Contents
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
Educational Data Mining
Assessment Issues
Relation of Learning and Instruction
Critical Issues for Learning Theories
How Does Learning Occur?
How Does Memory Function?
What Is the Role of Motivation?
How Does Transfer Occur?
How Does Self-Regulated Learning Operate?
What Are the Implications for Instruction?
Summary and Critique
Reflection Questions
Further Reading
2 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
Sensitive Periods
Language Development
Influence of Technology
Motivation and Emotions
Motivation
Emotions
Instructional Applications
Relevance of Brain Research
Brain Myths
Educational Issues
Brain-Based Educational Practices
Summary and Critique
Reflection Questions
Further Reading
3 Behaviorism
Connectionism
Trial-and-Error Learning
Principles of Learning
Thorndike and Education
Classical Conditioning
Basic Processes
Informational Variables
Conditioned Emotional Reactions
Contiguous Conditioning
Acts and Movements
Habit Formation and Change
Operant Conditioning
Conceptual Framework
Basic Processes
Behavior Change
Behavior Modification
Contemporary Perspective
Instructional Applications
Behavioral Objectives
Learning Time
Mastery Learning
Differentiated Instruction
Contingency Contracts
Summary and Critique
Reflection Questions
Further Reading
4 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 Contexts
Models and Self-Efficacy
Motor Skills
Teacher Self-Efficacy
Health and Therapeutic Activities
Instructional Applications
Models and Self-Efficacy
Worked Examples
Tutoring and Mentoring
Summary and Critique
Reflection Questions
Further Reading
5 Information Processing Theory: Encoding and Storage
Early Information Processing Perspectives
Assumptions
Verbal Learning
Gestalt Theory
Two-Store (Dual) Memory Model
Levels (Depth) of Processing
Contemporary Information Processing Model
Attention
Theories of Attention
Attention and Learning
Meaning and Importance
Perception
Sensory Registers
LTM Comparisons
Encoding
Working Memory (WM)
Influences on Encoding
Long-Term Memory: Storage
Propositions
Storage of Knowledge
Production Systems and Connectionist Models
Instructional Applications
Advance Organizers
Conditions of Learning
Cognitive Load
Summary and Critique
Reflection Questions
Further Reading
6 Information Processing Theory: Retrieval and Forgetting
Long-Term Memory: Retrieval
Retrieval Processes
Language Comprehension
Forgetting
Interference Theory
Information Processing
Relearning
Memory Savings
Effect of Testing
Visual Memory
Representation of Visual Information
Visual Memory and LTM
Individual Differences
Transfer
Historical Views
Contemporary Perspectives
Types of Transfer
Strategy Transfer
Instructional Applications
Encoding-Retrieval Similarity
Retrieval-Based Learning
Teaching for Transfer
Summary and Critique
Reflection Questions
Further Reading
7 Cognitive Learning Processes
Skill Acquisition
General and Specific Skills
Novice-to-Expert Research Methodology
Expert–Novice Differences in Science
Metacognition
Conditional Knowledge
Metacognition and Learning
Variables Influencing Metacognition
Metacognition and Epistemic Thinking
Metacognition and Behavior
Metacognition and Reading
Concept Learning
The Nature of Concepts
Concept Attainment
Teaching of Concepts
Motivational Processes
Problem Solving
Historical Perspectives
Heuristics
Problem-Solving Strategies
Problem Solving and Learning
Experts and Novices
Critical Thinking, Reasoning, and Creativity
Critical Thinking
Reasoning
Creativity
Cognition and Technology
Computer-Based Learning Environments
Online Social Media
Distance Learning
Instructional Applications
Worked Examples
Problem Solving
Mathematics
Summary and Critique
Reflection Questions
Further Reading
8 Constructivism
Assumptions and Perspectives
Overview
Perspectives
Situated Cognition
Piaget’s Theory of Cognitive Development
Developmental Processes
Implications for Instruction
Neo-Piagetian Theories
Assumptions
Case’s Instructional Model
Bruner’s Theory of Cognitive Growth
Knowledge Representation
Spiral Curriculum
Vygotsky’s Sociocultural Theory
Background
Basic Principles
Zone of Proximal Development
Applications
Private Speech and Socially Mediated Learning
Private Speech
Verbalization and Achievement
Socially Mediated Learning
Peer-Assisted Learning
Constructivist Learning Environments
Key Features
APA Learner-Centered Principles
Reflective Teaching
Instructional Applications
Discovery Learning
Inquiry Teaching
Discussions and Debates
Summary and Critique
Reflection Questions
Further Reading
9 Motivation
Background and Assumptions
Historical Perspectives
Humanistic Theories
Model of Motivated Learning
Achievement Motivation
Expectancy-Value Theory
Contemporary Model of Achievement Motivation
Family Influences
Self-Worth Theory
Task and Ego Involvement
Attributions
Locus of Control
Naïve Analysis of Action
Attribution Theory of Achievement
Social Cognitive Processes
Goals and Expectations
Social Comparison
Self-Concept
Goal Orientations
Types of Goal Orientations
Conceptions of Ability
Implicit Theories
Intrinsic Motivation
Early Views
Perceived Control
Self-Determination
Rewards and Intrinsic Motivation
Interest and Affect
Personal and Situational Interest
Emotions
Instructional Applications
Achievement Motivation Training
Attribution Change Programs
Goal Orientations
Summary and Critique
Reflection Questions
Further Reading
10 Self-Regulated Learning
Assumptions
Behavioral Self-Regulation
Self-Monitoring
Self-Instruction
Self-Reinforcement
Social Cognitive Influences
Conceptual Framework
Self-Regulatory Processes
Cyclical Nature of Self-Regulated Learning
Social-Self Interaction
Information Processing
Model of Self-Regulated Learning
Learning Strategies
Constructivism
Sociocultural Influences
Implicit Theories
Motivation and Self-Regulated Learning
Volition
Values
Self-Schemas
Help Seeking
Instructional Applications
Academic Studying
Writing
Technology
Summary and Critique
Reflection Questions
Further Reading
11 Contextual Influences
Teachers, Classrooms, and Schools
Effective Learning Environments
Teacher–Student Interactions
Developmentally Appropriate Instruction
Transitions in Schooling
Classroom and School Climate
Peers
Peers and Learning
Peer Networks
Peers and School Adjustment
Families
Socioeconomic Status
Home Environment
Parental Involvement
Electronic Media
Communities
Location
Community Involvement
Cultures
Instructional Applications
Teacher–Student Interactions
Learning Styles
Parental and Familial Involvement
Summary and Critique
Reflection Questions
Further Reading
12 Next Steps
Learning Questions
How Does Learning Occur?
How Does Memory Function?
What Is the Role of Motivation?
How Does Transfer Occur?
How Does Self-Regulated Learning Operate?
What Are the Implications for Instruction?
Learning Theories
Conditioning
Social Cognitive
Information Processing
Constructivist
Future Developments
Conclusion
Glossary
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References
Author Index
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Subject Index
A
B
C
D
E
F
G
H
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K
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Q
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V
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X
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