Psychology of Learning for Instruction
2nd Edition
Published on 4. November 1999
Book
Hardback
448 pages
978-0-205-26321-9 (ISBN)
Description
This cognitively-oriented text 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.
More details
Edition
2nd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 237 mm
Width: 158 mm
Thickness: 26 mm
Weight
719 gr
ISBN-13
978-0-205-26321-9 (9780205263219)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Marcy Driscoll
Psychology of Learning for Instruction
Book
09/2004
3rd Edition
Pearson
€220.44
Article exhausted; check different version
Book
09/2004
3rd Edition
Pearson
€207.11
Article exhausted; check for reprint
Previous edition
Marcy Perkins Driscoll
Psychology of Learning for Instruction
Book
10/1993
Allyn & Bacon
€84.47
Article exhausted; check different version
Content
All chapters conclude with "Conclusion," "Suggested Readings," and/or "Reflective Questions and Activities." I.INTRODUCTION.
1.Introduction to Theories of Learning and Instruction.
What Is a Theory of Learning?
Learning in History.
Learning Theory and Instruction.
The General Plan and Approach of This Book.
II.LEARNING AND BEHAVIOR.
2.Radical Behaviorism.
The Experimental Analysis of Behavior.
Principles of Behavior Management.
Planning a Program of Behavior Change.
Contributions of Behaviorism to Instruction.
The Behaviorist Perspective on Learning: Issues and Criticisms.
III.LEARNING AND COGNITION.
3.Cognitive Information Processing.
Overview of the Information-Processing System.
Sensory Memory.
Working Memory.
Long-Term Memory.
Implications of CIP for Instruction.
4.Meaningful Learning and Schema Theory.
Ausubel's Meaningful Reception Learning.
Meaningful Learning as Assimilation to Schema.
Meaningful Learning, Schema Theory, and Instruction.
5.Situated Cognition.
The Nature of Situated Cognition.
Antecedents to Situated Cognition.
Processes of Situated Cognition.
Implications of Situated Cognition for Instruction.
IV.LEARNING AND DEVELOPMENT.
6.Cognitive and Knowledge Development.
Jean Piaget's Genetic Epistemology.
Beyond Piaget: Alternative Perspectives on Cognitive Development.
Implications for Instruction of Developmental Theory.
7.Interactional Theories of Cognitive Development.
Bruner: Going beyond the Information Given.
Vygotsky: The Social Formation of Mind.
V.LEARNING AND BIOLOGY.
8.Biological Bases of Learning and Memory.
Ultimate Causes: Evolution and Behavior.
Proximate Causes: Neurophysiology of Learning.
VI.LEARNING AND MOTIVATION.
9.Motivation and Self-Regulation in Learning.
A Brief History.
Origins and Determinants of Motivation.
Continuing Motivation and Self-Regulation.
A Model of Motivational Design.
VII.LEARNING AND INSTRUCTION.
10.Gagne's Theory of Instruction.
Instructional Psychology, Instructional Theories, Instructional Models.
Robert M. Gagne and the Conditions of Learning.
An Application of Gagne's Instructional Theory.
11.Constructivism.
Constructivism: A Contrasting Theory.
VIII. Epilogue.
12.Toward a Personal Theory of Learning and Instruction.
References.
Index.
1.Introduction to Theories of Learning and Instruction.
What Is a Theory of Learning?
Learning in History.
Learning Theory and Instruction.
The General Plan and Approach of This Book.
II.LEARNING AND BEHAVIOR.
2.Radical Behaviorism.
The Experimental Analysis of Behavior.
Principles of Behavior Management.
Planning a Program of Behavior Change.
Contributions of Behaviorism to Instruction.
The Behaviorist Perspective on Learning: Issues and Criticisms.
III.LEARNING AND COGNITION.
3.Cognitive Information Processing.
Overview of the Information-Processing System.
Sensory Memory.
Working Memory.
Long-Term Memory.
Implications of CIP for Instruction.
4.Meaningful Learning and Schema Theory.
Ausubel's Meaningful Reception Learning.
Meaningful Learning as Assimilation to Schema.
Meaningful Learning, Schema Theory, and Instruction.
5.Situated Cognition.
The Nature of Situated Cognition.
Antecedents to Situated Cognition.
Processes of Situated Cognition.
Implications of Situated Cognition for Instruction.
IV.LEARNING AND DEVELOPMENT.
6.Cognitive and Knowledge Development.
Jean Piaget's Genetic Epistemology.
Beyond Piaget: Alternative Perspectives on Cognitive Development.
Implications for Instruction of Developmental Theory.
7.Interactional Theories of Cognitive Development.
Bruner: Going beyond the Information Given.
Vygotsky: The Social Formation of Mind.
V.LEARNING AND BIOLOGY.
8.Biological Bases of Learning and Memory.
Ultimate Causes: Evolution and Behavior.
Proximate Causes: Neurophysiology of Learning.
VI.LEARNING AND MOTIVATION.
9.Motivation and Self-Regulation in Learning.
A Brief History.
Origins and Determinants of Motivation.
Continuing Motivation and Self-Regulation.
A Model of Motivational Design.
VII.LEARNING AND INSTRUCTION.
10.Gagne's Theory of Instruction.
Instructional Psychology, Instructional Theories, Instructional Models.
Robert M. Gagne and the Conditions of Learning.
An Application of Gagne's Instructional Theory.
11.Constructivism.
Constructivism: A Contrasting Theory.
VIII. Epilogue.
12.Toward a Personal Theory of Learning and Instruction.
References.
Index.