Learning Theories
An Educational Perspective: International Edition
5th Edition
Published on 16. October 2008
Book
Paperback/Softback
592 pages
978-0-13-507131-1 (ISBN)
Description
The main objectives of this text are:
to inform readers of the historical and current learning theoretical principles, concepts, and research findings, especially as they relate to education, and to
provide applications of the principles and concepts in settings where teaching and learning occur.
The text focuses primary emphasis on cognitive theories that stress learners' constructions of beliefs, skills, strategies, and knowledge. Behavioral views are also discussed. Following an introductory chapter on learning that discusses key learning issues and historical perspectives, the second chapter discusses conditioning theories of learning. The next five chapters discuss cognitive theories and processes of learning: social cognitive theory, cognitive information processing theory, cognitive learning processes, constructivist theory, and cognition and instruction. The next four chapters cover the key topics of development and learning, neuroscience of learning, content-area learning, and motivation. The concluding chapter asks readers to examine their beliefs about learning, fit these with existing theories, and determine how to apply learning principles to improve teaching and learning. Chapters have numerous applications that apply learning principles to real-world settings. By blending theory, research, and applications throughout, the text provides instructors and students with a unified view of learning in educational settings.
to inform readers of the historical and current learning theoretical principles, concepts, and research findings, especially as they relate to education, and to
provide applications of the principles and concepts in settings where teaching and learning occur.
The text focuses primary emphasis on cognitive theories that stress learners' constructions of beliefs, skills, strategies, and knowledge. Behavioral views are also discussed. Following an introductory chapter on learning that discusses key learning issues and historical perspectives, the second chapter discusses conditioning theories of learning. The next five chapters discuss cognitive theories and processes of learning: social cognitive theory, cognitive information processing theory, cognitive learning processes, constructivist theory, and cognition and instruction. The next four chapters cover the key topics of development and learning, neuroscience of learning, content-area learning, and motivation. The concluding chapter asks readers to examine their beliefs about learning, fit these with existing theories, and determine how to apply learning principles to improve teaching and learning. Chapters have numerous applications that apply learning principles to real-world settings. By blending theory, research, and applications throughout, the text provides instructors and students with a unified view of learning in educational settings.
More details
Edition
5th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Dimensions
Height: 189 mm
Width: 236 mm
Thickness: 21 mm
Weight
894 gr
ISBN-13
978-0-13-507131-1 (9780135071311)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
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Previous edition
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Content
Chapter 1 - Learning: Introduction, Issues, Historical Perspectives
Learning Defined
Learning Theory and Research
Functions of theory
Conducting research
Methods of Assessing Learning
Direct observations
Written responses
Oral responses
Ratings by others
Self-reports
Precursors of Modern Learning Theories
Learning theory and philosophy
Beginnings of the psychological study of learning
Structuralism and functionalism
Critical Issues in the Study of Learning
Which processes affect learning?
What is the role of memory?
What is the role of motivation?
How does transfer occur?
Which processes are involved in self-regulation?
What are the implications for instruction?
Relation of Learning and Instruction
Historical perspective
Instructional commonalities
Integration of theory and practice
Three Learning Scenarios
Kathy Stone's third-grade class
Jim Marshall's U. S. History class
Gina Brown's educational psychology class
Summary
Further Reading
Chapter 2 - Conditioning Theories
Connectionism
Trial-and-error learning
Laws of exercise and effect
Other principles
Revisions to Thorndike's theory
Instructional applications
Classical Conditioning
Basic processes
Informational variables
Biological influences
Conditioned emotional reactions
Watson's Behaviorism
Basic processes
Little Albert experiment
Contiguous Conditioning
Acts and movements
Associative strength
Rewards and punishments
Habit formation and change
Operant Conditioning
Conceptual framework
Basic processes
Behavioral change
Behavior modification
Verbal behavior
Self-regulation
Self-monitoring
Self-instruction
Self-reinforcement
Instructional Applications
Behavioral objectives
Programmed instruction
Contingency contracts
Keller Plan
Summary
Further Reading
Chapter 3 - Social Cognitive Theory
Conceptual Framework for Learning
Reciprocal interactions
Enactive and vicarious learning
Learning and performance
Modeling Processes
Theories of imitation
Functions of modeling
Cognitive skill learning
Rule learning
Influences on Learning and Performance
Developmental status of learners
Model prestige and competence
Vicarious consequences to models
Goals and Expectations
Goals
Outcome expectations
Self-Efficacy
Conceptual overview
Self-efficacy in achievement situations
Models and self-efficacy
Motor skills
Instructional self-efficacy
Health and therapeutic activities
Self-Regulation
Conceptual framework
Social cognitive processes
Cyclical nature of self-regulation
Instructional Applications
Models
Self-efficacy
Self-regulation
Summary
Further Reading
Chapter 4 - Cognitive Information Processing Theory
Cognitive Information Processing System
Assumptions
Two-store (dual-memory) model
Critique
Levels of processing
Activation level
Attention
Theories of attention
Attention and learning
Attention and reading
Perception
Gestalt theory
Sensory registers
Long term memory comparisons
Two-Store Memory Model
Verbal learning
Short-term (working) memory
Long-term memory
Influences on encoding
Long-Term Memory: Storage
Propositions
Storage of declarative knowledge
Storage of procedural knowledge
Production Systems and Connectionist Models
Production systems
Connectionist models
Long-Term Memory: Retrieval
Retrieval strategies
Encoding specificity
Retrieval of declarative knowledge
Retrieval of procedural knowledge
Long-Term Memory: Forgetting
Verbal learning
Information processing
Mental Imagery
Representation of spatial information
Imagery in LTM
Individual differences
Summary
Further Reading
Chapter 5 - Cognitive Learning Processes
Conditional Knowledge and Metacognition
Conditional knowledge
Metacognition and learning
Variables influencing metacognition
Metacognition and behavior
Concept Learning
The nature of concepts
Concept attainment
Teaching of concepts
Motivational processes
Problem Solving
Problem solving defined
Historical influences
Heuristics
Information processing model
Problem-solving strategies
Problem solving and learning
Experts and novices
Implications for instruction
Transfer
Historical views
Activation of knowledge in memory
Types of transfer
Strategy transfer
Instructional applications
Self-Regulation and Motivation
Model of self-regulation
Learning strategies
Critique of strategy instruction
Academic studying
Summary
Further Reading
Chapter 6 - Constructivist Theory
Constructivist Assumptions and Perspectives
Overview
Perspectives
Situated cognition
Contributions and applications
Vygotsky's Sociocultural Theory
Background
Basic principles
Zone of Proximal Development
Applications
Critique
Social Processes and Private Speech
Private speech
Verbalization and achievement
Socially mediated learning
Motivation
Contextual factors
Implicit theories
Teachers' expectations
Self-Regulation
Sociocultural influences
Implicit theories of self-regulation
Constructivist Learning Environments
Key features
APA Learner-Centered Principles
Instructional methods
Reflective teaching
Summary
Further Reading
Chapter 7 - Cognition and Instruction
Discovery Learning
The process of discovery
Teaching for discovery
Meaningful Reception Learning
Meaningfulness and expository teaching
Advance organizers
Conditions of Learning
Learning outcomes
Learning events
Learning hierarchies
Phases of learning
Models of Instruction
Learning time
Mastery learning
Inquiry teaching
Instruction with worked examples
Cognitive load
Peer-assisted learning
Research on Teaching
Teacher planning and decision making
Instructional practices
Learner Characteristics
Aptitude-treatment interactions
Cognitive styles
Learners' resource allocations
Adapting instruction
Technology and Instruction
Functions of technology
Technological applications
Future directions
Summary
Further Reading
Chapter 8 - Development and Learning
Beginnings of the Scientific Study of Development
Historical foundations
Philosophical foundations
The Child Study Movement
Perspectives on Human Development
Issues relevant to learning
Types of developmental theories
Structural theories
Piaget's Theory of Cognitive Development
Developmental processes
Implications for instruction
Bruner's Theory of Cognitive Growth
Cognitive growth and knowledge representation
Spiral curriculum
Contemporary Themes in Development and Learning
Developmental changes
Developmentally appropriate instruction
Transitions in schooling
Familial Influences
SES
Home environment
Parental involvement
Motivation and Development
Developmental changes
Implications
Development and Instruction
Case's model of instruction
Teacher-student interactions
Summary
Further Reading
Chapter 9 - 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
Critical periods
Language development
Motivation and Emotions
Motivation
Emotions
Implications for Teaching and Learning
Relevance of brain research
Educational issues
Brain-based educational practices
Summary
Further Reading
Chapter 10 - Content-Area Learning
Skill Acquisition
General and specific skills
Novice-to-Expert Research Methodology
Language Comprehension
Components of comprehension
Parsing
Utilization
Reading
Decoding
Comprehension
Writing
Composition Processes
Reviewing Processes
Motivation and self-regulation
Mathematics
Computation skills
Problem-solving skills
Constructivism
Individual differences
Science
Expert-novice differences
Reasoning
Constructivism and scientific beliefs
Social Studies
History
Geography
Summary
Further Reading
Chapter 11 - Motivation
Model of Motivated Learning
Pretask
During task
Posttask
Historical Perspectives
Drive theory
Conditioning theory
Cognitive consistency theory
Humanistic theory
Achievement Motivation
Expectancy-value theory
Familial influences
Fear of success
Contemporary model of achievement motivation
Self-worth theory
Task and ego involvement
Achievement motivation training
Attribution Theory
Locus of control
Naive analysis of action
Attribution theory of achievement
Attribution change programs
Social Cognitive Theory
Goals and expectations
Social comparison
Goal Theory
Goal orientations
Conceptions of ability
Implications for teaching
Perceptions of Control
Control beliefs
Learned helplessness
Students with learning problems
Self-Concept
Dimensions and development
Self-concept and learning
Intrinsic motivation
Theoretical perspectives
Overjustification and reward
Motivation and Self-Regulation
Volition
Values
Self-schemas
Help seeking
Summary
Further Reading
Chapter 12 - Next Steps
Learning Questions
Which processes affect learning?
What is the role of memory?
What is the role of motivation?
How does transfer occur?
Which processes are involved in self-regulation?
What are the implications for instruction
Learning Theories
Conditioning
Social cognitive
Cognitive information processing
Constructivist
Conclusion
Glossary
References
Author Index
Subject Index
Learning Defined
Learning Theory and Research
Functions of theory
Conducting research
Methods of Assessing Learning
Direct observations
Written responses
Oral responses
Ratings by others
Self-reports
Precursors of Modern Learning Theories
Learning theory and philosophy
Beginnings of the psychological study of learning
Structuralism and functionalism
Critical Issues in the Study of Learning
Which processes affect learning?
What is the role of memory?
What is the role of motivation?
How does transfer occur?
Which processes are involved in self-regulation?
What are the implications for instruction?
Relation of Learning and Instruction
Historical perspective
Instructional commonalities
Integration of theory and practice
Three Learning Scenarios
Kathy Stone's third-grade class
Jim Marshall's U. S. History class
Gina Brown's educational psychology class
Summary
Further Reading
Chapter 2 - Conditioning Theories
Connectionism
Trial-and-error learning
Laws of exercise and effect
Other principles
Revisions to Thorndike's theory
Instructional applications
Classical Conditioning
Basic processes
Informational variables
Biological influences
Conditioned emotional reactions
Watson's Behaviorism
Basic processes
Little Albert experiment
Contiguous Conditioning
Acts and movements
Associative strength
Rewards and punishments
Habit formation and change
Operant Conditioning
Conceptual framework
Basic processes
Behavioral change
Behavior modification
Verbal behavior
Self-regulation
Self-monitoring
Self-instruction
Self-reinforcement
Instructional Applications
Behavioral objectives
Programmed instruction
Contingency contracts
Keller Plan
Summary
Further Reading
Chapter 3 - Social Cognitive Theory
Conceptual Framework for Learning
Reciprocal interactions
Enactive and vicarious learning
Learning and performance
Modeling Processes
Theories of imitation
Functions of modeling
Cognitive skill learning
Rule learning
Influences on Learning and Performance
Developmental status of learners
Model prestige and competence
Vicarious consequences to models
Goals and Expectations
Goals
Outcome expectations
Self-Efficacy
Conceptual overview
Self-efficacy in achievement situations
Models and self-efficacy
Motor skills
Instructional self-efficacy
Health and therapeutic activities
Self-Regulation
Conceptual framework
Social cognitive processes
Cyclical nature of self-regulation
Instructional Applications
Models
Self-efficacy
Self-regulation
Summary
Further Reading
Chapter 4 - Cognitive Information Processing Theory
Cognitive Information Processing System
Assumptions
Two-store (dual-memory) model
Critique
Levels of processing
Activation level
Attention
Theories of attention
Attention and learning
Attention and reading
Perception
Gestalt theory
Sensory registers
Long term memory comparisons
Two-Store Memory Model
Verbal learning
Short-term (working) memory
Long-term memory
Influences on encoding
Long-Term Memory: Storage
Propositions
Storage of declarative knowledge
Storage of procedural knowledge
Production Systems and Connectionist Models
Production systems
Connectionist models
Long-Term Memory: Retrieval
Retrieval strategies
Encoding specificity
Retrieval of declarative knowledge
Retrieval of procedural knowledge
Long-Term Memory: Forgetting
Verbal learning
Information processing
Mental Imagery
Representation of spatial information
Imagery in LTM
Individual differences
Summary
Further Reading
Chapter 5 - Cognitive Learning Processes
Conditional Knowledge and Metacognition
Conditional knowledge
Metacognition and learning
Variables influencing metacognition
Metacognition and behavior
Concept Learning
The nature of concepts
Concept attainment
Teaching of concepts
Motivational processes
Problem Solving
Problem solving defined
Historical influences
Heuristics
Information processing model
Problem-solving strategies
Problem solving and learning
Experts and novices
Implications for instruction
Transfer
Historical views
Activation of knowledge in memory
Types of transfer
Strategy transfer
Instructional applications
Self-Regulation and Motivation
Model of self-regulation
Learning strategies
Critique of strategy instruction
Academic studying
Summary
Further Reading
Chapter 6 - Constructivist Theory
Constructivist Assumptions and Perspectives
Overview
Perspectives
Situated cognition
Contributions and applications
Vygotsky's Sociocultural Theory
Background
Basic principles
Zone of Proximal Development
Applications
Critique
Social Processes and Private Speech
Private speech
Verbalization and achievement
Socially mediated learning
Motivation
Contextual factors
Implicit theories
Teachers' expectations
Self-Regulation
Sociocultural influences
Implicit theories of self-regulation
Constructivist Learning Environments
Key features
APA Learner-Centered Principles
Instructional methods
Reflective teaching
Summary
Further Reading
Chapter 7 - Cognition and Instruction
Discovery Learning
The process of discovery
Teaching for discovery
Meaningful Reception Learning
Meaningfulness and expository teaching
Advance organizers
Conditions of Learning
Learning outcomes
Learning events
Learning hierarchies
Phases of learning
Models of Instruction
Learning time
Mastery learning
Inquiry teaching
Instruction with worked examples
Cognitive load
Peer-assisted learning
Research on Teaching
Teacher planning and decision making
Instructional practices
Learner Characteristics
Aptitude-treatment interactions
Cognitive styles
Learners' resource allocations
Adapting instruction
Technology and Instruction
Functions of technology
Technological applications
Future directions
Summary
Further Reading
Chapter 8 - Development and Learning
Beginnings of the Scientific Study of Development
Historical foundations
Philosophical foundations
The Child Study Movement
Perspectives on Human Development
Issues relevant to learning
Types of developmental theories
Structural theories
Piaget's Theory of Cognitive Development
Developmental processes
Implications for instruction
Bruner's Theory of Cognitive Growth
Cognitive growth and knowledge representation
Spiral curriculum
Contemporary Themes in Development and Learning
Developmental changes
Developmentally appropriate instruction
Transitions in schooling
Familial Influences
SES
Home environment
Parental involvement
Motivation and Development
Developmental changes
Implications
Development and Instruction
Case's model of instruction
Teacher-student interactions
Summary
Further Reading
Chapter 9 - 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
Critical periods
Language development
Motivation and Emotions
Motivation
Emotions
Implications for Teaching and Learning
Relevance of brain research
Educational issues
Brain-based educational practices
Summary
Further Reading
Chapter 10 - Content-Area Learning
Skill Acquisition
General and specific skills
Novice-to-Expert Research Methodology
Language Comprehension
Components of comprehension
Parsing
Utilization
Reading
Decoding
Comprehension
Writing
Composition Processes
Reviewing Processes
Motivation and self-regulation
Mathematics
Computation skills
Problem-solving skills
Constructivism
Individual differences
Science
Expert-novice differences
Reasoning
Constructivism and scientific beliefs
Social Studies
History
Geography
Summary
Further Reading
Chapter 11 - Motivation
Model of Motivated Learning
Pretask
During task
Posttask
Historical Perspectives
Drive theory
Conditioning theory
Cognitive consistency theory
Humanistic theory
Achievement Motivation
Expectancy-value theory
Familial influences
Fear of success
Contemporary model of achievement motivation
Self-worth theory
Task and ego involvement
Achievement motivation training
Attribution Theory
Locus of control
Naive analysis of action
Attribution theory of achievement
Attribution change programs
Social Cognitive Theory
Goals and expectations
Social comparison
Goal Theory
Goal orientations
Conceptions of ability
Implications for teaching
Perceptions of Control
Control beliefs
Learned helplessness
Students with learning problems
Self-Concept
Dimensions and development
Self-concept and learning
Intrinsic motivation
Theoretical perspectives
Overjustification and reward
Motivation and Self-Regulation
Volition
Values
Self-schemas
Help seeking
Summary
Further Reading
Chapter 12 - Next Steps
Learning Questions
Which processes affect learning?
What is the role of memory?
What is the role of motivation?
How does transfer occur?
Which processes are involved in self-regulation?
What are the implications for instruction
Learning Theories
Conditioning
Social cognitive
Cognitive information processing
Constructivist
Conclusion
Glossary
References
Author Index
Subject Index