Human Learning, 6th Edition

Cover......Page 1
Copyright Page......Page 4
Title Page......Page 5
Preface......Page 7
Contents......Page 11
Acknowledgments......Page 8
CHAPTER 1 Perspectives on Learning......Page 17
The Importance of Learning......Page 18
Determining When Learning Has Occurred......Page 20
Research, Principles, and Theories......Page 21
Applying Knowledge about Learning to Instructional Practice......Page 26
Overview of the Book......Page 27
SUMMARY......Page 28
CHAPTER 2 Learning and the Brain......Page 29
Basic Building Blocks of the Human Nervous System......Page 30
Brain Structures and Functions......Page 32
Development of the Brain......Page 37
The Physiological Basis of Learning......Page 44
Educational Implications of Brain Research......Page 45
SUMMARY......Page 47
Basic Assumptions of Behaviorism......Page 48
Classical Conditioning......Page 50
Educational Implications of Behaviorist Assumptions and Classical Conditioning......Page 60
SUMMARY......Page 62
CHAPTER 4 Instrumental Conditioning......Page 64
Thorndike’s Early Research......Page 65
Rewards and Reinforcement......Page 66
Punishment......Page 73
Common Phenomena in Instrumental Conditioning......Page 79
Effects of Antecedent Stimuli and Responses in Instrumental Conditioning......Page 89
Cognition and Motivation in Instrumental Conditioning......Page 91
SUMMARY......Page 93
Applying Behaviorist Principles to Classroom Management......Page 94
Applied Behavior Analysis......Page 108
Instructional Objectives......Page 115
Programmed Instruction and Computer-Assisted Instruction......Page 120
Mastery Learning......Page 122
When Behaviorist Techniques Are Most Appropriate......Page 125
SUMMARY......Page 126
CHAPTER 6 Social Cognitive Theory......Page 127
General Principles of Social Cognitive Theory......Page 128
Environmental Factors in Social Learning: Revisiting Reinforcement and Punishment......Page 129
Cognitive Factors in Social Learning......Page 132
Reciprocal Causation......Page 134
Modeling......Page 135
Self-Efficacy......Page 143
Self-Regulation......Page 147
Educational Implications of Social Cognitive Theory......Page 153
SUMMARY......Page 156
CHAPTER 7 Introduction to Cognitivism......Page 157
Edward Tolman’s Purposive Behaviorism......Page 158
Gestalt Psychology......Page 160
Verbal Learning Research......Page 164
Introduction to Contemporary Cognitivism......Page 168
SUMMARY......Page 173
CHAPTER 8 Basic Components of Memory......Page 174
A Dual-Store Model of Memory......Page 175
Challenges to the Dual-Store Model......Page 191
Alternative Views of Human Memory......Page 193
Remembering That The Map Is Not the Territory......Page 196
Generalizations about Memory and Their Educational Implications......Page 197
SUMMARY......Page 199
CHAPTER 9 Long-Term Memory I: Storage and Encoding......Page 200
Construction in Storage......Page 201
Long-Term Memory Storage Processes......Page 204
Factors Affecting Long-Term Memory Storage......Page 216
Promoting Effective Storage Processes......Page 227
Some Final Remarks about Long-Term Memory Storage......Page 234
SUMMARY......Page 235
CHAPTER 10 Long-Term Memory II: The Nature of Knowledge......Page 237
The Various Kinds of Knowledge......Page 238
How Knowledge Is Encoded in Long-Term Memory......Page 240
The Organization of Long-Term Memory......Page 245
Concepts......Page 251
Schemas and Scripts......Page 259
Personal Theories......Page 261
Worldviews......Page 266
The Challenge of Conceptual Change......Page 268
Development of Expertise......Page 275
Generalizations about the Nature of Knowledge......Page 276
SUMMARY......Page 279
CHAPTER 11 Long-Term Memory III: Retrieval and Forgetting......Page 281
How Retrieval Works......Page 282
Construction in Retrieval......Page 286
Forgetting......Page 291
General Principles of Retrieval for Instructional Settings......Page 296
SUMMARY......Page 303
Piaget’s Theory of Cognitive Development......Page 305
Current Perspectives on Piaget’s Theory......Page 316
Neo-Piagetian Theories of Cognitive Development......Page 318
Implications of Piagetian and Neo-Piagetian Theories......Page 323
SUMMARY......Page 327
Vygotsky’s Theory of Cognitive Development......Page 329
Current Perspectives on Vygotsky’s Theory......Page 337
Adding a Sociocultural Element to Information Processing Theory......Page 343
Expanding the Contextualist Framework......Page 346
General Implications of Sociocultural and Other Contextualist Theories......Page 348
Peer-Interactive Instructional Strategies......Page 350
SUMMARY......Page 366
CHAPTER 14 Metacognition, Self-Regulated Learning, and Study Strategies......Page 368
Metacognitive Knowledge and Skills......Page 369
Self-Regulated Learning......Page 372
Effective Learning and Study Strategies......Page 374
Development of Metacognitive Knowledge and Skills......Page 389
Epistemic Beliefs......Page 391
Why Students Don’t Always Use Effective Strategies......Page 396
Promoting Effective Learning and Study Strategies......Page 398
SUMMARY......Page 403
Transfer......Page 405
Problem Solving......Page 415
Facilitating Transfer and Problem Solving in the Classroom......Page 430
Critical Thinking......Page 436
SUMMARY......Page 440
CHAPTER 16 Motivation and Affect......Page 442
General Effects of Motivation......Page 443
Basic Human Needs......Page 445
Individual Differences in Motivation......Page 458
Affect and Its Effects......Page 462
Creating a Motivating Classroom Environment......Page 471
SUMMARY......Page 477
Interests......Page 478
Expectancies and Values......Page 480
Goals......Page 482
Attributions......Page 491
Motivation, Affect, and Self-Regulation......Page 504
Encouraging Motivating Cognitions......Page 507
SUMMARY......Page 516
REFERENCES......Page 519
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