Learning and Cognition

Learning and Cognition in Education......Page 4
Copyright Page......Page 5
Preface......Page 6
Contents......Page 8
Contributors......Page 12
Learning and Cognition: Introduction......Page 14
The Cognitive Revolution......Page 16
The Birth of Cognitive Psychology......Page 17
Language Acquisition and Reading......Page 18
Metacognition......Page 19
Collaboration......Page 20
Bibliography......Page 21
Beyond Neuromyths: Mind, Brain, and Education Is a Cross-Disciplinary Field......Page 22
New Neuroscience Methods Bring New Information and New Challenges for Interpretation......Page 23
Neural Networks for Reading......Page 24
Emotion and Social Processing......Page 25
Memory and Attention......Page 26
Bibliography......Page 27
Relevant Websites......Page 28
Intellectual Styles and Culture......Page 29
Thinking styles......Page 30
Markus and Kitayama's concept of self-construal......Page 31
Social class, wealth, and capital......Page 32
Conclusions and Future Directions......Page 33
Bibliography......Page 34
Further Reading......Page 35
Cognition and Learning: Theory......Page 36
Glossary......Page 38
Modern Connectionism......Page 39
Relations to the Old Connectionism......Page 41
Models of Reading......Page 42
Multiplication......Page 43
Primality......Page 44
Bibliography......Page 45
Relevant Website......Page 46
What Is Self-Regulated Learning?......Page 47
Zimmerman's Social-Cognitive Model......Page 48
When is Cognition Social?......Page 49
Coregulation......Page 50
Scaffolding and SRL......Page 51
Further Reading......Page 52
Genetic Analysis......Page 53
Mediated Nature of Human Mental Functioning......Page 54
Social Origins of Individual Mental Functioning......Page 55
Bibliography......Page 57
Further Reading......Page 58
Background......Page 59
Systemic Approach......Page 60
Dialogic Approach......Page 61
Technology Design......Page 62
Bibliography......Page 63
Further Reading......Page 64
What Are the Dimensions of Personal Epistemology?......Page 65
Is Personal Epistemology Domain General, Domain Specific, or Both?......Page 66
The Role of Personal Epistemology in Student Motivation, Cognition, and Performance......Page 67
How Can Personal Epistemology Be Assessed?......Page 68
Educational Implications......Page 69
Bibliography......Page 70
Further Reading......Page 71
The Sociocultural Approach......Page 72
Mediation and Cultural Tools......Page 73
Learning and Development: the Zone of Proximal Development......Page 74
Vygotsky and the Development of Education......Page 75
Further Reading......Page 76
Glossary......Page 77
Apprenticeship and Identity......Page 78
Educational Applications of the Situative View......Page 79
Bibliography......Page 80
Further Reading......Page 81
Cognition: Recent Trends......Page 82
Selective Attention......Page 84
Behavioral Phases......Page 85
Novelty......Page 86
The Directed-Attention Model......Page 87
Triadic Attention/Joint Attention......Page 88
Bibliography......Page 89
Further Reading......Page 90
Introduction......Page 91
The Problem of Definition......Page 92
Cognition as a Cause of Emotion......Page 93
Emotion as a Cause of Cognition......Page 94
Summary......Page 96
Further Reading......Page 97
Glossary......Page 98
Varieties of Human Memory......Page 99
The Seven Sins of Memory......Page 100
Memory in Everyday Contexts......Page 101
Memory in the Classroom......Page 102
Bibliography......Page 103
Further Reading......Page 104
Implicit Theories......Page 105
Psychometric Theories......Page 106
Cognitive-Contextual Theories......Page 107
Early Historical Background......Page 108
The Heritability and Malleability of Intelligence......Page 109
Further Reading......Page 110
Typicality: Central tendency versus ideality......Page 112
The Theory View......Page 113
Concept Learning in the Domain of Biology......Page 114
Concept Learning in the Domain of Mathematics......Page 115
Further Reading......Page 116
Methods......Page 117
Expert Problem Solving: Major Findings......Page 118
Problem Categorization......Page 119
Construction of a Representation......Page 120
Acquisition of Expertise......Page 121
Bibliography......Page 123
Further Reading......Page 124
Types of Problems......Page 125
Cognitive Processes and Types of Knowledge in Problem Solving......Page 126
The Distinction between Productive and Reproductive Thinking......Page 127
Problem Space and Search Processes......Page 128
Bibliography......Page 129
Glossary......Page 131
The Development of Disciplines......Page 132
Domain Learning......Page 134
Writing......Page 135
Mathematics......Page 136
Science......Page 137
Bibliography......Page 138
Further Reading......Page 139
Definitional Issues......Page 141
Verbal Reports......Page 142
Studies of metacognitive knowledge......Page 143
Metacognition in Writing......Page 144
Summary and Conclusions......Page 145
Further Reading......Page 146
Learning: Recent Trends......Page 148
Historical Overview......Page 150
Elaboration Strategies......Page 151
Metacognitive Strategies - Comprehension Monitoring......Page 152
Model of Strategic Learning......Page 153
Purposes for Assessment......Page 154
Bibliography......Page 155
Relevant Websites......Page 156
Spread of Technology Within Schools......Page 157
Typical Uses......Page 158
Mathematics......Page 159
Open-source online resources and curriculum materials......Page 160
Frequent assessment and individualization of learning......Page 161
Immersive environments and games......Page 162
Evidence of the Effects of ICT on Teaching and Learning......Page 163
Use of Technology for Learning Outside of School......Page 164
Bibliography......Page 165
Further Reading......Page 166
Learning as Inquiry......Page 167
Relationships between Professional Inquiry and Inquiry Learning in Schools......Page 168
Inquiry Cycles......Page 169
Challenges for Inquiry Learning in Classrooms......Page 170
Further Reading......Page 171
Relevant Website......Page 172
Theoretical Perspectives on Cooperative Learning......Page 173
Motivational Perspectives......Page 174
Social Cohesion Perspective......Page 175
Developmental perspectives......Page 176
Reconciling the Four Perspectives......Page 177
Bibliography......Page 178
Learning - Language, Reading, and Writing......Page 180
How Is Language Learned?......Page 182
The Cognitive Perspective on Language Learning......Page 183
The Vygotskian tradition......Page 184
Ethnographic studies......Page 185
What is the role of the individual versus the social or collective in language learning?......Page 186
Language in Literacy: The Cognitive Perspective......Page 187
The Role of Language in Literacy - The Two Perspectives Compared......Page 188
Academic language in the cognitive/psycholinguistic perspective......Page 189
Bibliography......Page 190
Further Reading......Page 191
The Development of Reading......Page 192
Neuroimaging Studies of Learning to Read......Page 193
The Networks Recruited for Reading......Page 194
The Neural Effects of Remediation......Page 195
Bibliography......Page 196
Knowledge of the Written Symbol System and of Print Concepts......Page 198
Identifying Printed Words......Page 199
Reading Comprehension......Page 201
Levels of Reading......Page 202
Summary......Page 203
Further Reading......Page 204
Readers......Page 205
Integrating Information about Reader, Text, and Task......Page 206
A Taxonomy for Comprehension......Page 207
Theories of Reading Comprehension......Page 208
Bibliography......Page 209
Relevant Websites......Page 210
The Nature of Human Language......Page 211
Pre-Linguistic Achievements......Page 212
The Nature of Early Word Production and Comprehension......Page 213
Combining Words into Utterances......Page 214
Cross-Linguistic Variation in Profiles of First-Language Acquisition......Page 215
Further Reading......Page 216
Relevant Website......Page 217
A Cognitive Approach to Second Language Acquisition......Page 218
Social Theory in SLA......Page 219
Acquisition and Variation......Page 220
Second-Language Learning and Foreign- Language Learning......Page 221
Second-Language Learning for School......Page 222
Bibliography......Page 223
Further Reading......Page 224
Disciplinary and Theoretical Roots......Page 225
Stages of Early-Writing Development......Page 226
Letters in rows that represent words......Page 227
Phonemic writing......Page 228
Variations within cultures......Page 229
Summary......Page 231
Further Reading......Page 232
1960s to 1980s......Page 233
Transitions......Page 234
1990s to the Present......Page 235
Bibliography......Page 237
Relevant Websites......Page 238
Learning in Contexts and Throughout the Ages......Page 240
Gender Compared to Sex Differences......Page 242
Shifts in Focus of Work on Gender and Learning......Page 243
Gender in Interaction with Other Factors......Page 245
Bibliography......Page 246
Further Reading......Page 247
Dimensions of Organizational Learning......Page 248
Organizational Learning as Change and/or Stability......Page 249
Content and Processes of Organizational Learning......Page 250
Conditions and Practices of Organizational Learning......Page 251
Power and Politics......Page 252
Further Reading......Page 253
Multidirectionality in Cognition and Intellectual Function......Page 254
Self-Regulation......Page 255
Textbase processing......Page 256
Differential Developmental Trajectories as a Function of Education......Page 257
Conclusion......Page 258
Further Reading......Page 259
From Social Optimism to Economic Survival?......Page 260
Theoretical Perspectives......Page 261
Institutional Structures for Lifelong Learning......Page 263
Conclusions......Page 264
Bibliography......Page 265
Further Reading......Page 266
Differences with Everyday Conversation......Page 267
Three-Part Sequence......Page 268
Classroom Speech Events......Page 269
Learning Specialized Academic Registers......Page 270
Gender and Participation......Page 271
Relevant Websites......Page 272
Formal and Informal Learning and Knowledge......Page 273
Written and Oral Practices......Page 274
Focus on Representations versus Focus on Meaning......Page 275
Thought versus Action......Page 277
Conclusion......Page 278
Further Reading......Page 279
Subject Index......Page 280