Educational psychology:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston u.a.
Houghton Mifflin
1984
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIV, 809 S. Ill. |
| ISBN: | 0395327628 |
Internformat
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Datensatz im Suchindex
| _version_ | 1804114807824056320 |
|---|---|
| adam_text | Gage / Berliner
Educational Psychology
Third Edition
ML Gage
Stanford University
David C Berliner
University of Arizona
HOUGHTON MIFFLIN COMPANY BOSTON
Dallas Geneva, ILL , Hopewell, N J
Palo Alto London
Contents
Preface xii
SECTION A
Aims and Methods of Educational
Psychology 1
CHAPTER 1
How Educational Psychology Helps
with the Problems of Teaching 2
Overview 3
Use of of Educational Psychology in
Problem-Solving 6
Educational Objectives: Developing a Road Map
for Instruction/Characteristics of Students/ The
Nature of the Learning Process/Teaching
Methods/The Evaluation of Learning/Passion and
Educational Psychology
Summary 13
CHAPTER 2
The Content and Method of
Educational Psychology 16
Overview 17
The Obviousness of Principles in Educational
Psychology 18
Concepts and Principles in Educational
Psychology 22
Hi
Concepts/Principles
Uses of Concepts and Principles in
Educational Psychology 25
An Example of Understanding/An Example of
Prediction/An Example of Control/Recap
Methods for Relating Variables 28
Determining Correlational Relationships/
Determining Causal Relationships
Summary 33
SECTION B
Educational Objectives:
Developing a Road Map for
Instruction 37
CHAPTER 3
The Formulation of Objectives and
Their Justification 38
Overview 39
Why State Objectives? 40
Criteria for Formulating Objectives 41
Specifying Evidence of Achievement/Stating
Conditions of Performance/Stating Acceptable
Levels of Performance/Being Sensible in
Developing Objectives
The Behavior-Content Matrix 45
iv CONTENTS
Justifying an Objectives Development
Effort 47
Expressive Objectives 51
Concluding Statement 52
Summary 53
CHAPTER 4
Different Kinds of Objectives and
Their Organization 54
Overview 55
Three Domains of Objectives 57
The Cognitive Domain 57
A Hierarchy of Learning Tasks 60
Structure as an Aid to the Teacher/Structure as
an Aid to the Student
Summary 66
SECTION C
Student Characteristics:
Intelligence, Level of Development,
Personality, and Individual
Differences 69
CHAPTER 5
Definition, Measurement, and
Organization of Intelligence 70
Overview 71
The Definition of Intelligence 72
Historical Background/Present-Day Conceptions/
Nonintellectual Components of Intelligence
The Measurement of Intelligence 75
The Stability and Reliability of Intelligence
Test Scores 77
The Organization of Intelligence 79
Current Practice and Recent Doubts 80
The Distinction Between Intelligence and
Achievement 82
Test Content/Test Results
The Challenge to Intelligence Testing in
Schools 84
Self-fulfilling Prophecies/Getting Along Without
Intelligence Tests
Summary 86
CHAPTER 6
Heredity, Environment, and Group
Differences in Intelligence 88
Overview 89
Heredity and Environment 90
The Nature-Nurture Issue and Ideology 92
IQ Differences as a Function of Genetic and
Environmental Differences 93
Levels of Genetic and Environmental Similarity/
IQ Correlations/Correlations Between IQ
Differences and Environmental Differences/
Interpretations and Implications
Racial Differences in Intelligence 99
Attempts To Control Environmental Differences/
Attempts To Study Effects of Environmental
Differences
Social-Class and Urban-Rural Differences 106
Social-Class Differences/Urban-Rural Differences
The Causes of Group Differences 110
Selective Migration/Environmental Influence/Test
Bias
The Problem of Early Environment 113
Variables in the Home Environment 114
Recap
Can Schooling Improve Intelligence? 118
The Argument for Early Intervention /The
Language-Training Controversy
Attempts to Raise Intelligence 121
CONTENTS
Early Education Programs/Concerns about
Effectiveness/Adolescent Education: Feuerstein s
Programs for Improving Learning Potential
Summary 126
CHAPTER 7
The Development of Cognitive
Functions and Language 128
Overview 129
Piaget s Stages 131
First Stage: Sensorimotor/Second Stage:
PreoperationaU Third Stage: Concrete
Operations/Fourth Stage: Formal Operations
The Developmental Process 142
Disequilibrium and Piagetian Theory 144
Bruner s Theory of Cognitive Growth 145
Implications of Piaget s and Bruner s Work
for Teaching 147
The Development of Language 150
The One-Word Stage/The Two-Word Stage/
More-Than-Two-Word Stage
The Adult and Language Development 154
The Teacher and Language
Development 155
Nonstandard English/Bilingualism/Metalinguistic
Awareness/Individual Differences/Sociolinguistic
Competence
Summary 161
Development of Morality/Morality vs Convention
Personality and Traits 175
The Case of Honesty/The Case of
Creativity/Self-Concept/ Anxiety
The Teacher and Trait Theory 193
Summary 193
CHAPTER 9
The Development of Sex
Differences 196
Overview 197
Sex Differences in Intellectual
Functioning 198
General Intelligence/Verbal Ability/Mathematical
Ability/Spatial Ability/Problem-Solving/School
Achievement/Recap
Sex Differences in Personality 202
Aggression/Conformity and Dependence/
Emotional Adjustment/ Values and Life Goals/
Achievement Orientation/Recap
The Relationship Between Personality and
Intellectual Achievement 206
Androgyny 207
Sex-Role Development at Home and
School 209
Stereotypes in Textbooks/Nonstereotypic
Teaching
Summary 216
CHAPTER 8
The Development of Personality 164
Overview 165
A General Theory of Personality
Development (Erikson) 166
A Less Global Theory of Personality
Development (Kohlberg) 170
CHAPTER 10
Individual Differences and the Need
for Special Education 218
Overview 219
The Exceptional Student 220
Public Law 94-142/Research Results on
Mainstreaming
vi CONTENTS
General Concerns of Teachers of Exceptional
Students 226
Normalization! Attitudes/Assessment/Instruction
Categories of Exceptional Students 227
Specific Learning Disabilities/Behavior Disorders/
Mental Retardation/Communication Disorders/
Hearing Impairment/ Visual Impairment/Physical
and Health Impairment/Giftedness and Talent
Aptitude-Treatment Interaction 242
Some ATI Findings/What ATI Means for
Teachers
Summary 246
SECTION D
Learning Theory and Its
Applications 249
CHAPTER 11
The Definition and Varieties of
Learning 250
Overview 251
The Definition of Learning 252
Varieties of Learning 254
Respondent Learning/Contiguity Learning/
Operant Learning/Observational Learning/
Cognitive Learning
Summary 269
CHAPTER 12
Operant Conditioning: A Practical
Theory 270
Overview 271
Reinforcement and Punishment 272
Positive and Negative Reinforcers/Recap/Primary
and Secondary Reinforcements
Schedules of Reinforcement 276
Fixed-Ratio Schedules/Variable-Ratio Schedules/
Fixed-Interval Schedules/ Variable-Interval
Schedules
Contingency Management 281
Contingent Reinforcement/The Premack
Principle/The Contingency Contract
Stimulus Control in Operant Learning 285
Stimulus Discrimination/Stimulus Generalization
The Elimination of Responses 288
Extinction/Reinforcement of Other
Behavior/Punishment
Ethical Issues 294
Summary 297
CHAPTER 13
The Cognitive Processing of
Information 298
Overview 299
The Information-Processing Approach 300
The Orienting Response /Recap
Short-Term Memory and Forgetting 305
Long-Term Memory 309
Meaningfulness/Recap/Mathemagenic Behaviors
Generative Learning 329
Summary 329
CHAPTER 14
Social Learning Theory 332
Overview 333
Observational Learning 334
Attentional Phase/Retention Phase/Reproduction
Phase/Motivational Phase I The Teacher and
Modeling
Self-Regulation of Behavior 344
CONTENTS vii
Processes in Self-Regulation/The Teacher and
Self-Regulation of Behavior
Summary 349
CHAPTER 15
Improving the Transfer of
Learning 350
Overview 351
Transfer of Learning 352
Traditional Views of Transfer/
Contemporary Views of Transfer
Teaching for Transfer 363
Teaching for Substantive Transfer/Teaching for
Procedural Transfer/General Guides for Transfer
Summary 367
SECTION E
Motivation 369
CHAPTER 16
The Influence of Motivation on
Learning 370
Overview 371
The Nature and Importance of
Motivation 372
Concepts Related to Motivation/The Role of
Motivation in Behavior and Learning
Motivation and Achievement 379
Types of Motivation 381
One Type of Motivation or More?/A Hierarchy of
Motives
Summary 384
CHAPTER 17
Personality Factors in Motivation 386
Overview 387
Measuring Motive Strength 388
Assessing Achievement Motivation/Assessing Other-
Motives
Relationships Between Need for Achievement
and Performance 391
Effects of Success and Failure Experiences/
Attributing Success and Failure to Various
Causes/Locus of Control
Origins of Achievement Needs and Locus of
Control 400
Achievement and Attribution Training 401
Achievement-Motivation Training Programs/
Attribution Training Program
Affiliation, Power, and Approval Motives 405
The Need for Affiliation/The Need for Power/The
Need for Approval and Other Motive Patterns
Summary 408
CHAPTER 18
Environmental Factors in
Motivation 410
Overview 411
Intrinsic and Extrinsic Motivation 412
Operant Conditioning and Motivation 414
Stimulus Control/Reinforcers and Stimulus
Control/Frustration and Motivation
Motivational Systems 418
Token Economies/Motivational Contracts
Motivational Techniques in Teaching 428
I Tell Students Exactly What You Want
Accomplished/2 Use Verbal Praise/3 Use Tests
and Grades Judiciously/4 Capitalize on the •
Arousal Value of Suspense, Discovery, Curiosity,
and Exploration/5 Occasionally Do the
Unexpected/6 Whet the Appetite/7 Use Familiar
Material for Examples/8 Use Unique and
Unexpected Contexts When Applying Concepts
and Principles/9 Require Use of What Has
vlii CONTENTS
Previously Been Learned/10 Use Simulations and
Games/11 Minimize the Attractiveness of
Competing Motivational Systems/12 Minimize the
Unpleasant Consequences of Student Involvement
Social Influences on Motivation 437
13 Understand the Social Climate of the School/
14 Understand the Power Relationships Between
Teachers and Students
Summary 441
SECTION F
Teaching Methods 445
CHAPTER 19
Lecturing and Explaining 450
Overview 452
Objectives of the Lecture Method 452
Empirical Evidence on the Effectiveness of
Lectures/Proper Uses of Lecturing
Preparation for Lecturing 457
The Introduction to the Lecture 458
Establishing Teacher-Student Relationships/
Gaining Student Attention /Exposing Essential
Content/Recap
The Body of the Lecture 462
Covering the Content/Providing a Logical
Organization/Making the Organization Explicit/
Maintaining Attention
The Conclusion of the Lecture 480
Functions of the Conclusion I Interlecture
Structuring
Cautions about the Lecture Method 482
Summary 482
CHAPTER 20
Teaching Small Groups 484
Overview 485
Objectives of Small-Group Teaching 486
High-Consensus vs Low-Consensus Fields/
Controversialily and Attitudes/The Teacher s
Personality/Problem-Solving/Speaking Ability
Before You Meet the Discussion Group 491
Choosing Topics/Obtaining Common Ground/
Refining Objectives for a Discussion/The Physical
Setting and Communication Structure
During the Meeting 498
The Teacher s Role/The Student s Role/
Moderating the Meeting
After the Meeting 504
Notes and Records/Evaluations
Intellectual Pitfalls 505
Biasing the Discussion/Inadvertently Encouraging
Yielding/Withholding Crucial Information/
Sticking to a Dead Topic
Social-Emotional Pitfalls 508
Nonparticipation I Gender, Age, and
Participation/Hurting Students Feelings
Other Small-Group Teaching Methods 514
Role-Playing/ Cooperative Learning
Summary 517
CHAPTER 21
Individual Instruction: Focus on the
Classroom and the School 520
Overview 521
Objectives of Individual Instruction 522
Coping with Individual Differences/Promoting
Independence/Tutoring and Independent Study
Study Habits 525
Homework/Study Skills
Independent and Self-Directed Study 528
The Keller Plan and Its Variations 529
Mastery Learning 533
Contracting in the Elementary Grades 535
CONTENTS ix
Remedial Work in Tutoring 541
Positive Reinforcement in Tutoring/The
Effectiveness of Tutoring
Programmed Instruction 544
Frames and Programs/Contributions Made by
Programmed Instruction
Computer-Assisted Instruction 547
CAI Programming/Effectiveness of CAI
Summary 554
CHAPTER 22
Open and Humanistic Approaches to
Teaching 55ff
Overview 557
Objectives of Humanistic Approaches 558
Roots of the Current Humanistic Movement/
Intended Outcomes
Principles of Humanistic Education 561
Self-Direction/Wanting and Knowing How To
Learn/Self-Evaluation/The Importance of
Feelings/Freedom from Threat
Teaching Functions and Methods 568
Determining Classroom Climate /Meeting Needs/
Helping Release Emotions/Helping Students
Learn
Teaching Methods Associated with
Humanistic Education 570
Open Education/Affective Education/The
Evaluation and Analysis of Open Education
Summary 578
CHAPTER 23
Classroom Teaching: Planning and
Management 582
Overview 583
Objectives of Classroom Teaching 584
The Pattern of Classroom Teaching/Reasons for
the Prevalence of Classroom Teaching
Classroom Teaching as the Orchestration of
Methods 591
Noninteractive and Interactive Phases of
Teaching 592
How Teachers Plan Their Courses 594
A Hierarchy of Planning Needs 598
Planning for Classroom Discipline and
Management 599
Nonclassroom Factors in Problem Behavior/The
Teacher s Role: Two Categories of Problem
Behavior/Strategies for Too Much Undesirable
Behavior/Recap/Strategies for Too Little
Desirable Behavior/Recap
Planning for Control of Bias 609
Planning for Variety and Flexibility 611
Does Variety Help?/Recap /How to Plan and
Organize for Variety and Flexibility/Alternatives
to the Recitation/Administering Classroom
Variation
Summary 618
CHAPTER 24
Classroom Teaching: Seatwork and
the Recitation 620
Overview 621
Why Not Abandon Classroom Teaching? 622
Recent Major Reviews
Classroom Seatwork and Recitation 623
Seatwork 623
Variables in Seatwork: Academic Learning Time/
Improving Academic Learning Time
The Recitation 627
Teacher Structuring Behaviors/Teacher Soliciting
Behaviors/Teacher Reacting Behaviors
The Importance of the Melody 647
Summary 648
CONTENTS
SECTION G
Measurement and Evaluation 651
CHAPTER 25
Basic Concepts in Measurement and
Evaluation 652
Overview 653
Measurement 654
Systematic Procedures/Measuring/Sample/
Behavior/Evaluation/Standards and Norms/
Norm-Referenced Testing/Criterion-Referenced
Testing
Reliability 662
Test-Retest Reliability/Improving Reliability
Validity 696
Content Validity/Construct Validity/Criterion
Validity/Recap
Evaluation 670
Formative Evaluation/Summative Evaluation
Summary 672
CHAPTER 26
Standardized Tests and the
Teacher 676
Overview 675
Advantages and Special Uses of Standardized
Tests 678
Types of Standardized Tests Used in
Schools 680
Aptitude tests/Standardized Achievement Tests/
The Difference Between Aptitude and
Achievement Tests/Noncognitive Tests
Selecting Standardized Tests 685
Questions to Ask When Selecting Standardized
Tests/Sources of Information on Standardized
Tests
Administering Standardized Tests 692
Interpreting Standardized Tests 693
Ranking/Percentile Ranks/Frequency
Distributions, Medians, and Means/Standard
Scores/Age and Grade Norms
Summary 698
CHAPTER 27
Teacher-Made Tests 700
Overview 701
Determining What Kinds of Achievement Are
Important 703
Domain-Referenced Testing/The Table of
Specifications
Choosing Among Types of Test
Questions 706
Essay us Short-Answer Questions/Supply vs
Select Short-Answer Questions/True-False,
Multiple-Choice, and Matching Questions
Writing Test Questions 711
Writing and Grading Essay Tests/Writing
Multiple-Choice Items/Types of Multiple-Choice
Items
After Testing, What? 719
Item Analysis With Criterion-Referenced Tests/
Item Analysis With Norm-Referenced Tests/
Modifying Achievement Tests to Reflect Purpose
The Microcomputer and Teacher-Made
Tests 725
Summary 725
CHAPTER 28
Grading and Marking 278
Overview 729
Why Evaluate Students? 730
Common Questions about Testing, Grading,
and Marking 732
CONTENTS Xi
Goals of a Student-Evaluation System 737 Sensibility and Humaneness 751
Sources of Evidence 738 Summary 751
Tests/Observations/Teachers Thoughts While
Giving Grades Credits 754
Referencing a Reporting System 741
Absolute Standards/Relative Standards Author-Reference Index 755
Types of Reporting Systems 743
Report Cards/Other Reporting Media Subject Index 792
|
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| spelling | Gage, Nathaniel L. 1917-2008 Verfasser (DE-588)131444670 aut Educational psychology N. L. Gage ; David C. Berliner 3. ed. Boston u.a. Houghton Mifflin 1984 XIV, 809 S. Ill. txt rdacontent n rdamedia nc rdacarrier Psychopédagogie Educational psychology Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf 1\p (DE-588)4151278-9 Einführung gnd-content Pädagogische Psychologie (DE-588)4044321-8 s DE-604 Berliner, David C. 1938- Verfasser (DE-588)131683160 aut HEBIS Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=000211718&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Gage, Nathaniel L. 1917-2008 Berliner, David C. 1938- Educational psychology Psychopédagogie Educational psychology Pädagogische Psychologie (DE-588)4044321-8 gnd |
| subject_GND | (DE-588)4044321-8 (DE-588)4151278-9 |
| title | Educational psychology |
| title_auth | Educational psychology |
| title_exact_search | Educational psychology |
| title_full | Educational psychology N. L. Gage ; David C. Berliner |
| title_fullStr | Educational psychology N. L. Gage ; David C. Berliner |
| title_full_unstemmed | Educational psychology N. L. Gage ; David C. Berliner |
| title_short | Educational psychology |
| title_sort | educational psychology |
| topic | Psychopédagogie Educational psychology Pädagogische Psychologie (DE-588)4044321-8 gnd |
| topic_facet | Psychopédagogie Educational psychology Pädagogische Psychologie Einführung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=000211718&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT gagenathaniell educationalpsychology AT berlinerdavidc educationalpsychology |