Psychological foundations of education: an introduction to human motivation, development, and learning
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York u.a.
Harper & Row
1980
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| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIV, 545 S. |
Internformat
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Datensatz im Suchindex
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| adam_text | Titel: Psychological foundations of education
Autor: Bigge, Morris L
Jahr: 1980
CONTENTS Preface ix In Memoriam xiii 1. INTRODUCTION: WHAT ARE SOME PRESSING ISSUES IN EDUCATIONAL PSYCHOLOGY TODAY? 1 How Does Philosophy Relate to Science? 1 What Is the Present State of Psychology—Eclectic or Systematic? 5 What Has Been the Role of Systematic Thinking in the History of Science? 8 What Are Some Examples of Opposed Systematic Views in Psychology? 13 Why Is Eclecticism Profuse Among Educational Psychologists? 21 Why Has Education Been Under Attack? 23 Part I WHY IS AN UNDERSTANDING OF MOTIVATION IMPORTANT TO CLASSROOM TEACHERS? 2. WHY DO TEACHERS NEED TO UNDERSTAND THEORIES OF MOTIVATION? 29 How Has Ignoring Motivation Affected Education? 30 Where Do Motives Come From? 34 What Are Some Prescientific Theories of Inner Motivation? 34 What Are Some Theories of Outer Motivation? 43 What Is an Interactive View of Motivation? 46 Hi
iv CONTENTS 3. WHAT ARE SOME MECHANISTIC THEORIES OF MOTIVATION? 52 What Are Some Scientific Instinct Theories of Motivation? 52 What Are Some Drive Theories of Motivation? 59 What Was Hull’s Drive Theory of Motivation? 60 What Are the Implications of Drive Theory for Education? 63 How Do Reinforcement Theorists View Motivation? 64 How Does the Accountability Movement Relate to Reinforcement Theory? 69 4. WHAT ARE SOME IMPORTANT NONMECHANISTIC THEORIES OF MOTIVATION? 75 How Does Self-Actualization Theory View Motivation? 75 How Have Cognitive Learning Theorists Viewed Human Motivation? 80 What Is the Field Theory of Motivation? 85 How Do Cognitive-Field Psychologists View Motivation? 88 5. WHAT IS ACHIEVEMENT MOTIVATION? 96 How Should This Chapter Be Studied? 97 What Are Some Key Features of Early Achievement Motivation Theory? 98 How Has the Cognitive-Attribution Theory of Achievement Motivation Developed? 103 What Are Some Implications of Achievement Motivation Theory for Classroom Teaching? 114 6. HOW DOES HUMAN BIOLOGY CONTRIBUTE TO HUMAN PSYCHOLOGY? 121 What Is the Present State of Human Biology? 121 How Do Neurons Function? 125 What Do We Know About the Structure and Functions of the Human Brain? 131 What Is Biofeedback and How Does It Work? 138 How May Biofeedback Be Used Therapeutically? 143 How May Neurobiology Aid in Motivating Students? 145 PART II HOW DO HUMAN BEINGS DEVELOP? 7. WHAT IS THE NATURE AND COURSE OF PSYCHOLOGICAL DEVELOPMENT THROUGH THE ELEMENTARY SCHOOL YEARS? 154 How May We Think of a Child as a Purposive Person Who Develops Through Interaction with His or Her Psychological Environment? 155
CONTENTS v What Are the Aspects of “Normal” Psychological Development Through the Elementary School Years? 160 What Is the Course of Psychological Development During the Preschool Ages 3 and 4? 161 What Is the Course of Psychological Development During the Early Elementary School Period (Ages 5 Through 8) ? 166 What Is the Course of Psychological Development During the Middle Elementary Years (Ages 9 Through 11) ? 175 8. WHAT IS THE PSYCHOLOGICAL MEANING OF ADOLESCENCE? 184 What Are the Physiological Changes of Adolescence? 185 What Is the Sociological Significance of Adolescence? 190 What Is the Psychological Meaning of Adolescence? 199 PART III HOW DO HUMAN BEINGS LEARN? 9. WHY IS CLASSROOM LEARNING A PROBLEM? 219 What Is a Learning Theory? 221 Why Are There Theories of Learning? 222 How Are Learning Theories Evaluated? 224 What Learning Theories Are Reflected in School Practice? 225 What Concepts Characterize the Respective Learning Theories? 231 10. WHAT EARLY THEORIES OF LEARNING ARE REFLECTED IN CURRENT SCHOOL PRACTICES? 240 What Is Mental Discipline? 240 What Is Learning Through Unfoldment or Self-Actualization? 252 What Is Apperception? 254 11. WHAT ARE THE TWO MAJOR FAMILIES OF CONTEMPORARY LEARNING THEORY? 268 What Are the Historical and Ideological Roots of Current Behaviorisms? 270 What Are the Origins of Gestalt-Field Psychology? 276 What Is the Philosophical Thinking Behind the Two Psychological Families? 279 12. HOW DO THE TWO FAMILIES OF CONTEMPORARY LEARNING THEORY DESCRIBE THE LEARNING PROCESS? 287 Is Learning Stimulus-Response Conditioning? 287 Is Learning Development of Insight? 292 What Does Motivation Mean for Each Family? 296 How Is Observable Behavior Change Related to Learning? 299 Do Human Beings and Lower Animals Learn Alike? 301 How Do Adherents of the Two Learning Families Describe the Thinking Process? 305
vi CONTENTS 13. HOW DOES SKINNER’S OPERANT CONDITIONING WORK? 313 How Has Skinner Used Animals to Study Operant Reinforcement? 315 What Psychological Theory Underlies Skinners Teaching Procedures? 317 How Is Operant Conditioning Nonphysiological and Nonphenomenological? 319 What Is the Nature of Operant Conditioning or Reinforcement? 323 What Are the Processes of Operant Reinforcement and Extinction? 325 What Does Skinner’s Operant Conditioning Imply About the Nature of Transfer of Learning? 329 How May Operant Conditioning Be Applied to Schoolroom Practices? 332 14. WHAT IS THE COGNITIVE-FIELD THEORY OF LEARNING? 345 What Is the Purpose of Cognitive-Field Learning Theory? 346 What Is an Insight? 347 How Might We Teach Insightfully? 348 How Does Cognitive-Field Learning Theory Differ from the Stimulus-Response Conditioning Theories? 352 What Are the Key Constructs of Cognitive-Field Theory? 361 15. HOW DO COGNITIVE-FIELD THEORISTS USE THE CONCEPT OF LIFE SPACE? 372 What Psychological Processes Characterize One’s Life Spaces? 372 How Is Learning a Change in Insight or Cognitive Structure? 378 How May the Cognitive Structures of Life Spaces Change? 380 How Does Cognitive-Field Psychology Treat Transfer of Learning? 382 What Is the Meaning of Cognitive-Field Psychology for Teaching Situations? 384 16 . HOW DO ECLECTIC THEORISTS DEAL WITH LEARNING? 392 How Does Gagné’s Behavioristic-Eclectic Psychology Describe the Learning Process? 392 How Does Bruner’s Cognitive-Oriented Eclectic Psychology Treat Learning and Teaching? 398 PART IV HOW MAY PSYCHOLOGY BE APPLIED TO CLASSROOM SITUATIONS? 17. HOW IS INTELLIGENCE RELATED TO TEACHING AND LEARNING? 410 How Have Mental Disciplinarians Viewed Intelligence? 413 How Do Psychedelic Humanists View Intelligence? 415
CONTENTS vii How Have Herbartian Apperceptionists Viewed Intelligence? 416 How Have Scientific Psychologists Approached the Study of Intelligence ? 417 How Do Contemporary Behaviorists View Intelligence? 421 What Do Cognitive-Field Psychologists Mean by Intelligence? 421 18. HOW IS INTELLIGENCE MEASURED? 428 How Have Intelligence Tests Been Developed? 429 What Is the Meaning of IQ? 431 How Are Intelligence Tests Administered and Evaluated? 433 How Are Intelligence Test Scores Related to the Heredity-Environment Issue? 441 How Can We Make the Best Use of Intelligence Tests? 443 19. HOW IS TEACHING RELATED TO LEARNING? 448 What Is the Role of Teachers in Modem America? 448 What Are the Levels of Teaching and Learning? 453 What Is the Autonomous Development Level of Teaching and Learning? 459 Can Autonomous Development Be Tested? 462 What Is the Memory Level of Teaching and Learning? 462 What Testing Procedures Are Appropriate to Memory Level Teaching and Learning? 464 20. HOW MAY TEACHERS TEACH FOR EXPLANATORY UNDERSTANDING? 466 How Did Herbart’s Apperception Theory Involve Understandings? 468 How Were Judd’s Generalizations Explanatory Understandings? 468 How Have Morrison’s Ideas Promoted Explanatory Understanding Level Teaching? 470 How Are Gagne’s High-Order Rules Related to Explanatory Understanding? 472 How Does Bruner Emphasize Teaching for Understanding Through Conceptualization? 473 How May the Explanatory Understanding Level of Teaching Be Improved? 473 21. HOW DO REFLECTIVE TEACHING AND LEARNING PROCEED? 481 How May a Class Reflectively Study the Pony Express? 482 How Does Reflective Thinking and Learning Differ from Classical-Humanistic Reasoning? 485 How Is Reflection Level Learning Promoted? 487 When Is a Problem a Problem? 488 How Does Problem Raising Proceed? 494
viii CONTENTS How Does Problem Solving Proceed? 503 How Can Classroom Atmosphere Promote Reflective Learning? 509 In What Subject Areas Is Reflective Teaching Applicable? 514 How Are Projects and Units Related to Teaching for Understanding? 515 What Is Unique About the Reflection or Exploratory Understanding Level of Evaluation? 519 How Effective Is Reflective Teaching? 520 EPILOGUE: HOW MIGHT COGNITIVE-FIELD PSYCHOLOGY PROVIDE AN EMERGENT TEACHING THEORY AND PRACTICE? 529 How Satisfactory Are the Theories of Learning that Have Preceded Cognitive-Field Theory? 530 What Is tHfe Cognitive-Field Emphasis in Teaching? 531 How Does Cognitive-Field Psychology Eliminate Weaknesses of Both Traditionalism and Permissivism? 532 NAME INDEX 535 SUBJECT INDEX 537
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| discipline | Pädagogik |
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| spelling | Bigge, Morris L. Verfasser aut Psychological foundations of education an introduction to human motivation, development, and learning Morris L. Bigge and Maurice P. Hunt 3. ed. New York u.a. Harper & Row 1980 XIV, 545 S. txt rdacontent n rdamedia nc rdacarrier Psychopédagogie Educational psychology Psychology, Educational Hunt, Maurice P. Verfasser aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=003516115&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Bigge, Morris L. Hunt, Maurice P. Psychological foundations of education an introduction to human motivation, development, and learning Psychopédagogie Educational psychology Psychology, Educational |
| title | Psychological foundations of education an introduction to human motivation, development, and learning |
| title_auth | Psychological foundations of education an introduction to human motivation, development, and learning |
| title_exact_search | Psychological foundations of education an introduction to human motivation, development, and learning |
| title_full | Psychological foundations of education an introduction to human motivation, development, and learning Morris L. Bigge and Maurice P. Hunt |
| title_fullStr | Psychological foundations of education an introduction to human motivation, development, and learning Morris L. Bigge and Maurice P. Hunt |
| title_full_unstemmed | Psychological foundations of education an introduction to human motivation, development, and learning Morris L. Bigge and Maurice P. Hunt |
| title_short | Psychological foundations of education |
| title_sort | psychological foundations of education an introduction to human motivation development and learning |
| title_sub | an introduction to human motivation, development, and learning |
| topic | Psychopédagogie Educational psychology Psychology, Educational |
| topic_facet | Psychopédagogie Educational psychology Psychology, Educational |
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