Educational psychology:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York
Harcourt Brace Jovanovich
1977
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| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XX, 875 S. Ill., graph. Darst. |
| ISBN: | 0155208837 |
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Datensatz im Suchindex
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| adam_text | Titel: Educational psychology
Autor: Cronbach, Lee J
Jahr: 1977
CONTENTS PREFACE PART ONE How Psychological Inquiry Contributes to Education 3 PSYCHOLOGICAL VIEWPOINTS 5 The Value of Psychological Viewpoints in Education 6 The Place of Scientific Inquiry 6 The Fruits of Educational Research 10 Scientific Approaches to Educational Issues 16 Bases for Evaluating Assumptions 16 Intellectual Styles of Psychologists 19 WHAT SCHOOLS ARE TRYING TO ACCOMPLISH 37 Schooling as a Part of Socialization 41 The Socializing Process 41 The School As Socializing Agency 43
Aims of Socialization 45 Competence in Solving Problems 45 Goals and Interests 47 Effective Relations with Others 48 Confidence and Self-Respect 48 Acceptance of Social Values 48 Autonomy As a Crucial Value 51 Making Educational Aims Clear and Explicit 57 How the Behaviorist Formulates Training Objectives The Cognitive-Developmental Style for Stating Objectives 64 The School and Social Opportunity 70 PROCESSES IN BEHAVIOR AND IN LEARNING 77 Initial Conditions of a Learning Episode 78 Characteristics that Make Up Readiness 78 The Situation 80 During the Episode: Action and Reaction 85 Perceiving and Interpreting 86 Making a Provisional Try 87 Outcomes 91 Categories of Learning 92 Gagne’s Types of Learning 94 Learning Processes Seen in the Classroom 97 A Reading Class 97 A Typing Class 100 Tasks of the Teacher 103 4 MODES OF INVESTIGATION IN EDUCATIONAL PSYCHOLOGY 109 Experiments on Learning in Artificial Conditions 109 A Two-Group Example: Training Children To Copy Forms 110 A Four-Group Example: Training in Copying and Discrimination 113 Some Statistical Concepts 117 Experiments on Learning in the Classroom 121 Example: Two Ways to Subtract 122 Asking Good Questions 124 XII CONTENTS
A Case Study: Hidden Dependency 127 Correlational Research 133 Interpreting Correlation Coefficients 134 Example: Correlates of Honest Behavior 135 Studying Interaction of Person and Situation 141 Example: Student Style and Teacher Style 141 PART TWO Readiness and Its Development THE STREAM OF DEVELOPMENT 149 Physical Maturing As the Base of Readiness 151 Normal Trends in Physical Development 152 Educational Implications of Growth 158 Neural Maturation 159 Early Stimulation and Instruction: Pro and Con 163 Cultural Pressures and Opportunities 169 The Environment Widens 169 The Child’s Social Group Expands 171 Roles Become More Varied 173 Developmental Tasks 1 78 The Development and Satisfaction of Needs 185 Need for Affection 185 Need for Secure Relations with Authority 188 Need for Approval of Peers 1 89 Need for Autonomy 196 Need for Competence and Self-Respect 198 MOTIVATIONAL DEVELOPMENT: EFFECTS OF HOME AND COMMUNITY 205 Psychological Differences Among Homes 205 Providing Emotional Support 207 Fostering Autonomy 208 Encouraging Achievement 213 Promoting Cognitive Development 21 6 147 CONTENTS XIII
Characteristics of Cultural Subgroups 21 6 Social Status and Its Correlates 21 6 Minority Groups 221 Assessing the Student As a Person 227 Bill Chelton: A Bright Boy 228 Observing Students 232 Obtaining Peer Judgments 237 The Student’s View of Himself 240 Evaluating Adjustment 243 Implications of Personality Traits for Success 247 ASSESSING ABILITIES 253 Measuring Tool Skills 254 Reading 255 Other Prerequisite Achievements 258 Study Skills and Work Methods 261 Test Characteristics 264 The Test As a Work Sample 265 Norms 269 Motivational Influences in Ability Tests 271 Measuring Scholastic Aptitude 273 Tests Given Individually 277 Group Tests 280 The Varieties of Mental Ability 284 Ability to Learn 284 Fluid Ability 285 Abilities with Vocational Significance 288 Predicting Success in School and Work 290 Prediction of Achievement 291 Aptitude and Academic Decisions 294 8 NATURE AND ORIGINS OF GENERAL ABILITIES 307 Stability and Change of Individual Differences 307 Correlations As Summaries of Change in Standing Correlations over Time 309 Consistency in Individual Records 311 Stability of Profiles 312 Heritability of Test Performance 313 How Heritability is Defined and Assessed 313 Findings from Mental Tests 315 308 XIV CONTENTS
Developmental Influences 320 How Environment Affects Ability 320 Comparisons among Cultural Groups 323 The Course of Intellectual Development 327 Construction of Schemata 328 Stages Toward Mature Intellectual Control: Piagetian Theory 332 Ability in Adulthood 340 Possible Bias from Tests or Failure to Test 343 INDIVIDUAL DIFFERENCES AND SCHOOL PRACTICE 351 Can Mental Development be Accelerated? 352 An Experiment with the Mentally Handicapped 354 Evidence on Compensatory Education 357 Points of View in Compensatory Education 362 School Organization to Accommodate Developmental Differences 370 Age Placement of Educative Experiences 370 Ability Grouping 375 Providing for Students with Low General Ability 378 Diversifying Assignments and Activities 382 Fundamental Learning Processes 391 SKILLS 393 Marks of Expertness 396 Immediate Response Replaces Awkward Trial 396 Subtle Cues Are Used 400 Mistakes Are Caught Before They Happen 401 Movements Are Linked Up 408 Performance Holds Up under Difficult Conditions 409 contents XV
Analyzing Tasks and Modifying Them for Instruction Reducing the Complex Situation 416 Realism 418 Variety 420 Aids to Interpretation 421 Making Practice Effective 425 The Function of Active Practice 425 Monitoring 426 The Practice Schedule 429 Measures of Performance During Training and Later Training Records 430 Retention and Transfer 434 PERCEIVING AND REMEMBERING 441 Learning to Learn 441 How Memory Operates 448 Short-Term Storage 449 Long-Term Storage 452 Forgetting and Relearning 455 Reconstructing a Response from Memory 460 Acquiring Verbal Associations 462 Organizing Content for Storage 469 Learning to Interpret 473 Discrimination 473 Perceiving Patterns 477 Verbal Concepts 481 THE STUDENT’S COMMUNICATIONS, AND THE SCHOOL’S 489 The Development of Language Skill 490 Shortcomings in Language Skill 491 Cultural Variations in Language 497 Improving Comprehension and Expression 503 Comprehension 503 The Student’s Communications 507 Instructional Communications 508 Experience As the Base for Meaning 508 Readable Writing 514 Organizing the Instructional Message 522 413 430
Exercises to Teach Principles and Procedures 525 Standarized Instructional Procedures 528 Sequencing of Subskills 533 External Control of Sequence and Pacing 537 Effectiveness of Instruction by Computer 540 PROBLEM SOLVING 543 Teaching Specific Principles: The Inductive Approach Thinking As a Skill 549 Imagery and Symbolic Thought As Complementary Processes 551 Divergent and Convergent Processes 554 Resources for Problem Solving 557 Motivation and Style 557 Cognitive Restructuring 566 Instruction in Problem Solving 571 Adventurous Inquiry: Learning to Create Knowledge Curricular Examples 578 The Teacher’s Role 581 Promoting Cumulative Learning 584 PART FOUR Planning, Motivation, and Evaluation 591 PURPOSES AND CONSEQUENCES 593 How Goals Function 595 Multiple Goals 595 Remote Goals 595 How Aspirations Are Set 601 The Influence of Success and Failure 603 Group Standards 610 544 576 CONTENTS XVÌÌ
Reinforcement in the Course of New Learning 616 Categories of Reinforcement 617 Informative Feedback 618 Effect of Pleasant Consequences on Effort 619 Maintaining Habits and Extinguishing Them 624 The Token Economy 624 Discouraging An Act That is Not Desired 625 Personality and Goal Setting 633 Reactions to Thwarting 634 Adaptive and Maladaptive Responses 634 Implications for Teaching 639 Defensive Motivation Intellectual Performance 642 THE TEACHER AS CLASSROOM LEADER 647 Styles of Planning and Control 648 Analysis 651 An Undirected Class in Art 652 Group Planning in an English Class 655 Factors Limiting the Teacher’s Choice of Control Pattern 659 Consequences of Systematic Planning 660 Teacher Warmth and Its Consequences 664 The Impersonal and Supporting Styles 664 Effects on Behavior 666 Interaction of Teacher Style and Student Needs 667 Disciplinary Problems As Failure of Leadership 672 Motivation for Instruction 675 Setting Definite Goals 675 Competition 677 Marking 680 ASSESSING PROGRESS IN LEARNING 683 Functions of Evaluation 684 Motivation 684 Monitoring 685 Merit Rating 686 Program Evaluation 688
Qualities Desired in a Testing Procedure 690 Comprehensiveness 690 Fairness 695 Reliability 699 Test Development 700 Choice-Response Tests 702 Constructed-Response Tests 708 Performance Observation 714 Content-Referenced Scales for Reporting Performance 718 Evaluation Plans 721 Formative Evaluation 721 Summative Evaluation of Student and Program Beliefs, Feelings, and Character 735 ATTITUDE DEVELOPMENT AND ATTITUDE CHANGE 737 Attitudes As Meanings 739 Action, Affect, and Cognition 739 Generalization of Attitudes 742 Appraising Attitudes 744 Techniques for Collecting Data 744 Evaluation in the Affective Domain 748 Attitude Formation: A Developmental Process 750 Techniques Used to Shape Attitudes 753 Learning from Models 754 Figures with Whom the Learner Identifies 755 Models Offered by the School 759 Teaching Facts About the Attitude-Object 767 Persuasion 770 The Persuasive Communication 771 Active Response to the Issue 777 Learning Through Activities 778 724 CONTENTS YIY
CHARACTER 783 Character Structures 784 Five Levels of Character 786 How Unified is Character? 794 Character Formation As a Developmental Process Defiance and Delinquency 802 Conformity 803 Rational Self-Discipline 804 Educating for Character 807 Practice to Shape Habits of Conduct 808 Verbal Teaching 811 Promoting Adjustment 816 BIBLIOGRAPHY 823 AUTHOR INDEX 861 SUBJECT INDEX 869 800 XX CONTENTS
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| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| edition | 3. ed. |
| format | Book |
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| spelling | Cronbach, Lee J. 1916-2001 Verfasser (DE-588)119031663 aut Educational psychology Lee J. Cronbach 3. ed. New York Harcourt Brace Jovanovich 1977 XX, 875 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Educational psychology Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf (DE-588)4151278-9 Einführung gnd-content Pädagogische Psychologie (DE-588)4044321-8 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=004874816&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Educational psychology |
| title_auth | Educational psychology |
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| title_full | Educational psychology Lee J. Cronbach |
| title_fullStr | Educational psychology Lee J. Cronbach |
| title_full_unstemmed | Educational psychology Lee J. Cronbach |
| title_short | Educational psychology |
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| topic_facet | Educational psychology Pädagogische Psychologie Einführung |
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