Psychology and the teacher:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London u.a.
Cassell
1993
|
| Ausgabe: | 5. ed. |
| Schriftenreihe: | Cassell education series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVI, 429 S. graph. Darst. |
| ISBN: | 0304326518 0304326496 |
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Datensatz im Suchindex
| _version_ | 1804124188766633984 |
|---|---|
| adam_text | Psychology
and the Teacher
Fifth Edition
Dennis Child
Professor of Educational Psychology (Emeritus)
University of Leeds
CASSELL
Contents
Preface to Fifth Edition xiii
Preface to First Edition xv
1 Psychology and Education 1
The study of psychology 1
Approaches to psychology 2
Branches of psychology 2
Educational psychology 3
In the future 5
Reading the research literature 6
Summary 7 Enquiry and discussion 7
Notes and references 8 Further reading 9
2 The Nervous System 10
Organization of the nervous system 11
Receptors 13
Vision 13
Hearing 14
Touch 14
Transmission 15
The structure of the brain 16
Behaviour and the brain 18
The brain stem 18
Hypothalamus 19
Thalamus 20
The limbic system 20
Cerebral hemispheres 20
Cerebellum (or little brain) 23
Memory and the brain 24
vi Psychology and the Teacher
Emotion and the brain 25
Heredity 28
The genotype and phenotype 29
Maturation 30
Summary 30 Enquiry and discussion 31
Notes and references 31 Further reading 34
3 Human Motivation 35
Introduction 35
Motivation theories 36
Instinct theories 36
Drive and need theories 39
Cognitive theories 41
Common ground between theories 42
Motivation applied in education 44
A pragmatic view of needs: Maslow s hierarchy 45
Extrinsic and intrinsic motivation 47
Achievement motivation f
Attribution theory and expectation 55
Drive and performance 58
Stress 60
Definition 60
Stress in teachers 62
Stress in pupils 63
Summary 64 Enquiry and discussion 65
Notes and references 66 Further reading 71
4 Attention and Perception 72
The meaning of sensation, attention and perception 73
Attention 73
Broadbent s filter theory 74
The factors which influence attention 76
Perception 79
The nature of perception 81
Visual illusions and perceptual constancy 82
Perceptual style 83
The search for meaning 84
Perception and the teacher 85
Summary 86 Enquiry and discussion 87
Notes and references 88 Further reading 89
5 Learning Theory and Practice 90
The task of learning theorists 91
Two approaches to learning 92
The behaviourists (or connectionists) 93
Contents vii
J B Watson (1878-1958) 93
E L Thorndike (1874-1949) 93
I P Pavlov (1849-1936) 94
C L Hull (1884-1952) 96
B F Skinner (1904-1990) 97
The cognitive approach 99
Learning theories and teaching children 101
Motivation 101
Habits and learning sets 102
Knowledge of results 102
Whole or part learning 103
Schematic v rote learning 103
Active v passive learning and learning by discovery 104
Insightful learning 106
Behaviour modification: social and academic learning 107
Rewarding and/or ignoring behaviour 107
Modelling 108
Shaping methods in classrooms 109
Token economies 109
Applied behavioural methods in classroom management 110
Programmed instruction using teaching machines 112
The place of programmed instruction in schools 114
Models of instruction 116
Summary 120 Enquiry and discussion 121
Notes and references 122 Further reading 124
6 Learning and Memory 125
Information-processing model of memory 126
Storage 126
Sensory register 126
Short-term or working memory (STM) 127
Long-term memory (LTM) 128
Retrieval (recall, remembering) 130
Forgetting 131
Reminiscence 132
Massed and distributed practice 133
A curve of forgetting 133
Serial learning 134
Aids to learning 135
Learning to learn (metacognition) 136
Organization 137
Place to study 137
Time of day and length of study 138
Personal problems 138
The peer group 139
Meaningfulness of task 139
viii Psychology and the Teacher
Revision 140
Whole and part learning 141
Reading 141
Transfer of training 144
An overview: Gagne s conditions of learning 145
Summary 148 Enquiry and discussion 149
Notes and references 149 Further reading 151
7 Concept Formation and Cognitive Development 152
Concepts 153
Some characteristics of concepts 155
Piaget s theory of cognitive development 157
Piaget s stages of development 159
Some criticisms of Piaget s theory 167
Implications of Piaget s work for the teacher 169
Information-processing approach to cognitive development 170
Concept attainment 171
Vygotsky (1896-1934) 171
Bruner s strategies 172
Summary 175 Enquiry and discussion 175
Notes and references 176 Further reading 179
8 Language and Thought 180
Characteristics of spoken language 181
The functions of spoken language 182
Language acquisition 183
The onset of language 183
Vocabulary growth 186
Language and thought 189
Origins of language and thought 189
Cognitive growth and representation 190
Language and meaning 193
Non-verbal communication 195
Teaching language skills 196
In the home 196
At school 199
Summary 201 Enquiry and discussion 202
Notes and references 202 Further reading 205
9 Human Intelligence 206
The nature of intelligent behaviour 207
Intelligence A, B and C 208
Information processing and intelligence 209
Multiple intelligences 209
Intelligence testing 210
Contents ix
The work of Binet 210
Modern test design 212
Intelligence test items 214
Some uses of intelligence tests 218
Verbal group tests 218
Non-verbal group tests 219
Individual tests 219
Selection tests 219
Tests for babies 220
Gifted children 220
Factors influencing measured intelligence 221
Age 221
Coaching and practice 223
Effects of home and school 223
Heredity and environment 225
The structure of abilities 228
Summary 231 Enquiry and discussion 233
Notes and references 234 Further reading 236
Answers to intelligence test items 236
10 Creative Thinking 238
Defining creativity 239
Assessing creativity 240
Creative people: biographical studies 240
Divergent thinking 242
The creative process 244
Divergent thinking and intelligence 246
Divergent thinking and subject bias 247
Creativity and the classroom 248
Brainstorming and lateral thinking 249
Summary 250 Enquiry and discussion 251
Notes and references 252 Further reading 254
11 Personality and Leadership 255
Theories of Personality 257
(a) Naive approaches to personality 257
(b) The humanist approaches to personality 259
Self-concept 260
(c) Intuitive theories of personality 262
Basic principles relating to Freud s work 262
(d) Inferential theories of personality 265
Eysenck s work 265
R B Cattell 268
Kelly s personal construct theory 268
Type A behaviour (personality) 269
Personality and school achievement 270
x Psychology and the Teacher
The assessment of personality 271
Sheldon s typology of physique and personality 272
Physical experiments and personality 272
Self-rating inventories of personality 273
Attitude and interest inventories 274
Projection techniques 275
Class management 276
Leadership 276
Problems of class management 277
Learning and teaching styles 279
Styles and pupil performance 280
Summary 283 Enquiry and discussion 284
Notes and references 284 Further reading 288
12 Education for Special Needs 289
The Warnock Report 290
The aims of special educational provision 291
Identifying and assessing children with SEN 292
Procedures and assessment 292
Statementing 292
Intellectual disability (including language) 293
Slow learners with low intellectual ability 296
Slow learners who are retarded 297
Severe learning difficulties 297
Emotional problems 298
Autistic children 300
Social and behavioural problems 301
Some social disadvantages 301
Compensatory programmes 303
Delinquency 303
Education of the physically and motor impaired 304
Summary 305 Enquiry and discussion 307
Notes and references 307 Further reading 309
13 Educational Assessment 310
Some purposes of examinations 311
Attainment 311
Diagnosis 311
Prediction 312
Providing and maintaining standards 312
Motivation 312
Development 313
Social (and administrative) engineering 313
Limitations 313
Reliability 314
Validity 316
Comparability 317
Contents xi
The examinee 317
Curriculum 318
Kinds of assessment in use 319
Conventional written examinations 319
Objective-type examinations 319
Continuous (intermittent) assessment 323
Oral and practical examinations 324
Case history and interpretive questions 324
Standardized tests 325
Grade-related criterion tests 326
Rating scales and checklists 326
Advantages and limitations of objective examinations 327
Advantages 327
Limitations 327
Profiles and records of achievement in schools 329
The Assessment of Performance Unit 330
Summary 331 Enquiry and discussion 332
Notes and references 333 Further reading 335
Answers to test items 335
14 Standardization and Item Analysis 337
Standardization of examination marks 337
Tabulation 338
Graphical representation 339
Distributions 339
Means 341
Standard deviation 343
Standardization 345
Cumulative frequency 345
Standard scores and percentage of a population 347
Item analysis 348
Test blueprint 348
Test item design 349
Summary 352 Enquiry and discussion 353
Notes and references 353 Further reading 355
15 Vocational Development and Guidance 356
Theories of vocational development 357
Ginzberg s theory 357
Super s view of occupational development 362
Holland s theory 364
Blau s conceptual model 366
Careers education and guidance 368
Careers teachers/co-ordinators 368
Therapeutic (personal) counsellors 369
Some determinants used in vocational counselling 370
xii Psychology and the Teacher
Summary 374 Enquiry and discussion 374
Notes and references 376 Further reading 379
16 The Curriculum Process 380
The meaning of curriculum process 381
Objectives 383
Bloom s taxonomy 384
Task analysis 384
Devising curriculum objectives 385
Defining objectives 389
Criticisms of behavioural objectives 390
Knowledge or subject content 390
Learning experiences 391
Evaluation 392
Curriculum planning and the teacher 393
Curriculum trends 394
The National Curriculum 395
Summary 396 Enquiry and discussion 397
Notes and references 397 Further reading 399
17 Psychological Research and Education 400
Limitations of research in psychology of education 403
The nature of educational research 404
Summary 405 Enquiry and discussion 405
Notes and references 406 Further reading 406
Name Index 407
Subject Index 417
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