Building expertise: cognitive methods for training and performance improvement
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
San Francisco, CA
Pfeiffer
2008
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVI, 495 S. Ill., graph. Darst. |
| ISBN: | 9780787988449 |
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| 245 | 1 | 0 | |a Building expertise |b cognitive methods for training and performance improvement |c Ruth Colvin Clark |
| 250 | |a 3. ed. | ||
| 264 | 1 | |a San Francisco, CA |b Pfeiffer |c 2008 | |
| 300 | |a XVI, 495 S. |b Ill., graph. Darst. | ||
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| 500 | |a Includes bibliographical references and index | ||
| 650 | 7 | |a Cognitie |2 gtt | |
| 650 | 7 | |a Personeelsopleiding |2 gtt | |
| 650 | 4 | |a Employees |x Training of | |
| 650 | 4 | |a Learning, Psychology of | |
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Datensatz im Suchindex
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| adam_text | CONTENTS
Introduction to the Third Edition: Getting the Most
from This Resource xv
PART I. FOUNDATIONS OF BUILDING EXPERTISE 3
Chapter 1: Expertise in the Global Economy 5
The Value of Expertise 5
What Is an Expert? 7
Seven Lessons Learned About Experts 9
Chapter 2: Four Ingredients of Instruction 17
Which Media Are Best for Learning? 18
Four Components of Learning 19
Three Views of Learning 21
Four Instructional Architectures 23
Chapter 3: No Yellow Brick Road 33
Instructional Components and Learning:
No Yellow Brick Road 33
Graphics and Learning: A Journey Down
the Yellow Brick Road 34
Factors That Influence Learning 40
Toward an Evidence-Based Training Profession 42
About the Numbers 43
Chapter 4: The Psychology of Building Expertise 49
Two Memories for Learning 49
Contents
The Transformation of Content into
Knowledge and Skills 54
Eight Principles for Instruction 60
PART II. BASIC LEARNING EVENTS PROVEN
TO BUILD EXPERTISE 65
Chapter 5: How Working Memory Works 67
Working Memory: The Center of Learning 68
New Content Has a Short Shelf Life in Working Memory 69
Chess, Chunking, and Capacity Limits of
Working Memory 71
What Happens When Working Memory
is Overloaded? 75
Automaticity: A Working Memory Bypass 77
Visual and Auditory Components in Working Memory 79
Why Is Working Memory So Limited? 80
Working Memory and Performance 81
Chapter 6: Managing Cognitive Load 85
The Cognitive Load Management Principle 86
Methods That Bypass Working Memory 89
Methods That Minimize Content 94
Methods to Impose Content Gradually 100
Methods to Minimize Unproductive Mental Work 102
Methods to Maximize Working Memory Capacity 105
Chapter 7: Managing Attention 111
The High Price of Attention Failure 111
The Attention Principle 112
Instructional Methods to Support Attention 114
Optimizing Attentional Capacity in the Classroom 115
Methods to Focus Attention 120
Methods to Support Selective Attention 121
Contents
What Is Divided Attention? 129
Methods to Minimize Divided Attention 131
Chapter 8: Leveraging Prior Knowledge 139
The Prior Knowledge Principle 140
Methods to Activate Prior Knowledge 141
Methods to Compensate for Limited Prior Knowledge 148
Avoid Activating Inappropriate Prior Knowledge 155
When to Use Prior Knowledge Methods 158
Chapter 9: Helping Learners Build Mental Models:
Implicit Methods 163
The Building Mental Models Principle 164
Explicit and Implicit Encoding Methods 167
Implicit Methods to Build Mental Models 169
Use Graphics to Build Mental Models 169
Personalize Your Learning Environment 177
Include Deep-Level Learning Agent Dialogs 183
Provide Examples and Encourage Their Processing 185
Provide Effective Analogies 187
Include Process Content in Your Instruction 189
Offer Cognitive Support for Novice Learners 191
Chapter 10: Helping Learners Build Mental Models:
Explicit Methods 197
Is Active Learning Better? A Tale of Six Lessons 198
Building Mental Models Principle 203
Explicit vs. Implicit Methods for Building
Mental Models 204
Maintenance vs. Elaborative Rehearsal 205
Incorporate Frequent Elaborative Practice Exercises 207
The Law of Diminishing Returns 209
Distribute Practice Assignments 212
Contents
Provide Explanatory Feedback 214
Use Effective Questioning Techniques in the Classroom 217
Promote Psychological Engagement with Graphics 219
Promote Explicit Self-Explanations of Content 220
Incorporate Collaborative Learning Opportunities 223
Minimize Note-Taking in Instructor-Led Presentations 226
Who Benefits from Practice? 227
Chapter 11: Learning vs. Performance:
The Psychology of Transfer 233
Transfer: The Bridge from Training to Performance 234
Four Tales of Transfer Failure 235
Causes of Transfer Failure 238
The Transfer Challenge 241
Specific Versus General Theories of Transfer 241
The Transfer Continuum 244
Surface Versus Deep Structure and Transfer 247
Transfer and Intelligence 248
Chapter 12: Teaching for Transfer 253
Transfer: It s All About Context 253
Teaching for Near-Transfer Performance 254
Learning Aids for Near-Transfer Learning 257
Teaching for Moderate Transfer 259
Teaching for Far-Transfer Performance 262
Learning Aids for Guided-Discovery Simulations 273
PART III. PROMOTING ADAPTIVE EXPERTISE
AND MOTIVATION 279
Chapter 13: Problem-Centered Instruction 281
The Revival of Problem-Centered Learning 282
The Benefits of Problem-Centered Design 283
Contents
Three Problem-Centered Design Models 286
Model 1: Problem-Based Learning (PBL) 286
Model 2: 4C/ID 294
Model 3: Sherlock and Cognitive Apprenticeship 298
Applying Problem-Centered Design 299
Issues in Problem-Centered Instruction 304
Reservations About Problem-Centered Instruction 306
Chapter 14: Metacognition, Self-Regulation, and
Adaptive Expertise 313
Cognition, Metacognition, and Adaptive Expertise 314
Metacognition and Self-Regulation 316
Are Learners Self-Regulated? 318
Supporting Self-Regulation During Learning 321
Domain-Specific Metacognitive Skills 327
Building Domain-Specific Metacognitive Skills 329
Chapter 15: Motivation and Expertise 337
Motivation for Learning 337
What Is Motivation? 339
External vs. Internal Views of Motivation 340
Beliefs and Learning Choices 341
Beliefs About Learning Outcomes and Persistence 346
Goal Setting and Motivation 347
Chapter 16: Motivating Your Learners 357
Instructional Environments That Motivate 357
Evidence for Managing Learner Beliefs 358
Promote Self-Confidence by Structuring for Success 359
Encourage Mastery (Progress) Goal Orientations 363
Exploit Personal and Situational Interest 365
Techniques to Promote Cognitive Situational Interest 366
Contents
Leverage Personal Interest 370
Make Values Salient 372
PART IV BUILDING EXPERTISE IN ACTION 377
Chapter 17: Practical Applications in
Building Expertise 379
Adopting Evidence-Based Practice 380
What Is an Excellent Lesson? 383
Sample 1: A Receptive Presentation 388
Sample 2: A Directive e-Lesson 393
Sample 3: A Guided-Discovery Classroom Workshop 397
Exploratory Architectures for Far-Transfer Learning 401
A Final Word 403
References 405
Glossary 431
Name Index 469
Subject Index 475
About the Author 493
AboutISPI 495
|
| adam_txt |
CONTENTS
Introduction to the Third Edition: Getting the Most
from This Resource xv
PART I. FOUNDATIONS OF BUILDING EXPERTISE 3
Chapter 1: Expertise in the Global Economy 5
The Value of Expertise 5
What Is an Expert? 7
Seven Lessons Learned About Experts 9
Chapter 2: Four Ingredients of Instruction 17
Which Media Are Best for Learning? 18
Four Components of Learning 19
Three Views of Learning 21
Four Instructional Architectures 23
Chapter 3: No Yellow Brick Road 33
Instructional Components and Learning:
No Yellow Brick Road 33
Graphics and Learning: A Journey Down
the Yellow Brick Road 34
Factors That Influence Learning 40
Toward an Evidence-Based Training Profession 42
About the Numbers 43
Chapter 4: The Psychology of Building Expertise 49
Two Memories for Learning 49
Contents
The Transformation of Content into
Knowledge and Skills 54
Eight Principles for Instruction 60
PART II. BASIC LEARNING EVENTS PROVEN
TO BUILD EXPERTISE 65
Chapter 5: How Working Memory Works 67
Working Memory: The Center of Learning 68
New Content Has a Short Shelf Life in Working Memory 69
Chess, Chunking, and Capacity Limits of
Working Memory 71
What Happens When Working Memory
is Overloaded? 75
Automaticity: A Working Memory Bypass 77
Visual and Auditory Components in Working Memory 79
Why Is Working Memory So Limited? 80
Working Memory and Performance 81
Chapter 6: Managing Cognitive Load 85
The Cognitive Load Management Principle 86
Methods That Bypass Working Memory 89
Methods That Minimize Content 94
Methods to Impose Content Gradually 100
Methods to Minimize Unproductive Mental Work 102
Methods to Maximize Working Memory Capacity 105
Chapter 7: Managing Attention 111
The High Price of Attention Failure 111
The Attention Principle 112
Instructional Methods to Support Attention 114
Optimizing Attentional Capacity in the Classroom 115
Methods to Focus Attention 120
Methods to Support Selective Attention 121
Contents
What Is Divided Attention? 129
Methods to Minimize Divided Attention 131
Chapter 8: Leveraging Prior Knowledge 139
The Prior Knowledge Principle 140
Methods to Activate Prior Knowledge 141
Methods to Compensate for Limited Prior Knowledge 148
Avoid Activating Inappropriate Prior Knowledge 155
When to Use Prior Knowledge Methods 158
Chapter 9: Helping Learners Build Mental Models:
Implicit Methods 163
The Building Mental Models Principle 164
Explicit and Implicit Encoding Methods 167
Implicit Methods to Build Mental Models 169
Use Graphics to Build Mental Models 169
Personalize Your Learning Environment 177
Include Deep-Level Learning Agent Dialogs 183
Provide Examples and Encourage Their Processing 185
Provide Effective Analogies 187
Include Process Content in Your Instruction 189
Offer Cognitive Support for Novice Learners 191
Chapter 10: Helping Learners Build Mental Models:
Explicit Methods 197
Is Active Learning Better? A Tale of Six Lessons 198
Building Mental Models Principle 203
Explicit vs. Implicit Methods for Building
Mental Models 204
Maintenance vs. Elaborative Rehearsal 205
Incorporate Frequent Elaborative Practice Exercises 207
The Law of Diminishing Returns 209
Distribute Practice Assignments 212
Contents
Provide Explanatory Feedback 214
Use Effective Questioning Techniques in the Classroom 217
Promote Psychological Engagement with Graphics 219
Promote Explicit Self-Explanations of Content 220
Incorporate Collaborative Learning Opportunities 223
Minimize Note-Taking in Instructor-Led Presentations 226
Who Benefits from Practice? 227
Chapter 11: Learning vs. Performance:
The Psychology of Transfer 233
Transfer: The Bridge from Training to Performance 234
Four Tales of Transfer Failure 235
Causes of Transfer Failure 238
The Transfer Challenge 241
Specific Versus General Theories of Transfer 241
The Transfer Continuum 244
Surface Versus Deep Structure and Transfer 247
Transfer and Intelligence 248
Chapter 12: Teaching for Transfer 253
Transfer: It's All About Context 253
Teaching for Near-Transfer Performance 254
Learning Aids for Near-Transfer Learning 257
Teaching for Moderate Transfer 259
Teaching for Far-Transfer Performance 262
Learning Aids for Guided-Discovery Simulations 273
PART III. PROMOTING ADAPTIVE EXPERTISE
AND MOTIVATION 279
Chapter 13: Problem-Centered Instruction 281
The Revival of Problem-Centered Learning 282
The Benefits of Problem-Centered Design 283
Contents
Three Problem-Centered Design Models 286
Model 1: Problem-Based Learning (PBL) 286
Model 2: 4C/ID 294
Model 3: Sherlock and Cognitive Apprenticeship 298
Applying Problem-Centered Design 299
Issues in Problem-Centered Instruction 304
Reservations About Problem-Centered Instruction 306
Chapter 14: Metacognition, Self-Regulation, and
Adaptive Expertise 313
Cognition, Metacognition, and Adaptive Expertise 314
Metacognition and Self-Regulation 316
Are Learners Self-Regulated? 318
Supporting Self-Regulation During Learning 321
Domain-Specific Metacognitive Skills 327
Building Domain-Specific Metacognitive Skills 329
Chapter 15: Motivation and Expertise 337
Motivation for Learning 337
What Is Motivation? 339
External vs. Internal Views of Motivation 340
Beliefs and Learning Choices 341
Beliefs About Learning Outcomes and Persistence 346
Goal Setting and Motivation 347
Chapter 16: Motivating Your Learners 357
Instructional Environments That Motivate 357
Evidence for Managing Learner Beliefs 358
Promote Self-Confidence by Structuring for Success 359
Encourage Mastery (Progress) Goal Orientations 363
Exploit Personal and Situational Interest 365
Techniques to Promote Cognitive Situational Interest 366
Contents
Leverage Personal Interest 370
Make Values Salient 372
PART IV BUILDING EXPERTISE IN ACTION 377
Chapter 17: Practical Applications in
Building Expertise 379
Adopting Evidence-Based Practice 380
What Is an Excellent Lesson? 383
Sample 1: A Receptive Presentation 388
Sample 2: A Directive e-Lesson 393
Sample 3: A Guided-Discovery Classroom Workshop 397
Exploratory Architectures for Far-Transfer Learning 401
A Final Word 403
References 405
Glossary 431
Name Index 469
Subject Index 475
About the Author 493
AboutISPI 495 |
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| spelling | Clark, Ruth Colvin Verfasser aut Building expertise cognitive methods for training and performance improvement Ruth Colvin Clark 3. ed. San Francisco, CA Pfeiffer 2008 XVI, 495 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Cognitie gtt Personeelsopleiding gtt Employees Training of Learning, Psychology of Organisatorisches Lernen (DE-588)4198012-8 gnd rswk-swf Organisatorisches Lernen (DE-588)4198012-8 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016795856&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Clark, Ruth Colvin Building expertise cognitive methods for training and performance improvement Cognitie gtt Personeelsopleiding gtt Employees Training of Learning, Psychology of Organisatorisches Lernen (DE-588)4198012-8 gnd |
| subject_GND | (DE-588)4198012-8 |
| title | Building expertise cognitive methods for training and performance improvement |
| title_auth | Building expertise cognitive methods for training and performance improvement |
| title_exact_search | Building expertise cognitive methods for training and performance improvement |
| title_exact_search_txtP | Building expertise cognitive methods for training and performance improvement |
| title_full | Building expertise cognitive methods for training and performance improvement Ruth Colvin Clark |
| title_fullStr | Building expertise cognitive methods for training and performance improvement Ruth Colvin Clark |
| title_full_unstemmed | Building expertise cognitive methods for training and performance improvement Ruth Colvin Clark |
| title_short | Building expertise |
| title_sort | building expertise cognitive methods for training and performance improvement |
| title_sub | cognitive methods for training and performance improvement |
| topic | Cognitie gtt Personeelsopleiding gtt Employees Training of Learning, Psychology of Organisatorisches Lernen (DE-588)4198012-8 gnd |
| topic_facet | Cognitie Personeelsopleiding Employees Training of Learning, Psychology of Organisatorisches Lernen |
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