Human learning:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 6. ed., internat. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | xiv, 501, [108] p. ill. 24 cm |
| ISBN: | 0132766671 9780132766678 0132595184 9780132595186 |
Internformat
MARC
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| 245 | 1 | 0 | |a Human learning |c Jeanne Ellis Ormrod |
| 250 | |a 6. ed., internat. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a xiv, 501, [108] p. |b ill. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Learning, Psychology of | |
| 650 | 4 | |a Behaviorism (Psychology) | |
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Datensatz im Suchindex
| _version_ | 1804148616021934080 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
PARTONE INTRODUCTION TO HUMAN LEARNING
CHAPTER I
PERSPECTIVES ON LEARNING 1
THE IMPORTANCE OF LEARNING 2 DEFINING LEARNING 4
DETERMINING WHEN LEARNING HAS OCCURRED 4 RESEARCH, PRINCIPLES, AND
THEORIES 5 HOWTHEORIESOJLEARNINGHAVEEVOLVED OVERTIME 6
ADVANTAGESOJTHEORIES 7 POTENTIALDRAWBACKSOJTHEORIES 9 A PERSPECTIVE ON
THEORIESAND PRINCIPLES 10 APPLYING KNOWLEDGE ABOUT LEARNING TO
INSTRUCTIONAL PRACTICE 10 OVERVIEW OF THE BOOK 11
SUMMARY 12
PARTSOJTHE BRAIN 18 THE LEFTAND RIGHTHEMISPHERES 20 INTERCONNECTEDNESS
OJBRAINSTRUCTURES 21 DEVELOPMENT OF THE BRAIN 21
PRENATALDEVELOPMENT 22 DEVELOPMENT IN INJANCYAND EARLY CHILDHOOD 22
DEVELOPMENT IN MIDDLECHILDHOOD,ADOLESCENCE, AND ADULTHOOD 23
FACTORSINFLUENCINGBRAINDEVELOPMENT 24 TO WHAT EXTENTARE
THERECRITICALPERIODS IN BRAIN DEVELOPMENT? 24 TO WHAT EXTENT IS THE
BRAIN PREWIRED TO KNOW
OR LEARN THINGS? 27 THE PHYSIOLOGICAL BASIS OF LEARNING 28 EDUCATIONAL
IMPLICATIONS OF BRAIN RESEARCH 29 SUMMARY 31
PARTTWO
BEHAVIORIST VIEWS OF LEARNING
CHAPTER2
LEARNING AND THE BRAIN 13
BASIC BUILDING BLOCKS OF THE HUMAN NERVOUS SYSTEM 14
NEURONS 14 SYNAPSES 16 GLIALCELLS 16 BRAIN STRUCTURES AND FUNCTIONS 16
METHODS IN BRAINRESEARCH 17
CHAPTER3
BEHAVIORISM AND CLASSICAL CONDITIONING 32
BASIC ASSUMPTIONS OF BEHAVIORISM 32 CLASSICAL CONDITIONING 34 THE
CLASSICAL CONDITIONING MODEL 35 CLASSICAL CONDITIONING IN HUMAN LEARNING
COMMONPHENOMENA IN CLASSICAL CONDITIONING 38
36
IX
IMAGE 2
X CONTENTS
COGNITION IN CLASSICAL CONDITIONING 41 CHANGING UNDESIRABLE CONDITIONED
RESPONSES 42 EDUCATIONAL IMPLICATIONS OF BEHAVIORIST ASSUMPTIONS AND
CLASSICAL CONDITIONING 44 SUMMARY 46
CHAPTER4
INSTRUMENTAL CONDITIONING 48
THOMDIKE S EARLY RESEARCH 49 REWARDS AND REINFORCEMENT 50 SKINNER S
OPERANT CONDITIONING 50 THE VARIOUS FORMS THAT REINFORCEMENT
CAN TAKE 53
PUNISHMENT 57
EFFECTIVE FORMS OF PUNISHMENT 58 INE.FJECTIVEFORMS OF PUNISHMENT 61
COMMON PHENOMENA IN INSTRUMENTAL CONDITIONING 63
SUPERSTITIOUS BEHAVIOR 63 SHAPING 63
CHAINING 64
EXTINCTION 65
E.FJECTSOF REINFORCEMENT SCHEDULES 66 AVOIDANCE LEAMING 71 EFFECTS OF
ANTECEDENT STIMULI AND RESPONSES IN INSTRUMENTAL CONDITIONING 73
CUEING 73
SETTING EVENTS 74 GENERALIZATION 74 STIMULUS DISCRIMINATION 74
BEHAVIORAL MOMENTUM 75 COGNITION AND MOTIVATION IN INSTRUMENTAL
CONDITIONING 75
SUMMARY 77
CHAPTER5
APPLICATIONS OF INSTRUMENTAL CONDITIONING 78
APPLYING BEHAVIORIST PRINCIPLES TO CLASSROOM MANAGEMENT 78
CONCEMS ABOUT USING REINFORCEMENT AND PUNISHMENT IN THE CLASSROOM 79
USING REINFORCEMENT TO INCREASE DESIRABLE BEHAVIORS 82
STRATEGIESFOR DECREASING UNDESIRABLE BEHAVIORS 86
APPLIED BEHAVIOR ANALYSIS 92 USING APPLIED BEHAVIOR ANALYSIS WITH LARGE
GROUPS 96
ADDING A COGNITIVE COMPONENT TO ABA 99 INSTRUCTIONAL OBJECTIVES 99
BEHAVIORAL OBJECTIVES 99 CURRENT PERSPECTIVES ON INSTRUCTIONAL
OBJECTIVES 100 USEFULNESS AND EFFECTIVENESS OF OBJECTIVES 101
FORMULATING DIFFERENT LEVELS OF OBJECTIVES 103 PROGRAMMED INSTRUCTION
AND COMPUTER-ASSISTED
INSTRUCTION 104
EFFECTIVENESS OF PI AND CAI 106 MASTERY LEAMING 106 KELLER S
PERSONALIZED SYSTEM OF INSTRUCTION (PSI) 107
EFFECTIVENESS OF MASTERY LEARNING AND PSI 108 WHEN BEHAVIORIST
TECHNIQUES ARE MOST APPROPRIATE 109
SUMMARY 110
PARTTHREE
SOCIAL COGNITIVE THEORY
CHAPTER 6
SOCIAL COGNITIVE THEORY 111
GENERAL PRINCIPLES OF SOCIAL COGNITIVE THEORY 112
ENVIRONMENTAL FACTORS IN SOCIAL LEAMING:
REVISITING REINFORCEMENT AND PUNISHMENT 113
PROBLEMS WITH ASTRIET BEHAVIORIST ANALYSIS OF SOCIAL LEARNING 115
COGNITIVE FACTORS IN SOCIAL LEAMING 116 RECIPROCAL CAUSATION 118
MODELING 119
HOW MODELING A.FJECTSBEHAVIOR 120 CHARAETERISTIES OF EFFECTIVE MODELS
120 BEHAVIORS THAT CAN BE LEARNED THROUGH MODELING 122
IMAGE 3
CONTENTS
CONDITIONS NECESSARY FOR EFFECTIVE MODELING TO OCCUR 124
SELF-EFFICACY 127 HOW SELF-EFFICACY AFFECTS BEHAVIOR AND COGNITION 128
FACTORS IN THE DEVELOPMENT OF
SELF-EFFICACY 129 SELF-REGULATION 131 ELEMENTS OF SELF-REGULATION 132
PROMOTING SELF-REGULATED BEHAVIOR 133
THE COGNITIVE SIDE OF SELF-REGULATION 136 EDUCATIONAL IMPLICATIONS OF
SOCIAL COGNITIVE THEORY 137
SUMMARY 140
PART FOUR
COGNLTLVE YIEWS OF LEARNING
MOVING INFORMATION TO LONG-TERM MEMORY: CONNECTING NEW INFORMATION WITH
PRIOR KNOWLEDGE 173
LONG-TERM MEMORY 173 CHALLENGES TO THE DUAL-STORE MODEL 175 ARE WORKING
MEMORY AND LONG-TERM MEMORY REALLY DIFFERENT? 175
IS CONSCIOUS THOUGHT NECESSARY FOR LONG-TERM MEMORY STORAGE? 176
ALTERNATIVE YIEWS OF HUMAN MEMORY 177 LEVELS OF PROCESSING 177
ACTIVATION 179
REMEMBERING THAT THE MAP IS NOT THE TERRITORY 180 GENERALIZATIONS ABOUT
MEMORY AND THEIR EDUCATIONALLMPLICATIONS 181 SUMMARY 183
CHAPTER 9
XI
CHAPTER 7
INTRODUCTION TO COGNITIVISM 141
EDWARD TOLMAN S PURPOSIVE BEHAVIORISM 142
GESTALT PSYCHOLOGY 144 YERBAL LEARNING RESEARCH 148 INTRODUCTION TO
CONTEMPORARY COGNITIVISM 152
GENERAL ASSUMPTIONS OF COGNITIVE THEORIES 152 INFORMATION PROCESSING
THEORY 154 CONSTRUCTIVISM 154 CONTEXTUAL THEORIES 155
INTEGRATING COGNITIVE PERSPECTIVES 156 GENERAL EDUCATIONAL LMPLICATIONS
OF COGNITIVE THEORIES 157
SUMMARY 157
CHAPTER8
BASIC COMPONENTS OF MEMORY 158
A DUAL-STORE MODEL OF MEMORY 159 SENSORY REGISTER 161 MOVING INFORMATION
TO WORKING MEMORY: THE ROLE OF ATTENTION 163
WORKING MEMORY 167
LONG- TERM MEMORY I:
STORAGE AND ENCODING 184 CONSTRUCTION IN STORAGE 185 EXAMPLES OF
CONSTRUCTION IN ACTION LONG- TERM MEMORY STORAGE PRO CES SES
SELECTION 190
REHEARSAL 191 MEANINGFUL LEARNING 192 INTERNALORGANIZATION 194
ELABORATION 195
VISUALIMAGERY 196 HOW PROCEDURAL KNOWLEDGE IS ACQUIRED 198
DOES NEW KNOWLEDGE REQUIRE A CONSOLIDATION PERIOD? 199 FACTORS AFFECTING
LONG- TERM MEMORY STORAGE 200
WORKING MEMORY 200 PRIOR KNOWLEDGE 200 PRIOR MISCONCEPTIONS 204
EXPECTATIONS 205
VERBALIZATION 207 ENACTMENT 207 REPETITION AND REVIEW 208 PROMOTING
EFFECTIVE STORAGE
PROCESSES 211
185 188
IMAGE 4
XII CONTENTS
222
252
CHAPTER 10
SOME FINAL REMARKS ABOUT LONG- TERM MEMORY STORAGE 218 SUMMARY 219
COGNITIVE- DEVELOPMENTAL PERSPECTIVES 289 PIAGET S THEORY OF COGNITIVE
DEVELOPMENT 289
KEY IDEAS IN PIAGET STHEORY 290 PIAGET SSTAGESOF COGNITIVEDEVELOPMENT
293 CURRENT PERSPECTIVES ON PIAGET S THEORY 300
CAPABILITIESOF DIFFERENTAGE-GROUPS 300 EFFECTSOF EXPERIENCEAND
PRIORKNOWLEDGE 301 EFFECTSOF CULTURE 302 VIEWS ON PIAGET SSTAGES 302
NEO-PIAGETIAN THEORIES OF COGNITIVE
DEVELOPMENT 302
CASE STHEORY 304 IMPLICATIONS OF PIAGETIAN AND NEO-PIAGETIAN THEORIES
307
SUMMARY 311
CHAPTER 12
PARTFIVE
DEVELOPMENTAL AND CONTEXTUAL PERSPECTIVES
CONSTRUCTION IN RETRIEVAL 270 THEPOWEROF SUGGESTION: EFFECTSOF
SUBSEQUENTLY PRESENTEDINFORMATION 271 CONSTRUCTINGENTIRELYNEW MEMORIES
272
REMEMBERINGEARLIERRECOLLECTIONS 273 SELF-MONITORING DURINGRETRIEVAL 274
IMPORTANTCAUTIONS IN PROBINGPEOPLE S MEMORIES 275 FORGETTING 275
DECAY 276
INTERFERENCEAND INHIBITION 276 REPRESSION 277 FAILURE TO RETRIEVE 278
CONSTRUCTIONERROR 279
FAILURE TO STORE OR CONSOLIDATE 279 THE CASEOF INFANTILEAMNESIA 279
GENERAL PRINCIPLES OF RETRIEVAL FOR INSTRUCTIONAL SETTINGS 280 SUMMARY
287
229
241
247 248
CHAPTER 11
LONG- TERM MEMORY IIL:
RETRIEVAL AND FORGETTING 265 HOW RETRIEVAL WORKS 266 RETRIEVALCUES 268
LONG- TERM MEMORY 11: THE NATURE OF KNOWLEDGE 221 THE VARIOUS KINDS OF
KNOWLEDGE 222 DECLARATIVEAND PROCEDURALKNOWLEDGE
EXPLICITAND IMPLICITKNOWLEDGE 223 HOW KNOWLEDGE IS ENCODED IN LONG- TERM
MEMORY 224
ENCODING IN TERMSOF PHYSICAL CHARACTERISTICS 224 ENCODING IN
TERMSOFACTIONS 225 ENCODING IN TERMSOF SYMBOLS 227
ENCODING IN TERMSOF MEANINGS 227 DIFFERENTFORMSOF ENCODINGARE NOT
MUTUALLY EXCLUSIVE 228 THE ORGANIZATION OF LONG- TERM MEMORY
LONG-TERMMEMORYAS A HIERARCHY 229 LONG-TERMMEMORYAS A NETWORK 231
PARALLELDISTRIBUTEDPROCESSING 234 CONCEPTS 235
THEORIESOF CONCEPTLEAMING 237 FACTORSFACILITATINGCONCEPTLEAMING SCHEMAS
AND SCRIPTS 243
PERSONAL THEORIES 245 PERSONALTHEORIESVERSUSREALITY
FOSTERINGTHEORYDEVELOPMENT WORLDVIEWS 250
THE CHALLENGE OF CONCEPTUAL CHANGE PROMOTINGCONCEPTUALCHANGE 254
DEVELOPMENT OF EXPERTISE 259 GENERALIZATIONS ABOUT THE NATURE OF
KNOWLEDGE 260
SUMMARY 263
IMAGE 5
CONTENTS XIII
CHAPTER 13
PARTSIX
COMPLEX LEARNING AND COGNITION
CHAPTER 14
METACOGNITION, SELF-REGULATED LEAMING, AND STUDY STRATEGIES 352
METACOGNITIVE KNOWLEDGE AND SKILLS 353 SELF-REGULATED LEARNING 356
THEROOTSOF SELF-REGULATEDLEARNING 357
358
358
363
364
CHAPTER 15
TRANSFER, PROBLEM SOLVING, AND CRITICAL THINKING 389 TRANSFER 389
TYPESOF TRANSFER 390 THEORIESOF TRANSFER 392 FACTORSAFFECTINGTRANSFER
397 PROBLEM SOLVING 399
THEORIESOF PROBLEMSOLVING 400 COGNITIVEFACTORSIN PROBLEMSOLVING 402
PROBLEM-SOLVING STRATEGIES 409 MEANINGLESSVERSUSMEANINGFULPROBLEM
SOLVING 413 FACILITATING TRANSFER AND PROBLEM SOLVING IN THE CLASSROOM
414
CRITICAL THINKING 420
DEVELOPMENTAL,INDIVIDUAL,AND CULTURAL DIFFERENCESIN CRITICALTHINKING 422
FOSTERINGCRITIEALTHINKINGIN THE CLASSROOM 423 SUMMARY 424
EFFECTIVE LEARNING AND STUDY STRATEGIES MEANINGFULLEARNINGAND
ELABORATION ORGANIZATION 359 NOTE TAKING 360
IDENTIFYINGIMPORTANT1NFORMATION SUMMARIZING 364 COMPREHENSION MONITORING
MNEMONICS 366 DEVELOPMENT OF METACOGNITIVE KNOWLEDGE
AND SKILLS 373
EPISTEMIC BELIEFS 375 DEVELOPMENTALAND CULTURALDIFFERENCESIN
EPISTEMICBELIEFS 377 EFFECTSOF EPISTEMICBELIEFS 378 THE INTENTIONAL
LEARNER 380
WHY STUDENTS DON T ALWAYS USE EFFECTIVE-STRATEGIES 380
PROMOTING EFFECTIVE LEARNING AND STUDY STRATEGIES 382
SUMMARY 387
318 321
348
334
329 330
324
326
SOCIOCULTURAL THEORY AND OTHER CONTEXTUAL PERSPECTIVES 313 VYGOTSKY S
THEORY OF COGNITIVE DEVELOPMENT 313
KEY IDEASIN VYGOTSKYSTHEORY 314 COMPARINGPIAGETSAND VYGOTSKY STHEORIES
CURRENT PERSPECTIVES ON VYGOTSKY S THEORY SOCIALCONSTRUCTIONOF MEANING
321
SEAFFOLDING 323 PARTICIPATION IN ADULT ACTIVITIES APPRENTICESHIPS 324
ACQUISITIONOF TEACHINGSKILLS
DYNAMICASSESSMENT 326 ADDING A SOCIOCULTURAL ELEMENT TO INFORMATION
PROCESSING THEORY 327 INTERSUBJECTIVITY 327
SOCIALCONSTRUCTIONOF MEMORY 328 COLLABORATIVE USEOF COGNITIVESTRATEGIES
EXPANDING THE CONTEXTUALIST FRAMEWORK GENERAL IMPLICATIONS OF
SOCIOCULTURAL AND
OTHER CONTEXTUALIST THEORIES 332 PEER-INTERACTIVE INSTRUCTIONAL
STRATEGIES CLASSDISCUSSIONS 336 RECIPROEAL TEACHING 338
COOPERATIVELEARNING 340 PEERTUTORING 344 COMMUNITIESOF LEARNERS 346
TECHNOLOGY-BASED COLLABORATIVE LEARNING SUMMARY 350
IMAGE 6
XIV CONTENTS
488
491
465
475
498
467 473
EFFECTSOF INTEREST 463 FACTORSPROMOTINGINTEREST 464 EXPECTANCIES AND
VALUES 464 EFFECTSOF EXPECTANCIESAND VALUES
FACTORSINFLUENCINGEXPECTANCIESAND VALUES 465 GOALS 466
ACHIEVEMENTGOALS WORK-AVOIDANCE GOALS SOCIALGOALS 473 CAREERGOALS 474
COORDINATING MULTIPLEGOALS ATTRIBUTIONS 475
EFFECTSOFATTRIBUTIONS 478 FACTORSINFLUENCINGTHENATURE OF ATTRIBUTIONS
480 EXPLANATORYSTYLE:MASTERYORIENTATIONVERSUS
LEAMED HELPLESSNESS 485 MOTIVATION, AFFECT, AND SELF-REGULATION HOW
MOTIVATION AND AFFECTINFLUENCE
SELF-REGULATION 488 HOWSELF-REGULATION INFLUENCESMOTIVATION AND AFFECT
488 INTEMALIZED MOTIVATION 489 ENCOURAGING MOTIVATING COGNITIONS
A TARGETSMNEMONICFOR MOTIVATIONALSTRATEGIES SUMMARY 500
CHAPTER 16
MOTIVATION AND AFFECT 426
GENERAL EFFECTS OF MOTIVATION 427 EXTRINSICVERSUSINTRINSIEMOTIVATION 428
BASIC HUMAN NEEDS 429 DRIVEREDUCTION 429
AROUSAL 431 MASLOW SHIERARCHYOF NEEDS 432 COMPETENCEAND SELF-WORTH 434
SELF-DETERMINATION 437
RELATEDNESS 441 INDIVIDUAL DIFFERENCES IN MOTIVATION 442 NEEDFOR
AFFILIATION 442
NEEDFOR APPROVAL 443 NEEDFOR ACHIEVEMENT 443 DISPOSITIONS 445 AFFECT AND
ITS EFFECTS 446
HOWAFFECT IS RELATEDTO MOTIVATION 447 HOWAFFECT IS RELATEDTO LEAMING AND
COGNITION 448 ANXIETY 450
CREATING A MOTIVATING CLASSROOM ENVIRONMENT 455
SUMMARY 461
PARTSEVEN
MOTIVATION
CHAPTER 17
COGNITIVE FACTORS IN MOTIVATION
INTERESTS 462
462
REFERENCE5
NAME INDEX
5UBJECT INDEX
R-I
NI-I
51-1
|
| any_adam_object | 1 |
| author | Ormrod, Jeanne Ellis |
| author_facet | Ormrod, Jeanne Ellis |
| author_role | aut |
| author_sort | Ormrod, Jeanne Ellis |
| author_variant | j e o je jeo |
| building | Verbundindex |
| bvnumber | BV039732651 |
| classification_rvk | CP 5000 |
| ctrlnum | (OCoLC)731536378 (DE-599)BVBBV039732651 |
| dewey-full | 153.1/5 |
| dewey-hundreds | 100 - Philosophy & psychology |
| dewey-ones | 153 - Conscious mental processes & intelligence |
| dewey-raw | 153.1/5 |
| dewey-search | 153.1/5 |
| dewey-sort | 3153.1 15 |
| dewey-tens | 150 - Psychology |
| discipline | Psychologie |
| edition | 6. ed., internat. ed. |
| format | Book |
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| id | DE-604.BV039732651 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:09:58Z |
| institution | BVB |
| isbn | 0132766671 9780132766678 0132595184 9780132595186 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024580510 |
| oclc_num | 731536378 |
| open_access_boolean | |
| owner | DE-29 DE-355 DE-BY-UBR |
| owner_facet | DE-29 DE-355 DE-BY-UBR |
| physical | xiv, 501, [108] p. ill. 24 cm |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Pearson |
| record_format | marc |
| spelling | Ormrod, Jeanne Ellis Verfasser aut Human learning Jeanne Ellis Ormrod 6. ed., internat. ed. Boston ; Munich [u.a.] Pearson 2012 xiv, 501, [108] p. ill. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Learning, Psychology of Behaviorism (Psychology) Lernen (DE-588)4035408-8 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 s DE-604 Lernen (DE-588)4035408-8 s 1\p DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024580510&sequence=000001&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 | Ormrod, Jeanne Ellis Human learning Learning, Psychology of Behaviorism (Psychology) Lernen (DE-588)4035408-8 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4035408-8 (DE-588)4074166-7 |
| title | Human learning |
| title_auth | Human learning |
| title_exact_search | Human learning |
| title_full | Human learning Jeanne Ellis Ormrod |
| title_fullStr | Human learning Jeanne Ellis Ormrod |
| title_full_unstemmed | Human learning Jeanne Ellis Ormrod |
| title_short | Human learning |
| title_sort | human learning |
| topic | Learning, Psychology of Behaviorism (Psychology) Lernen (DE-588)4035408-8 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Learning, Psychology of Behaviorism (Psychology) Lernen Lernpsychologie |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024580510&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT ormrodjeanneellis humanlearning |