Cognitive psychology and instruction:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Pearson
2011
|
| Ausgabe: | 5. Aufl. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Previous ed. cataloged under title. Includes bibliographical references (p. 371-416) and indexes |
| Beschreibung: | XVII, 438 S. Ill., graph. Darst. 24 cm |
| ISBN: | 9780132368971 0132368978 |
Internformat
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| 100 | 1 | |a Bruning, Roger H. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Cognitive psychology and instruction |c Roger H. Bruning, Gregory J. Schraw, Monica M. Norby |
| 250 | |a 5. Aufl. | ||
| 264 | 1 | |a Boston [u.a.] |b Pearson |c 2011 | |
| 300 | |a XVII, 438 S. |b Ill., graph. Darst. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Previous ed. cataloged under title. | ||
| 500 | |a Includes bibliographical references (p. 371-416) and indexes | ||
| 650 | 4 | |a Learning | |
| 650 | 4 | |a Cognitive psychology | |
| 650 | 4 | |a Cognitive learning | |
| 650 | 4 | |a Instructional systems |x Design | |
| 650 | 0 | 7 | |a Kognitive Psychologie |0 (DE-588)4073586-2 |2 gnd |9 rswk-swf |
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| 689 | 0 | 1 | |a Unterricht |0 (DE-588)4062005-0 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Schraw, Gregory J. |e Verfasser |4 aut | |
| 700 | 1 | |a Norby, Monica M. |e Verfasser |4 aut | |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
BRIEF CONTENTS
CHAPTER 1 INTRODUCTION TO COGNITIVE PSYCHOLOGY 1 PARTONE INFORMATION
PROCESSING THEORY
CHAPTER 2 SENSORY, SHORT- TERM, AND WORKING MEMORY 13
CHAPTER 3 LONG- TERM MEMORY: STRUCTURES AND MODELS 37
CHAPTER4 ENCODING PROCESSES 65
CHAPTER 5 RETRIEVAL PROCESSES 90
PARTTWO BELIEFS AND COGNITION
CHAPTER6 BELIEFS ABOUT SELF 107
CHAPTER 7 BELIEFS ABOUT INTELLIGENCE AND KNOWLEDGE 134
PARTTHREE FOSTERING COGNITIVE GROWTH
PROBLEM SOLVING AND CRITICAL THINKING 160
CLASSROOM CONTEXTS FOR COGNITIVE GROWTH 192
CHAPTER 8
CHAPTER 9
CHAPTER 10 TECHNOLOGICAL CONTEXTS FOR COGNITIVE GROWTH 215
PART FOUR COGNITION IN THE CLASSROOM
COGNITIVE APPROACHES TO MATHEMATICS
COGNITIVE APPROACHES TO SCIENCE
LEAMING TO READ
READING TO LEAM
IV
CHAPTER 11
CHAPTER 12
CHAPTER 13
CHAPTER 14
CHAPTER 15
WRITING 288
236
260
335
311
IMAGE 2
CONTENTS
PREFACE XIV
ACKNO~LEDGENTS XVLI
1 INTRODUCTION TO COGNITIVE PSYCHOLOGY 1
ABRIEF HISTORY 1
THE ASSOCIATIONIST ERA THE COGNITIVE ERA 5
COGNITIVE THEMES FOR EDUCATION 5
AN EXAMPLE 9
SUMMARY 11
SUGGESTED READINGS 12
PAR TON EINFORMATION PROCESSING THEORY
2 SENSORY, SHORT- TER~, AND WORKING ME~ORY 13
THE MODAL MODEL 14
SENSORY MEMORY AND PERCEPTION 17 SENSORY REGISTERS 17
THE ROLE OF KNOWLEDGE AND CONTEXT IN PERCEPTION 20
ATTENTION 22
AUTOMATIE PROEESSES 23 SUMMARY OF SENSORY MEMORY PROEESSES 24
SHORT- TERM AND WORKING MEMORY 24
CAPAEITY AND DURATION 24 AEEESSING INFORMATION 25
WORKING MEMORY 26
WORKING MEMORY AND LEARNING 28
COGNITIVE NEUROSDENCE AND WORKING MEMORY 29
THE NEURONAL LEVEL 30 THE CORTIEAL LEVEL 31
NEUROLOGICAL EVIDENEE FOR WORKING MEMORY FUNETIONS 32
V
IMAGE 3
VI
CONTENTS
ASSESSMENT OFWORKING MEMORY 32
IMPLICATIONS FOR INSTRUCTION: GUIDING AND DIRECTING ATTENTION 33
SUMMARY 35
SUGGESTED READINGS 36
3 LONG-TERMMEMORY: STRUCTURES AND MODELS 37
A FRAMEWORK FOR LONG- TERM MEMORY 38 SEMANTIC AND EPISODICMEMORY 39
IMPLICIT MEMORY: RETENTION WITHOUT REMEMBERING 40
THE BUILDING BLOCKS OE COGNITION 42 CONCEPTS 43 PROPOSITIONS 46 SCHEMATA
48
PRODUCTIONS 51 SCRIPTS 52
ANOTHER DIMENSION OF LONG- TERM MEMORY: VERBAL AND IMAGINAL
REPRESENTATION 52
EVOLVING MODELS OF MEMORY 54 NETWORK MODELS 55 THEACT MODEL 56
CONNECTIONISTMODELS 58 A COMPARISON OF THE THREE TYPESOFMODELS 61
ASSESSMENT OF LONG- TERM MEMORY FUNCTIONS 61
IMPLICATIONS FOR INSTRUCTION 62
SUMMARY 64
SUGGESTED READINGS 64
4 ENCODING PROCESSES 65
ENCODING SIMPLE INFORMATION 66 MEDIATION 67 IMAGERY 68
MNEMONICS 69
ENCODING MORE COMPLEX INFORMATION 73 ACTIVATING PRIORKNOWLEDGE 74 GUIDED
QUESTIONING 75
IMAGE 4
CONTENTS
LEVELSOFPROCESSING 75
SUMMARY OFENCODINGPROCESSES 78
VII
METACOGNITION: THINKING ABOUT THINKING 79
RESEARCHONMETACOGNITIVEPROCESSES 80 RESEARCHON STRATEGYINSTRUETION 82
BECOMINGA GOODSTRATEGY USER 83
ASSESSMENT AND ENCODING 84
IMPLICATIONS FOR INSTRUCTION 85
SUMMARY 88
SUGGESTED READINGS 89
5 RETRIEVAL PROCESSES 90
ENCODING SPEDFIDTY 91
RECOGNITION AND RECALL 95
RECONSTRUCTION 97
RECALLING SPEDFIC EVENTS 100
RELEARNING 101
ASSESSMENT AND RETRIEVAL: TESTING AS RETRIEVAL PRACTICE? 103
IMPLICATIONS FOR INSTRUCTION 104
SUMMARY 106
SUGGESTED READINGS 106
PART TWO BELIEFS AND COGNITION
6 BELIEFS ABOUT SELF 107
BANDURA S SODAL COGNITIVE LEARNING THEORY 107 ENACTIVEAND
VICARIOUSLEARNING 108 SELF-EFFICACY 109 RESEARCHON STUDENT, TEACHER,AND
SCHOOLSELF-EFFICACY 110 MODELING 113
SELF-REGULATEDLEARNING THEORY 114 IMPLICATIONSFOR INSTRUCTION:IMPROVING
SELF-EFFICACY 115
IMAGE 5
VILI
CONTENTS
ATTRIBUTION THEORY 116
THE ATTRIBUTIONAL PROCESS 117 ATTRIBUTIONS IN THE CLASSROOM 119
ATTRIBUTIONAL RETRAINING 120
IMPLICATIONS FOR INSTRUCTION: IMPROVING STUDENT ATTRIBUTIONS 121
AUTONOMY AND CONTROL 122
CONTROL IN THE CLASSROOM 123 IMPLICATIONS FOR INSTRUCTION: FOSTERING
STUDENT AUTONOMY 130
ASSESSING BELIEFS 131
SUMMARY 132
SUGGESTED READINGS 133
7 BELIEFS ABOUT INTELLIGENCE AND KNOWLEDGE 134
UNDERSTANDING IMPLICIT BELIEFS 134
BELIEFS ABOUT INTELLIGENCE 136 CONSTRAINTS ON CLASSROOM BEHAVIORS 139 IS
INTELLIGENCE CHANGEABLE? 140
GUIDE/INES FOR FOSTERING ADAPTIVE GOALS 140
BELIEFS ABOUT KNOWLEDGE 141
TEACHERS EPISTEMOLOGICAL BE/IEFS 144 REFLECTIVE JUDGMENT 145
STAGES IN REFLECTIVE JUDGMENT 147
REFLECTIVE JUDGMENT AND EDUCATION 149
EDUCATION AND THINKING 150
SUMMARY OFBE/IEFS ABOUT KNOWLEDGE 152
HOPE ANDATTITUDE CHANGE 152
CHANGING BELIEFS 153
TEACHERS BELIEFS 154
IMPLICATIONS FOR INSTRUCTION 156
PSYCHOLOGICAL ASSESSMENTS AND THEORY CHANGE 157
SUMMARY 158
SUGGESTED READINGS 159
IMAGE 6
PART THREE
195 196
CONTENTS
FOSTERING COGNITIVE GROWTH
8 PROBLEM SOLVING AND CRITICAL THINKING 160
HISTORICAL PERSPECTIVES ON PROBLEM SOLVING 161 THORNDIKE, DEWEY, AND THE
GESTALT PSYCHOLOGISTS 161 CONTEMPORARY APPROACHES TO PROBLEM SOLVING 162
EXPERT KNOWLEDGE IN PROBLEM SOLVING 168
DOMAIN KNOWLEDGE 168 AN EXAMPLE OF DOMAIN KNOWLEDGE IN COGNITION 169
GENERAL KNOWLEDGE 170
DOMAIN KNOWLEDGE AND EXPERTISE 171
SEVEN CHARACTERISTICS OF EXPERT PERFORMANCE 171
SOME PITFALLS OF EXPERTISE 173
ROLE OF DELIBERATE PRACTICE 174
PROBLEM-SOLVING TRANSFER 175
IMPLICATIONS FOR INSTRUCTION: IMPROVING PROBLEM SOLVING 176
CRITICAL THINKING 178
TOWARD ADEFINITION OF CRITICAL THINKING 178 COMPONENT SKILLS IN CRITICAL
THINKING 179
DOES INTELLIGENCE CONSTRAIN CRITICAL THINKING? 181
PLANNING A CRITICAL- THINKING SKILLS PROGRAM 184
EXAMPLES OFSTAND-ALONE PROGRAMS 187
TEACHING WISDOM 188
ASSESSMENT OF PROBLEM SOLVING 189
SUMMARY 190
SUGGESTED READINGS 191
9 CLASSROOM CONTEXTS FOR COGNITIVE GROWTH 192
CONSTRUCTIVISM: THE LEARNER S ROLE IN BUILDING AND TRANSFORMING
KNOWLEDGE 193 TYPES OF CONSTRUCTIVISM: A CLOSER LOOK VYGOTSKY S
DIALECTICAL CONSTRUCTIVISM
SODAL COGNITION: SODAL FACTORS IN KNOWLEDGE CONSTRUCTION 198
ROGOFF S APPRENTICESHIPS IN THINKING MODEL 198 SCHOEN S REFLECTIVE
PRACTITIONER MODEL 200
ROLE OF CLASSROOM DISCOURSE IN KNOWLEDGE CONSTRUCTION 202
TOWARD A MORE REFLECTIVE CLASSROOM 204
IX
IMAGE 7
X CONTENTS
USINGCLASSROOMDISCOURSETOBUILD KNOWLEDGE 206
COLLABORATIONASA TOOLFOR LEARNING 208
ASSESSING REFLECTIVE PRACTICE 209
IMPLICATIONS FOR INSTRUCTION: A PORTRAIT OF THE REFLECTIVE CLASSROOM 210
SUMMARY 213
SUGGESTEDREADINGS 214
10 TECHNOLOGICAL CONTEXTS FOR COGNITIVE GROWTH 215
HOW CAN STUDENTS USE TECHNOLOGIES? 217
COGNITIVE LOAD THEORY AND MULTIMEDIA DESIGN 221
THE FOUR-COMPONENT INSTRUCTIONAL DESIGN (4C/ID) MODEL AND COMPLEX SKILL
DEVELOPMENT 224 SUMMARY OF THE4C/ID MODEL 227
TECHNOLOGY SUPPORTS FOR METACOGNITIVE DEVELOPMENT 227
COMPUTER-SUPPORTED COLLABORATIVE LEARNING 228 THEADVENTURES OFFASPER
WOODBURYSERIES 229 CSILE/KNOWLEDGEFORUM:A COLLABORATIVEAPPROACH
TOKNOWLEDGE-BUILDING 230
TECHNOLOGY AND ASSESSMENT 231
IMPLICATIONS FOR INSTRUCTION 233
SUMMARY 234
SUGGESTED READINGS 235
PAR T F 0 U R COGNITION IN THE CLASSROOM
11 LEARNING TO READ 236
LITERACY S FOUNDATIONS IN LANGUAGE DEVELOPMENT 237 DIMENSIONS OFLANGUAGE
237 SUMMARY OFLINGUISTICPREREQUISITESFOR READING 242
COGNITIVE PREREQUISITES OF LEARNING TO READ 244 WORLDKNOWLEDGE 244
WORKINGAND LONG-TERMMEMORY CAPABILITIES 245 ATTENTION 246
SUMMARY OF COGNITIVEPREREQUISITESFOR READING 246
IMAGE 8
CONTENTS
TRANSITION TO READING 247
PRE-ALPHABETICPHASE 247 PARTIALALPHABETICPHASEREADERS 248
FULLALPHABETICPHASEREADERS 248 CONSOLIDATEDPHASEREADERS 248
DECODINGAND BEGINNINGREADING 249
METHODS OF TEACHING READING 250 SUMMARY OFBEGINNINGLITERACYINSTRUCTION
253
ASSESSMENT OF EARLY READING PROGRESS 253
IMPLICATIONS FOR BEGINNING READING INSTRUCTION 255 A COMMENT ON
READINGDIFFICULTIES 256 READINGRECOVERY:ONEAPPROACH
TOREADINGDIFFICUITIES 257
SUMMARY 258
SUGGESTED READINGS 259
12 READING TO LEAM 260
EARLY MODELS OF READING COMPREHENSION 261 GOUGH SDATA-DRIVEN MODEL 261
GOODMAN SCONCEPTUALLYDRIVEN MODEL 262
CURRENT MODELS OF READING COMPREHENSION 263
KINTSCH SCONSTRUCTION-INTEGRATIONMODEL 264 CONSTRUCTIONISTMODELS 266
COMMON ASSUMPTIONS OF CURRENTREADINGMODELS 267 SUMMARY OF
CURRENTMODELSOFREADING 267
BUILDING VOCABULARY THROUGH READING AND INSTRUCTION 268 THE CASEFOR
DIRECTVOCABULARYINSTRUCTION 269 WORDKNOWLEDGE:WHAT IT MEANS TOKNOW A
WORD 270 DEFINITIONAL VERSUSCONTEXTUAL WORDKNOWLEDGE 271 HELPINGSTUDENTS
BUILD THEIR VOCABULARY 272
BUILDING ORGANIZED KNOWLEDGE THROUGH READING 273 ADVANCE ORGANIZERS 273
TEXTSIGNALS 274 INSERTEDQUESTIONS 275 ADDITIONAL USESOFQUESTIONS
TOPROMOTECOMPREHENSION 277
BUILDING CAPABILITIES FOR READING: READING STRATEGIES 278
RECIPROCALTEACHING 278 QUESTION-ANSWER RELATIONSHIPS(QAR) 279
XI
IMAGE 9
XII
CONTENTS
TRANSACTIONAL STRATEGIES INSTRUCTION (TSI) 280
CONCEPT-ORIENTED READING INSTRUCTION (CORI) 281
ASSESSING READING COMPREHENSION 282
TWO ALTERNATIVE APPROACHES TO READING COMPREHENSION ASSESSMENT 283
IMPLICATIONS FOR INSTRUCTION 284
SUMMARY 286
SUGGESTED READINGS 286
13 WRITING 288
A COGNITIVE MODEL OFWRITING 289 THE TASK ENVIRONMENT 289 LONG- TERM
MEMORY 291
WORKING MEMORY 291
AN EXAMPLE OF THE WRITING MODEL 293
INDIVIDUAL DIFFERENCES IN WRITING 295
INFORMATION PROCESSING DIFFERENCES 295 IDEA GENERATION DIFFERENCES 296
PLANNING DIFFERENCES 297
DIFFERENCES IN ORGANIZATION 298
IMPROVING STUDENTS WRITING 299
CREATING A CONTEXT FOR WRITING: THE LITERACY COMMUNITY 299 INTERACTIONS
IN THE LITERACY COMMUNITY 300
SELF-REGULATED STRATEGY DEVELOPMENT 302
ASSESSING WRITING 303
IMPLICATIONS FOR INSTRUCTION: ENCOURAGING THE WRITING PROCESS AND
BUILDING WRITING SKILLS 305 A FINAL NOTE: CREATIVE WRITING 309
SUMMARY 310
SUGGESTEDREADINGS 310
14 COGNITIVE APPROACHES TO MATHEMATICS 311
KNOWLEDGE ACQUISITION 313
ARITHMETIC PROBLEM SOLVING 314 WHAT BUGS CAN TEACH US 315 PROBLEM
TYPOLOGIES 315
IMAGE 10
CONTENTS
LANGUAGE: ANOTHER FACTOR 318
TEXT COMPREHENSION AND ARITHMETIC PROBLEM SOLVING 318
XILI
PROBLEM SOLVING IN ALGEBRA 322 EXPLAINING ALGEBRA ERRORS IN TERMS OF
SCHEMATA 323 COMMON ERRORS IN CONSTRUCTING EQUATIONS FROM WORD PROBLEMS
ARE ALGEBRA WORD PROBLEMS ALWAYS MORE DIFFICULT THAN EQUATIONS?
ALGEBRA AND ARITHMETIC: AN ARTIFICIAL DISTINCTION? 327
ASSESSING SELF-EFFICACY IN MATHEMATICS 328
COGNITIVE PSYCHOLOGY AND MATHEMATICS INSTRUCTION 330
IMPLICATIONS FOR INSTRUCTION 331
SUMMARY 333
SUGGESTED READINGS 334
15 COGNITIVE APPROACHES TO SCIENCE 335
NAIVE SCIENCE CONCEPTIONS 337 CONFRONTING NAIVE BELIEFS 339 A MODEL FOR
CHANGING NAIVE BELIEFS 340
EXPERT-NOVICE DIFFERENCES IN SCIENCE 342
DIFFERENCES IN PROBLEM SOLVING 342 DIFFERENCES IN UNDERSTANDING THEORIES
344
A MODEL FOR TEACHING SCIENCE 345
INQUIRY-BASED INSTRUCTION 346 LEARNING AND CONCEPTUAL CHANGE STRATEGIES
347
TEACHING STRATEGIES 349
FOCUS ON INTEGRATED SCIENCE INSTRUCTION 350
SUPPORTING TEACHER DEVELOPMENT 351
BENEFITS OF EFFECTIVE INSTRUCTION 352
A MODEL OF SCIENCE ACHIEVEMENT 353
ASSESSING SCIENCE LEARNING 355
IMPLICATIONS FOR INSTRUCTION 356
SUMMARY 358
SUGGESTED READINGS 359
GLOSSARY 360
REFERENCES 371
NAME INDEX 417
SUBJECT INDEX 429
324 325
|
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| author | Bruning, Roger H. Schraw, Gregory J. Norby, Monica M. |
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| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | CP 4000 DP 1700 |
| ctrlnum | (OCoLC)656248587 (DE-599)BVBBV039751709 |
| dewey-full | 370.15/23 |
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| dewey-ones | 370 - Education |
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| dewey-search | 370.15/23 |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| edition | 5. Aufl. |
| format | Book |
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| id | DE-604.BV039751709 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:10:24Z |
| institution | BVB |
| isbn | 9780132368971 0132368978 |
| language | English |
| lccn | 2010032890 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024599147 |
| oclc_num | 656248587 |
| open_access_boolean | |
| owner | DE-29 DE-19 DE-BY-UBM |
| owner_facet | DE-29 DE-19 DE-BY-UBM |
| physical | XVII, 438 S. Ill., graph. Darst. 24 cm |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson |
| record_format | marc |
| spelling | Bruning, Roger H. Verfasser aut Cognitive psychology and instruction Roger H. Bruning, Gregory J. Schraw, Monica M. Norby 5. Aufl. Boston [u.a.] Pearson 2011 XVII, 438 S. Ill., graph. Darst. 24 cm txt rdacontent n rdamedia nc rdacarrier Previous ed. cataloged under title. Includes bibliographical references (p. 371-416) and indexes Learning Cognitive psychology Cognitive learning Instructional systems Design Kognitive Psychologie (DE-588)4073586-2 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Kognitive Psychologie (DE-588)4073586-2 s Unterricht (DE-588)4062005-0 s DE-604 Schraw, Gregory J. Verfasser aut Norby, Monica M. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024599147&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Bruning, Roger H. Schraw, Gregory J. Norby, Monica M. Cognitive psychology and instruction Learning Cognitive psychology Cognitive learning Instructional systems Design Kognitive Psychologie (DE-588)4073586-2 gnd Unterricht (DE-588)4062005-0 gnd |
| subject_GND | (DE-588)4073586-2 (DE-588)4062005-0 |
| title | Cognitive psychology and instruction |
| title_auth | Cognitive psychology and instruction |
| title_exact_search | Cognitive psychology and instruction |
| title_full | Cognitive psychology and instruction Roger H. Bruning, Gregory J. Schraw, Monica M. Norby |
| title_fullStr | Cognitive psychology and instruction Roger H. Bruning, Gregory J. Schraw, Monica M. Norby |
| title_full_unstemmed | Cognitive psychology and instruction Roger H. Bruning, Gregory J. Schraw, Monica M. Norby |
| title_short | Cognitive psychology and instruction |
| title_sort | cognitive psychology and instruction |
| topic | Learning Cognitive psychology Cognitive learning Instructional systems Design Kognitive Psychologie (DE-588)4073586-2 gnd Unterricht (DE-588)4062005-0 gnd |
| topic_facet | Learning Cognitive psychology Cognitive learning Instructional systems Design Kognitive Psychologie Unterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024599147&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT bruningrogerh cognitivepsychologyandinstruction AT schrawgregoryj cognitivepsychologyandinstruction AT norbymonicam cognitivepsychologyandinstruction |