Memory in education:
As our understanding of the human memory system broadens and develops, new opportunities arise for improving students' long-term knowledge retention in the classroom. Written by two experts on the subject, this book explores how scientific models of memory and cognition can inform instructional...
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| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York ; London
Routledge, Taylor & Francis Group
2020
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| Series: | Ed psych insights
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Summary: | As our understanding of the human memory system broadens and develops, new opportunities arise for improving students' long-term knowledge retention in the classroom. Written by two experts on the subject, this book explores how scientific models of memory and cognition can inform instructional practices. Six chapters guide readers through the information processing model of memory, working and long-term memory, and Cognitive Load Theory (CLT) before addressing instructional strategies. This accessible, up-to-date volume is designed for any educational psychology or general education course that includes memory in the curriculum and will be indispensable for student researchers and both pre- and in-service teachers alike |
| Physical Description: | xii, 158 Seiten Illustrationen |
| ISBN: | 9780367028572 9780367028565 |
Staff View
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Record in the Search Index
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| adam_text | Contents Preface Acknowledgments One: Introduction Two: Information Processing Model of Human Memory Sensory Memory Short-Term Memory/Working Memory Long-Term Memory Some Common Distinctions in the Memory Area Developmental Aspects of Memory Conclusion ix xiii 1 4 5 8 14 19 27 31 Three: Practical Educational Implications From Research on Memory 34 Sensory Memory Strategies for Transferring Information From Short-Term Memory to Long-Term Memory Retrieving Information for Long-Term Memory 34 35 50
viii Contents Metamemory Conclusion Four: Five: Six: Working Memory, Cognitive Load, and Learning Types of Cognitive Load Leveraging Working Memory Resources for Learning Conclusion Designing InstructionalStrategies for Effective Learning Instructional Strategies for Managing Cognitive Resources in Working Memory Optimizing Cognitive Information Processing With Emerging Learning Technology Conclusion Conclusions Theoretical Aspects of Memory Memory Strategies in Education Working Memory and Related Performance Factors Strategies for Managing Working Memory Resources Glossary References Index 55 58 62 63 74 78 81 82 117 124 127 12 8 130 132 133 135 140 154
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| any_adam_object | 1 |
| author | Zheng, Robert Z. 1958- Gardner, Michael K. |
| author_GND | (DE-588)1089586000 (DE-588)112111010X |
| author_facet | Zheng, Robert Z. 1958- Gardner, Michael K. |
| author_role | aut aut |
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| contents | 1. Introduction 2. Information Processing Model of Human Memory 3. Practical Educational Implications from Research on Memory 4. Working Memory, Cognitive Load and Learning 5. Designing Instructional S |
| ctrlnum | (OCoLC)1135372773 (DE-599)BVBBV046274495 |
| discipline | Psychologie |
| format | Book |
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| isbn | 9780367028572 9780367028565 |
| language | English |
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| spelling | Zheng, Robert Z. 1958- Verfasser (DE-588)1089586000 aut Memory in education Robert Z. Zheng, Michael K. Gardner New York ; London Routledge, Taylor & Francis Group 2020 xii, 158 Seiten Illustrationen txt rdacontent n rdamedia nc rdacarrier Ed psych insights 1. Introduction 2. Information Processing Model of Human Memory 3. Practical Educational Implications from Research on Memory 4. Working Memory, Cognitive Load and Learning 5. Designing Instructional S As our understanding of the human memory system broadens and develops, new opportunities arise for improving students' long-term knowledge retention in the classroom. Written by two experts on the subject, this book explores how scientific models of memory and cognition can inform instructional practices. Six chapters guide readers through the information processing model of memory, working and long-term memory, and Cognitive Load Theory (CLT) before addressing instructional strategies. This accessible, up-to-date volume is designed for any educational psychology or general education course that includes memory in the curriculum and will be indispensable for student researchers and both pre- and in-service teachers alike Lernen (DE-588)4035408-8 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Gedächtnis (DE-588)4019614-8 gnd rswk-swf Memory Learning / Physiological aspects Learning, Psychology of EDUCATION / General Electronic books Lernen (DE-588)4035408-8 s Gedächtnis (DE-588)4019614-8 s Lernpsychologie (DE-588)4074166-7 s DE-604 Gardner, Michael K. Verfasser (DE-588)112111010X aut Erscheint auch als Online-Ausgabe, ebk. 978-0-429-01914-2 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031652270&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Zheng, Robert Z. 1958- Gardner, Michael K. Memory in education 1. Introduction 2. Information Processing Model of Human Memory 3. Practical Educational Implications from Research on Memory 4. Working Memory, Cognitive Load and Learning 5. Designing Instructional S Lernen (DE-588)4035408-8 gnd Lernpsychologie (DE-588)4074166-7 gnd Gedächtnis (DE-588)4019614-8 gnd |
| subject_GND | (DE-588)4035408-8 (DE-588)4074166-7 (DE-588)4019614-8 |
| title | Memory in education |
| title_auth | Memory in education |
| title_exact_search | Memory in education |
| title_full | Memory in education Robert Z. Zheng, Michael K. Gardner |
| title_fullStr | Memory in education Robert Z. Zheng, Michael K. Gardner |
| title_full_unstemmed | Memory in education Robert Z. Zheng, Michael K. Gardner |
| title_short | Memory in education |
| title_sort | memory in education |
| topic | Lernen (DE-588)4035408-8 gnd Lernpsychologie (DE-588)4074166-7 gnd Gedächtnis (DE-588)4019614-8 gnd |
| topic_facet | Lernen Lernpsychologie Gedächtnis |
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