Learning theories: an educational perspective
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Hoboken, NJ
Pearson
[2020]
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| Ausgabe: | Eighth edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Literaturverzeichnis: Seite 527-568 |
| Beschreibung: | xiii, 592 Seiten Illustrationen, Diagramme 23 cm |
| ISBN: | 9780134893754 0134893751 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Brief Contents 1 Introduction to the Study of Learning 2 Neuroscience of Learning 30 3 Behaviorism 78 4 Social Cognitive Theory 124 5 Information Processing Theory: Encoding and Storage 168 6 Information Processing Theory: Retrieval and Forgetting 216 7 Cognitive Learning Processes 252 8 Constructivism 312 9 Motivation 360 10 Self-Regulated Learning 416 11 Contextual Influences 462 12 Next Steps 508 Glossary 514 References 527 Author Index 1 569 Subject Index 582 vii
Contents 2 1 Introduction to the Study of Learning 1 3 Learning Theory and Philosophy 5 Beginnings of the Psychological Study of Learning 7 Structuralism and Functionalism 8 Learning Theory and Research Functions of Theory Conducting Research Neurophysiology of Learning Brain Development Assessment of Learning Direct Observations 16 Written Responses 16 Oral Responses 17 Ratings by Others 17 Self-Reports 17 Educational Data Mining Assessment Issues 20 19 How Does Learning Occur? 24 How Does Memory Function? 25 What Is the Role of Motivation? 25 How Does Transfer Occur? 26 How Does Self-Regulated Learning Operate? 26 What Are the Implications for Instruction? 27 29 61 62 64 27 29 67 Relevance of Brain Research 67 Brain Myths 67 Educational Issues 68 Brain-Based Educational Practices Critical Issues for Learning Theories 23 Reflection Questions 57 60 Instructional Applications Relation of Learning and Instruction 21 Summary and Critique 54 Motivation and Emotions Motivation Emotions 44 52 Influential Factors 52 Phases of Development Sensitive Periods 55 Language Development Influence of Technology 14 38 44 Information Processing System Memory Networks 48 Language Learning 51 11 11 11 32 Neural Organization 33 Brain Structures 34 Localization and Interconnections Brain Research Methods 40 Precursors of Modem Learning Theories 4 ѴШ 30 Organization and Structures Learning Defined Further Reading Neuroscience of Learning Summary and Critique Reflection Questions Further Reading 77 3 78 Behaviorism Connectionism 73 77 80 Trial-and-Error Learning 80 81 Principles of Learning
Thorndike and Education 83 70
Contents Classical Conditioning 84 Basic Processes 85 Informational Variables 87 Conditioned Emotional Reactions 87 Contiguous Conditioning 89 Acts and Movements 89 Habit Formation and Change 90 Motivational Processes Goals 143 Outcome Expectations Values 149 143 147 Self-Efficacy 150 Conceptual Overview 150 Self-Efficacy in Achievement Contexts 152 Models and Self-Efficacy 154 Motor Skills 156 Teacher Self-Efficacy 157 Health and Therapeutic Activities 159 Operant Conditioning 93 Conceptual Framework 94 Basic Processes 95 Behavior Change 103 Behavior Modification 105 Contemporary Perspective 107 Instructional Applications 108 Behavioral Objectives 109 Learning Time 111 Mastery Learning 113 Differentiated Instruction 115 Contingency Contracts 118 Instructional Applications 160 Models and Self-Efficacy l60 Worked Examples 161 Tutoring and Mentoring 162 Summary and Critique Further Reading Reflection Questions Further Reading Summary and Critique Reflection Questions 120 166 1б7 122 123 5 4 163 Social Cognitive Theory Conceptual Framework for Learning 126 Reciprocal Interactions 127 Enactive and Vicarious Learning Learning and Performance 129 Self-Regulation 129 124 128 Modeling Processes 130 Theories of Imitation 130 Functions of Modeling 132 Cognitive Skill Learning 135 Motor Skill Learning 137 Influences on Learning and Performance 139 Developmental Status of Learners Model Prestige and Competence Vicarious Consequences to Models Information Processing Theory: Encoding and Storage 168 Early Information Processing Perspectives 170 Assumptions 170 Verbal Learning 170 Gestalt
Theory 173 Two-Store (Dual) Memory Model 176 Levels (Depth) of Processing 178 Contemporary Information Processing Model 180 Attention 182 Theories of Attention 182 Attention and Learning 183 Meaning and Importance 184 139 140 141 Perception 186 Sensory Registers LTM Comparisons 186 187 їх
Contents Encoding 188 Working Memory (WM) Influences on Encoding Retrieval-Based Learning 245 Teaching for Transfer 246 188 191 Summary and Critique Long-Term Memory: Storage 195 Propositions 195 Storage of Knowledge 197 Production Systems and Connectionist Models 201 Reflection Questions Instructional Applications 205 Advance Organizers 205 Conditions of Learning 207 Cognitive Load 210 7 Summary and Critique Reflection Questions Further Reading 6 214 215 Information Processing Theory: Retrieval and Forgetting 216 Forgetting 227 Interference Theory 227 Information Processing 230 251 Cognitive Learning Processes 252 218 Metacognition 2Ş8 Conditional Knowledge 259 Metacognition and Learning 260 Variables Influencing Metacognition 261 Metacognition and Epistemic Thinking 2бЗ Metacognition and Behavior 264 Metacognition and Reading 265 Concept Learning 2б7 The Nature of Concepts 2б7 Concept Attainment 269 Teaching of Concepts 270 Motivational Processes 273 Relearning 232 Memory Savings 232 Effect of Testing 233 Visual Memory 233 Representation of Visual Information 234 Visual Memory and LTM 236 Individual Differences 237 Transfer 237 Historical Views 238 Contemporary Perspectives Types of Transfer 240 Strategy Transfer 243 Instructional Applications Encoding-Retrieval Similarity 250 Skill Acquisition 254 General and Specific Skills 254 Novice-to-Expert Research Methodology 255 Expert-Novice Differences in Science 257 212 Long-Term Memory: Retrieval Retrieval Processes 218 Language Comprehension 223 Further Reading 247 Problem Solving 274 Historical Perspectives 275 Heuristics
277 Problem-Solving Strategies 278 Problem Solving and Learning 283 Experts and Novices 284 239 244 244 Critical Thinking, Reasoning, and Creativity 285 Critical Thinking 285 Reasoning 287 Creativity 291
Contents Cognition and Technology 292 Socially Mediated Learning 341 Peer-Assisted Learning 343 Computer-Based Learning Environments 293 Online Social Media 299 Distance Learning 300 Constructivist Learning Environments 344 Instructional Applications Key Features 345 APA Learner-Centered Principles Reflective Teaching 347 302 Worked Examples 302 Problem Solving 303 Mathematics 305 Instructional Applications Discovery Learning 351 Inquiry Teaching 354 Discussions and Debates Summary and Critique 309 Reflection Questions 311 Further Reading 311 8 Constructivism 347 351 355 Summary and Critique 355 Reflection Questions 358 Further Reading 359 312 Assumptions and Perspectives 314 Overview 315 Perspectives 316 Situated Cognition Xl 9 Motivation 360 Background and Assumptions Historical Perspectives 362 Humanistic Theories 366 Model of Motivated Learning 317 Piaget’s Theory of Cognitive Development 319 Developmental Processes Implications for Instruction Neo-Piagetian Theories Assumptions 324 Case’s Instructional Model Achievement Motivation 320 323 324 325 Attributions Vygotsky’s Sociocultural Theory 330 382 Social Cognitive Processes 332 Private Speech and Socially Mediated Learning 338 Private Speech 338 Verbalization and Achievement 373 381 Locus of Control 381 Naïve Analysis of Action Attribution Theory of Achievement 383 327 Background 330 Basic Principles 331 Zone of Proximal Development Applications 334 371 Expectancy-Value Theory 373 Contemporary Model of Achievement Motivation 375 Family Influences 378 Self-Worth Theory 379 Task and Ego Involvement 380 Bruner’s Theory
of Cognitive Growth 327 Knowledge Representation Spiral Curriculum 328 362 339 386 Goals and Expectations 386 Social Comparison 387 Self-Concept 389 Goal Orientations 392 Types of Goal Orientations 392 Conceptions of Ability 396 Implicit Theories 396
xii Contents Self-Schemas Help Seeking Intrinsic Motivation 398 Early Views 398 Perceived Control 400 Self-Determination 402 Rewards and Intrinsic Motivation Interest and Affect 406 Personal and Situational Interest Emotions 407 403 406 Reflection Questions Further Reading 10 Further Reading 452 458 460 461 Contextual Influences 462 415 Teachers, Classrooms, and Schools 465 Effective Learning Environments 465 Teacher-Student Interactions 469 Developmentally Appropriate Instruction 473 Transitions in Schooling 474 Classroom and School Climate 476 415 418 Behavioral Self-Regulation Self-Monitoring 419 Self-Instruction 422 Self-Reinforcement 423 419 Peers 478 Peers and Learning 478 Peer Networks 480 Peers and School Adjustment Social Cognitive Influences 423 Conceptual Framework 423 Self-Regulatory Processes 425 Cyclical Nature of Self-Regulated Learning 428 Social-Self Interaction 432 Information Processing 432 Model of Self-Regulated Learning Learning Strategies 434 Constructivism 444 Sociocultural Influences Implicit Theories 446 Summary and Critique 1 1 413 Self-Regulated Learning 416 Assumptions Instructional Applications Academic Studying 452 Writing 454 Technology 457 Reflection Questions Instructional Applications 408 Achievement Motivation Training 408 Attribution Change Programs 409 Goal Orientations 411 Summary and Critique 451 451 444 Motivation and Self-Regulated Learning 448 Volition 449 Values 450 481 Families 483 Socioeconomic Status 483 Home Environment 486 Parental Involvement 486 Electronic Media 489 433 Communities 492 Location 492 Community Involvement
Cultures 493 494 Instructional Applications Teacher-Student Interactions Learning Styles 499 Parental and Familial Involvement 503 496 496
Contents Summary and Critique 504 Reflection Questions 506 Further Reading 507 12 Next Steps Learning Questions 508 509 How Does Learning Occur? 509 How Does Memory Function? 509 What Is the Role of Motivation? 509 How Does Transfer Occur? 510 How Does Self-Regulated Learning Operate? 510 What Are the Implications for Instruction? 510 Learning Theories 510 Conditioning 511 Social Cognitive 511 Information Processing Constructivist 511 Future Developments Conclusion 512 Glossary 514 References 527 Author Index 569 Subject Index 582 511 511 xiii
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| adam_txt |
Brief Contents 1 Introduction to the Study of Learning 2 Neuroscience of Learning 30 3 Behaviorism 78 4 Social Cognitive Theory 124 5 Information Processing Theory: Encoding and Storage 168 6 Information Processing Theory: Retrieval and Forgetting 216 7 Cognitive Learning Processes 252 8 Constructivism 312 9 Motivation 360 10 Self-Regulated Learning 416 11 Contextual Influences 462 12 Next Steps 508 Glossary 514 References 527 Author Index 1 569 Subject Index 582 vii
Contents 2 1 Introduction to the Study of Learning 1 3 Learning Theory and Philosophy 5 Beginnings of the Psychological Study of Learning 7 Structuralism and Functionalism 8 Learning Theory and Research Functions of Theory Conducting Research Neurophysiology of Learning Brain Development Assessment of Learning Direct Observations 16 Written Responses 16 Oral Responses 17 Ratings by Others 17 Self-Reports 17 Educational Data Mining Assessment Issues 20 19 How Does Learning Occur? 24 How Does Memory Function? 25 What Is the Role of Motivation? 25 How Does Transfer Occur? 26 How Does Self-Regulated Learning Operate? 26 What Are the Implications for Instruction? 27 29 61 62 64 27 29 67 Relevance of Brain Research 67 Brain Myths 67 Educational Issues 68 Brain-Based Educational Practices Critical Issues for Learning Theories 23 Reflection Questions 57 60 Instructional Applications Relation of Learning and Instruction 21 Summary and Critique 54 Motivation and Emotions Motivation Emotions 44 52 Influential Factors 52 Phases of Development Sensitive Periods 55 Language Development Influence of Technology 14 38 44 Information Processing System Memory Networks 48 Language Learning 51 11 11 11 32 Neural Organization 33 Brain Structures 34 Localization and Interconnections Brain Research Methods 40 Precursors of Modem Learning Theories 4 ѴШ 30 Organization and Structures Learning Defined Further Reading Neuroscience of Learning Summary and Critique Reflection Questions Further Reading 77 3 78 Behaviorism Connectionism 73 77 80 Trial-and-Error Learning 80 81 Principles of Learning
Thorndike and Education 83 70
Contents Classical Conditioning 84 Basic Processes 85 Informational Variables 87 Conditioned Emotional Reactions 87 Contiguous Conditioning 89 Acts and Movements 89 Habit Formation and Change 90 Motivational Processes Goals 143 Outcome Expectations Values 149 143 147 Self-Efficacy 150 Conceptual Overview 150 Self-Efficacy in Achievement Contexts 152 Models and Self-Efficacy 154 Motor Skills 156 Teacher Self-Efficacy 157 Health and Therapeutic Activities 159 Operant Conditioning 93 Conceptual Framework 94 Basic Processes 95 Behavior Change 103 Behavior Modification 105 Contemporary Perspective 107 Instructional Applications 108 Behavioral Objectives 109 Learning Time 111 Mastery Learning 113 Differentiated Instruction 115 Contingency Contracts 118 Instructional Applications 160 Models and Self-Efficacy l60 Worked Examples 161 Tutoring and Mentoring 162 Summary and Critique Further Reading Reflection Questions Further Reading Summary and Critique Reflection Questions 120 166 1б7 122 123 5 4 163 Social Cognitive Theory Conceptual Framework for Learning 126 Reciprocal Interactions 127 Enactive and Vicarious Learning Learning and Performance 129 Self-Regulation 129 124 128 Modeling Processes 130 Theories of Imitation 130 Functions of Modeling 132 Cognitive Skill Learning 135 Motor Skill Learning 137 Influences on Learning and Performance 139 Developmental Status of Learners Model Prestige and Competence Vicarious Consequences to Models Information Processing Theory: Encoding and Storage 168 Early Information Processing Perspectives 170 Assumptions 170 Verbal Learning 170 Gestalt
Theory 173 Two-Store (Dual) Memory Model 176 Levels (Depth) of Processing 178 Contemporary Information Processing Model 180 Attention 182 Theories of Attention 182 Attention and Learning 183 Meaning and Importance 184 139 140 141 Perception 186 Sensory Registers LTM Comparisons 186 187 їх
Contents Encoding 188 Working Memory (WM) Influences on Encoding Retrieval-Based Learning 245 Teaching for Transfer 246 188 191 Summary and Critique Long-Term Memory: Storage 195 Propositions 195 Storage of Knowledge 197 Production Systems and Connectionist Models 201 Reflection Questions Instructional Applications 205 Advance Organizers 205 Conditions of Learning 207 Cognitive Load 210 7 Summary and Critique Reflection Questions Further Reading 6 214 215 Information Processing Theory: Retrieval and Forgetting 216 Forgetting 227 Interference Theory 227 Information Processing 230 251 Cognitive Learning Processes 252 218 Metacognition 2Ş8 Conditional Knowledge 259 Metacognition and Learning 260 Variables Influencing Metacognition 261 Metacognition and Epistemic Thinking 2бЗ Metacognition and Behavior 264 Metacognition and Reading 265 Concept Learning 2б7 The Nature of Concepts 2б7 Concept Attainment 269 Teaching of Concepts 270 Motivational Processes 273 Relearning 232 Memory Savings 232 Effect of Testing 233 Visual Memory 233 Representation of Visual Information 234 Visual Memory and LTM 236 Individual Differences 237 Transfer 237 Historical Views 238 Contemporary Perspectives Types of Transfer 240 Strategy Transfer 243 Instructional Applications Encoding-Retrieval Similarity 250 Skill Acquisition 254 General and Specific Skills 254 Novice-to-Expert Research Methodology 255 Expert-Novice Differences in Science 257 212 Long-Term Memory: Retrieval Retrieval Processes 218 Language Comprehension 223 Further Reading 247 Problem Solving 274 Historical Perspectives 275 Heuristics
277 Problem-Solving Strategies 278 Problem Solving and Learning 283 Experts and Novices 284 239 244 244 Critical Thinking, Reasoning, and Creativity 285 Critical Thinking 285 Reasoning 287 Creativity 291
Contents Cognition and Technology 292 Socially Mediated Learning 341 Peer-Assisted Learning 343 Computer-Based Learning Environments 293 Online Social Media 299 Distance Learning 300 Constructivist Learning Environments 344 Instructional Applications Key Features 345 APA Learner-Centered Principles Reflective Teaching 347 302 Worked Examples 302 Problem Solving 303 Mathematics 305 Instructional Applications Discovery Learning 351 Inquiry Teaching 354 Discussions and Debates Summary and Critique 309 Reflection Questions 311 Further Reading 311 8 Constructivism 347 351 355 Summary and Critique 355 Reflection Questions 358 Further Reading 359 312 Assumptions and Perspectives 314 Overview 315 Perspectives 316 Situated Cognition Xl 9 Motivation 360 Background and Assumptions Historical Perspectives 362 Humanistic Theories 366 Model of Motivated Learning 317 Piaget’s Theory of Cognitive Development 319 Developmental Processes Implications for Instruction Neo-Piagetian Theories Assumptions 324 Case’s Instructional Model Achievement Motivation 320 323 324 325 Attributions Vygotsky’s Sociocultural Theory 330 382 Social Cognitive Processes 332 Private Speech and Socially Mediated Learning 338 Private Speech 338 Verbalization and Achievement 373 381 Locus of Control 381 Naïve Analysis of Action Attribution Theory of Achievement 383 327 Background 330 Basic Principles 331 Zone of Proximal Development Applications 334 371 Expectancy-Value Theory 373 Contemporary Model of Achievement Motivation 375 Family Influences 378 Self-Worth Theory 379 Task and Ego Involvement 380 Bruner’s Theory
of Cognitive Growth 327 Knowledge Representation Spiral Curriculum 328 362 339 386 Goals and Expectations 386 Social Comparison 387 Self-Concept 389 Goal Orientations 392 Types of Goal Orientations 392 Conceptions of Ability 396 Implicit Theories 396
xii Contents Self-Schemas Help Seeking Intrinsic Motivation 398 Early Views 398 Perceived Control 400 Self-Determination 402 Rewards and Intrinsic Motivation Interest and Affect 406 Personal and Situational Interest Emotions 407 403 406 Reflection Questions Further Reading 10 Further Reading 452 458 460 461 Contextual Influences 462 415 Teachers, Classrooms, and Schools 465 Effective Learning Environments 465 Teacher-Student Interactions 469 Developmentally Appropriate Instruction 473 Transitions in Schooling 474 Classroom and School Climate 476 415 418 Behavioral Self-Regulation Self-Monitoring 419 Self-Instruction 422 Self-Reinforcement 423 419 Peers 478 Peers and Learning 478 Peer Networks 480 Peers and School Adjustment Social Cognitive Influences 423 Conceptual Framework 423 Self-Regulatory Processes 425 Cyclical Nature of Self-Regulated Learning 428 Social-Self Interaction 432 Information Processing 432 Model of Self-Regulated Learning Learning Strategies 434 Constructivism 444 Sociocultural Influences Implicit Theories 446 Summary and Critique 1 1 413 Self-Regulated Learning 416 Assumptions Instructional Applications Academic Studying 452 Writing 454 Technology 457 Reflection Questions Instructional Applications 408 Achievement Motivation Training 408 Attribution Change Programs 409 Goal Orientations 411 Summary and Critique 451 451 444 Motivation and Self-Regulated Learning 448 Volition 449 Values 450 481 Families 483 Socioeconomic Status 483 Home Environment 486 Parental Involvement 486 Electronic Media 489 433 Communities 492 Location 492 Community Involvement
Cultures 493 494 Instructional Applications Teacher-Student Interactions Learning Styles 499 Parental and Familial Involvement 503 496 496
Contents Summary and Critique 504 Reflection Questions 506 Further Reading 507 12 Next Steps Learning Questions 508 509 How Does Learning Occur? 509 How Does Memory Function? 509 What Is the Role of Motivation? 509 How Does Transfer Occur? 510 How Does Self-Regulated Learning Operate? 510 What Are the Implications for Instruction? 510 Learning Theories 510 Conditioning 511 Social Cognitive 511 Information Processing Constructivist 511 Future Developments Conclusion 512 Glossary 514 References 527 Author Index 569 Subject Index 582 511 511 xiii |
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| spelling | Schunk, Dale H. Verfasser (DE-588)1054410399 aut Learning theories an educational perspective Dale H. Schunk (The University of North Carolina at Greensboro) Eighth edition Hoboken, NJ Pearson [2020] xiii, 592 Seiten Illustrationen, Diagramme 23 cm txt rdacontent n rdamedia nc rdacarrier Literaturverzeichnis: Seite 527-568 Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Lerntheorie (DE-588)4114402-8 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 s Lerntheorie (DE-588)4114402-8 s DE-604 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032246397&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Learning theories an educational perspective |
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| title_full | Learning theories an educational perspective Dale H. Schunk (The University of North Carolina at Greensboro) |
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| title_full_unstemmed | Learning theories an educational perspective Dale H. Schunk (The University of North Carolina at Greensboro) |
| title_short | Learning theories |
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| title_sub | an educational perspective |
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