|
.
..
.
|
|
Psychology of Learning for Instruction
2nd Edition, 2000
Driscoll, M.P |
Summary
This cognitively-oriented book focuses on learning and instruction.
KEY TOPICS: The
applications and implications of learning theories are explained and
illustrated using excellent examples ranging from primary school
instruction to corporate training. An important theme of the book is
reflective practice, which is designed to foster a critical and
reflective mode of thinking when considering any particular approach
to learning and instruction. MARKET:
For anyone interested in learning and instruction
from primary schools to corporate training.
|
Features
- Concept maps and opening scenarios
at the beginning of each chapter get students thinking about what
they will be learning.
- Clear definitions throughout the
book of the “isms” prevalent in philosophy make it easier for
students to grasp complex topics.
- Updated information on the shift in
cognitive theory includes community and culture and reflects the
latest thinking by psychologists and educators.
- End-of-chapter discussion questions
help students review what they have learned.
|
Table of Contents
All chapters conclude with "Conclusion,"
“Suggested Readings,” and/or “Reflective Questions and Activities.”
|
I. INTRODUCTION.
- Introduction to
Theories of Learning and Instruction.
What Is a Theory of Learning?
Learning in History.
Learning Theory and Instruction.
The General Plan and Approach of This Book.
II.
LEARNING AND BEHAVIOR.
The Experimental Analysis of
Behavior.
Principles of Behavior Management.
Planning a Program of Behavior Change.
Contributions of Behaviorism to Instruction.
The Behaviorist Perspective on Learning: Issues and Criticisms.
III. LEARNING AND
COGNITION.
- Cognitive
Information Processing.
Overview of the
Information-Processing System.
Sensory Memory.
Working Memory.
Long-Term Memory.
Implications of CIP for Instruction.
- Meaningful
Learning and Schema Theory.
Ausubel's Meaningful
Reception Learning.
Meaningful Learning as Assimilation to Schema.
Meaningful Learning, Schema Theory, and Instruction.
The Nature of Situated Cognition.
Antecedents to Situated Cognition.
Processes of Situated Cognition.
Implications of Situated Cognition for Instruction.
IV. LEARNING AND
DEVELOPMENT.
- Cognitive and
Knowledge Development.
Jean Piaget's Genetic Epistemology.
Beyond Piaget: Alternative Perspectives on Cognitive Development.
Implications for Instruction of Developmental Theory.
- Interactional
Theories of Cognitive Development.
Bruner: Going beyond the
Information Given.
Vygotsky: The Social Formation of Mind.
V. LEARNING AND
BIOLOGY.
- Biological Bases
of Learning and Memory.
- Ultimate Causes: Evolution and
Behavior.
Proximate Causes: Neurophysiology of Learning.
VI. LEARNING AND
MOTIVATION.
- Motivation and
Self-Regulation in Learning.
A Brief History.
Origins and Determinants of Motivation.
Continuing Motivation and Self-Regulation.
A Model of Motivational Design.
VII. LEARNING AND
INSTRUCTION.
- Gagné's Theory of
Instruction.
Instructional Psychology,
Instructional Theories, Instructional Models.
Robert M. Gagné and the Conditions of Learning.
An Application of Gagné's Instructional Theory.
Constructivism: A Contrasting
Theory.
VIII. Epilogue.
- Toward a
Personal Theory of Learning and Instruction.
References.
Index.
|
|
http://www.pearsonptg.com/book_detail/0,3771,0205263216,00.html |
|
.
|
