Cognitive Psychology and Instruction PDF Download

Author: Roger H. Bruning
Publisher:
ISBN: 9780132368971
Category : Cognitive learning
Languages : en
Pages : 0

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Of the 4C/ID Model P.227

Author: Roger H. Bruning
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 452

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Book Description
Solidly rooted in current cognitive psychology and motivation research, this book applies the findings of such research directly to classroom teaching and students' learning. Discernable throughout the book is the authors' belief that a solid understanding of the cognitive psychology perspective enhances a teacher's ability to understand educational goals, educational processes, and the overall educational system.After an introduction to the basic principles of cognitive psychology and its position in education, the book explains cognitive processes, explores the importance of beliefs and motivations in the process of cognition, and, finally, examines the ways cognitive psychology informs teaching and learning in specific content areas. Devotes an entire chapter tosensory, short-term, and working memory,presenting the modal memory model.For future educators.

Author: Ellen D. Gagné
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 536

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Book Description
This text effectively links the subdisciplines of cognitive psychology including learning in the content areas to form an integrated model of expertise for teachers and learners.

Author: Sharon M. Carver
Publisher: Psychology Press
ISBN: 1135648980
Category : Psychology
Languages : en
Pages : 536

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Book Description
This volume is based on papers presented at the 30th Carnegie Mellon Symposium on Cognition. This particular symposium was conceived in reference to the 1974 symposium entitled Cognition and Instruction. In the 25 years since that symposium, reciprocal relationships have been forged between psychology and education, research and practice, and laboratory and classroom learning contexts. Synergistic advances in theories, empirical findings, and instructional practice have been facilitated by the establishment of new interdisciplinary journals, teacher education courses, funding initiatives, and research institutes. So, with all of this activity, where is the field of cognition and instruction? How much progress has been made in 25 years? What remains to be done? This volume proposes and illustrates some exciting and challenging answers to these questions. Chapters in this volume describe advances and challenges in four areas, including development and instruction, teachers and instructional strategies, tools for learning from instruction, and social contexts of instruction and learning. Detailed analyses of tasks, subjects' knowledge and processes, and the changes in performance over time have led to new understanding of learners' representations, their use of multiple strategies, and the important role of metacognitive processes. New methods for assessing and tracking the development and elaboration of knowledge structures and processing strategies have yielded new conceptualizations of the process of change. Detailed cognitive analysis of expert teachers, as well as a direct focus on enhancing teachers' cognitive models of learners and use of effective instructional strategies, are other areas that have seen tremendous growth and refinement in the past 25 years. Similarly, the strong impact of curriculum materials and activities based on a thorough cognitive analysis of the task has been extended to the use of technological tools for learning, such as intelligent tutors and complex computer based instructional interfaces. Both the shift to conducting a significant portion of the cognition and instruction research in real classrooms and the increased collaboration between academics and educators have brought the role of the social context to center stage.

Author: Adrian Ashman
Publisher: Routledge
ISBN: 1134796005
Category : Education
Languages : en
Pages : 288

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Book Description
This book provides an accessible introduction to the field of cognitive education. It explains the concepts commonly found in the cognitive psychology and cognitive education literatures, theories and models of human thinking and intelligent behavior, and how these have been applied to psychoeducational assessment, instruction, and the adaption of student behavior. The book includes numerous examples to explain the concepts, theories, and applications, and includes supplementary reading lists and study questions.

Author: Alan Lesgold
Publisher: Springer Science & Business Media
ISBN: 1468425358
Category : Psychology
Languages : en
Pages : 517

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Book Description
Sipke D. Fokkema Amsterdam, Free University From June 13th - 17th, 1977 the NATO International Conference on Cognitive Psychology and Instruction, organized by the editors of this volume, took place at the Free University of Amsterdam. During this period approximately 150 psychologists representing 15 countries assembled for an exchange of scientific experiences and ideas. The broad aim of the conference, as indicated by its title, was to explore the extent to which theoretical and methodological developments in cognitive psychology might provide useful knowledge with regard to the design and management of instruction. From a great variety of submitted papers the organizers attempted to select those that represented major problem areas being scientifically studied in several countries. For the organization of this book we chose to categorize the contributions according to the following general areas: I. Learning II. Comprehension and Information Structure III. Perceptual and Memory Processes in Reading IV. Problem Solving and Components of Intelligence V. Cognitive Development VI. Approaches to Instruction The final paper in the volume is an extensive review and summary by Glaser, Pellegrino, and Lesgold, that examines the state Qf cognitive psychology (mainly as reflected in the contributions in this volume) with regard to instructional purposes. Each of the sections of the book also begins with a brief overview of the specific topics considered by the individual contributors within that section.

Author: Robert E. Haskell
Publisher: Academic Press
ISBN: 0123305950
Category : Education
Languages : en
Pages : 264

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Book Description
This text addresses the problem of how our past or current learning influences, is generalised and is applied or adapted to similar or new situations. It illustrates how transfer of learning can be promoted in the classroom and everyday life.

Author: Richard A. Duschl
Publisher: State University of New York Press
ISBN: 143840171X
Category : Education
Languages : en
Pages : 304

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Book Description
This edited volume extends existing discussions among philosophers of science, cognitive psychologists, and educational researchers on the the restructuring of scientific knowledge and the domain of science education. This exchange of ideas across disciplinary fields raises fundamental issues and provides frameworks that help to focus educational research programs, curriculum development efforts, and teacher training programs.

Author: Beau Fly Jones
Publisher: Routledge
ISBN: 113474613X
Category : Psychology
Languages : en
Pages : 591

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Book Description
By establishing a conceptual framework and a common language for educators to work together, this volume attempts to answer the challenge facing all teachers -- how can students improve the quality of their thinking? Methods of strengthening the thought process include: helping students learn to monitor their attention and commitments; asking questions that require students to organize, analyze, and integrate information; setting tasks that involve complex processes such as problem solving and research; and modeling and reinforcing fair-mindedness.

Author: Adrian F. Ashman
Publisher: Routledge
ISBN: 1351985140
Category : Education
Languages : en
Pages : 205

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Book Description
Research on training programs for students with learning difficulties has usually focused on the development of social and behavioural skills and the acquisition of cognitive interventions and procedures. Originally published in 1989, this book attempts to apply the methods validated by research and synthesize the discoveries made in the psychological laboratory for the benefit of teachers in regular classrooms. It reviews the literature relevant to special needs teaching and traces the development of cognitive research as it applies to education. The authors propose a specific and practical teaching strategy which has been successfully used by those working with students with special needs. Starting from the basic belief that education is an interactive process between the participants, the authors have emphasised the role and responsibility both of the teacher and the learner. Their book should be of value to researchers and practitioners in psychology and special education.