Author: Deanna Kuhn
Publisher: S. Karger AG (Switzerland)
Author: Deanna Kuhn
Publisher: S. Karger AG (Switzerland)
Structure and Development
Author: A. Demetriou,A. Efklides
View: 9317This volume aims to contribute to the integration of three traditions that have remained separate in psychology. Specifically, the developmental, the psychometric, and the cognitive tradition. In order to achieve this aim, the text deals with these three aspects of human knowing that have been the focus of one or more of the three traditions for many years. Answers are provided to questions such as the following: What is common to intelligence, mind, and reasoning? What is specific to each of these three aspects of human knowing? How does each of them affect the functioning and development of the other? The chapters are organized into two parts. Part I focuses on intelligence and mind and has reasoning at the background. The papers in this part present new theories and methods that systematically attempt to bridge psychometric theories of intelligence with theories of cognitive development or information processing theories. Part II focuses on mind and reasoning and has intelligence at the background. The papers in this part develop models of reasoning and attempt to show how reasoning interacts with mind and intelligence. Two discussion chapters are also included. These highlight the convergences and the divergences of the various traditions as represented in the book.
Author: Richard E. Mayer,Patricia A. Alexander
View: 6245During the past twenty years researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This Handbook examines learning and instruction in a variety of classroom and non-classroom environments and with a variety of learners, both K-16 students and adult learners. The chapters are written by leading researchers from around the world, all of whom are highly regarded experts on their particular topics. The book is divided into two sections: learning and instruction. The learning section consists of chapters on how people learn in reading, writing, mathematics, science, history, second languages, and physical education, as well as learning to think critically, learning to self-monitor, and learning with motivation. The instruction section consists of chapters on effective instructional methods – feedback, examples, self-explanation, peer interaction, cooperative learning, inquiry, discussion, tutoring, visualizations, and computer simulations. Each chapter reviews empirical research in a specific domain and is structured as follows: Introduction – Defines key constructs and provides illustrative examples or cases. Historical Overview – Summarizes the historical context for the topic or domain. Theoretical Framework – Summarizes major models or theories related to the topic or domain. Current Trends and Issues – Synthesizes the research literature and highlights key findings or conclusions. Practical Implications – Suggests relevance of the research for educational practice. Future Directions – Considers next steps or stages needed for future research.
Author: Gregory Schraw,Daniel H. Robinson
View: 1345This volume examines the assessment of higher order thinking skills from the perspectives of applied cognitive psychology and measurement theory. The volume considers a variety of higher order thinking skills, including problem solving, critical thinking, argumentation, decision making, creativity, metacognition, and selfregulation. Fourteen chapters by experts in learning and measurement comprise four sections which address conceptual approaches to understanding higher order thinking skills, cognitively oriented assessment models, thinking in the content domains, and practical assessment issues. The volume discusses models of thinking skills, as well as applied issues related to the construction, validation, administration and scoring of perfomancebased, selectedresponse, and constructedresponse assessments. The goal of the volume is to promote a better theoretical understanding of higher order thinking in order to facilitate instruction and assessment of those skills among students in all K12 content domains, as well as professional licensure and cetification settings.
Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy
Author: John Comings,Barbara Garner,Cristine Smith
View: 2257The Review of Adult Learning and Literacy: Connecting Research Policy, and Practice, Volume 4 is the newest addition to a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Volume 4 opens with an overview of significant recent developments in the field. Subsequent chapters cover a wide range of topics critical to the success of adult education and literacy services in the United States: *issues of race, class, gender, and sexual orientation; *the role of workplace education in building adults' basic skills; *the role of new learning technologies in adult education and literacy; *adult developmental theories and their implications for the teaching of adult basic education and English for speakers of other languages; and *traditional and contemporary adult learning theories, including an annotated bibliography of key resources. Intended for policymakers, scholars, and practitioners dedicated to improving the quality of adult basic education, adult English for speakers of other languages, and adult secondary education programs, Review of Adult Learning and Literacy, Volume 4 is an essential resource for the field.
Twenty-five Years of Progress
Author: Sharon M. Carver,David Klahr
Publisher: Psychology Press
View: 8748This 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.
Structure and Development
Author: Andreas Demetriou,Anastasia Efklides
Category: Cognitive styles
Author: Stuart Reifel
Category: Early childhood education
a handbook for the profession
Author: Susan R. Komives,Dudley Woodard
View: 7773"How do you capture the essence, the reality, and the significance of a professional activity that is fluid, dynamic, extensive, and at times controversial? Komives and Woodard have done the virtual impossible with their Student Services Handbook."--Journal of College Student Development Now in its third edition, the classic Student Services has guided student affairs graduate education and practice for the last two decades. Updated with the latest insights on every aspect of the field, the authors examine the changing context of student experience in higher education, the evolving role of student affairs professionals, and the ethics and philosophies guiding student affairs practice.
die Rolle einer wissensaktivierenden Gedächtnisstrategie
Author: Susanne A. Böhmig-Krumhaar
View: 516Kulturgebundenes und erfahrungsbedingtes Wissen ist im Vergleich zu kognitiven Basisprozessen noch wenig erforscht. Am Beispiel lebenspragmatischen Wissens, in seiner höchsten Ausprägung als Weisheit bezeichnet, wird ein neuer methodischer Zugang vorgestellt. Basierend auf Erkenntnissen kognitionspsychologischer Interventionsforschung wird im theoretischen Teil der Untersuchung eine Gedächtnisstrategie mit dem Ziel entwickelt, wertrelativierendes Denken als ein Kriterium von Weisheit zu aktivieren. Empirisch wird die Effektivität der wissensaktivierenden Gedächtnisstrategie untersucht. Unter Anwendung der Strategie zeigen Personen mehr Wissen und Urteile über die Vielfalt individueller und kultureller Wert- und Zielvorstellungen. Die Bedeutsamkeit dieses gedächtnisbasierten Zugangs wird diskutiert.
A Sociocultural Perspective
Author: Audrey Joy Sirota
Category: Student teachers
Theory and Research on Individual Pathways ; 13 Tables
Author: Robbie Case,Wolfgang Edelstein
Publisher: S Karger Ag
Author: Deanna Kuhn,Klaus F. Riegel,Hans Thomae,J. A. Meacham
Category: Business & Economics
Category: Counseling in higher education
View: 5190... lists publications cataloged by Teachers College, Columbia University, supplemented by ... The Research Libraries of The New York Publica Library.
Chinese and American perspectives
Author: Unesco,Rochel Gelman,Meredith Gattis Lee,Unesco Publishing
View: 8198The first part provides an overview of the history and development of educational psychology in China, together with a well-nourished bibliography on the subject. The second includes a bibliography and annotated references, focused on the constructive nature of learning and offers some useful pointers to more effective skill acquisition among young learners.
A Sociocultural Approach
Author: Neil Mercer,Karen Littleton
View: 9604This book draws on extensive research to provide a ground-breaking new account of the relationship between dialogue and children’s learning development. It closely relates the research findings to real-life classrooms, so that it is of practical value to teachers and students concerned that their children are offered the best possible learning opportunities. The authors provide a clear, accessible and well-illustrated case for the importance of dialogue in children's intellectual development and support this with a new and more educationally relevant version of socio-cultural theory, which explains the fascinating relationship between dialogues and learning. In educational terms, a sociocultural theory that relates social, cultural and historical processes, interpersonal communication and applied linguistics, is an ideal way of explaining how school experience helps children learn and develop. By using evidence of how the collective construction of knowledge is achieved and how engagement in dialogues shapes children's educational progress and intellectual development, the authors provide a text which is essential for educational researchers, postgraduate students of education and teachers, and is also of interest to many psychologists and applied linguists.
The Modern Science
Author: Ross Vasta,Marshall M. Haith,Scott A. Miller
Publisher: John Wiley & Sons Inc
View: 9268This book is a topically organized introduction to child development from conception to adolescence. It examines child psychology from the perspectives of the three principal traditions which characterize the discipline today-the cognitive-developmental, environmental-learning and ethological orientations. Emphasizes the very latest issues and findings including the microgenetic research method, gene therapy, the social bases of early memory and family contributions to peer relations. This new edition includes a greater integration of contextual material, and an increased emphasis on cross- and multi-cultural research.
A Contemporary Viewpoint
Author: Eileen Mavis Hetherington,Ross D. Parke,Virginia O. Locke
Publisher: McGraw-Hill Humanities, Social Sciences & World Languages
Category: Child psychology
View: 7172This updated version of a classic text incorporates the most significant research findings since the original publication of the Fifth edition. A textbook by respected authors E. Mavis Hetherington, Ross D. Parke and Virginia Otis-Locke,Child Psychology, 5e Updateutilizes a topical organization to reflect research-based findings about the central processes that account for developmental shifts within different topical domains of development. A variety of theoretical viewpoints are examined to provide students with a well balanced view of a child’s developmental process. The most current studies and research available provide students with an understanding of the principal topics of child psychology as well as an up-to-date review of recent trends in socially relevant problem areas.