Authors: Marcy P. Driscoll
ISBN-13: 9780205375196, ISBN-10: 0205375197
Format: Hardcover
Publisher: Allyn & Bacon, Inc.
Date Published: August 2004
Edition: 3rd Edition
The Third Edition of this popular text continues its in-depth, practical coverage with a focus on learning and instruction that presents the latest psychological and educational models and research to the students of today's learning society.
Psychology of Learning for Instruction, Third Edition, focuses on the applications and implications of the learning theories. Using excellent examples ranging from primary school instruction to corporate training, this text combines the latest thinking and research to give students the opportunity to explore the individual theories as viewed by the experts. Students are encouraged to apply reflective practice, which is designed to foster a critical and reflective mode of thinking when considering any particular approach to learning and instruction.
Preface | ||
1 | Introduction | 3 |
What is a Theory of Learning? | 3 | |
Learning in History | 10 | |
Learning Theory and Instruction | 21 | |
The General Plan and Approach of This Book | 23 | |
2 | Radical Behaviorism | 27 |
The Experimental Analysis of Behavior | 29 | |
Principles of Behavior Management | 32 | |
Contributions of Behaviorism to Instruction | 53 | |
The Behavioral Perspective On Learning: Issues and Criticisms | 61 | |
3 | Cognitive Information Processing | 80 |
Overview of the Information Processing System | 68 | |
Sensory Memory | 72 | |
Working Memory | 81 | |
Long-Term Memory | 86 | |
Alternative Conceptions of Cognition | 104 | |
The Rhizome (or Semiotic) Metaphor | 107 | |
4 | Meaningful Reception Learning | 111 |
Cognitive Structures and Meaningful Learning | 113 | |
Knowledge Acquisition and Retention | 117 | |
Meaningful Learning and Classroom Practice | 125 | |
Meaningful Learning as Assimilation to Schema | 135 | |
5 | Schema Theory and Mental Models | 139 |
Schema Theory | 142 | |
Mental Models | 151 | |
Situated Learning and a Question of Transfer | 159 | |
6 | Cognitive and Knowledge Development | 169 |
Jean Piaget's Genetic Epistemology | 171 | |
Cognitive Alternatives to Genetic Epistemology | 185 | |
Implications for Instruction of Developmental Theory | 195 | |
7 | Interactional Theories of Cognitive Development | 205 |
Bruner: Going beyond the Information Given | 208 | |
Vygotsky: The Social Formation of Mind | 224 | |
8 | Biological Bases of Learning and Behavior | 245 |
Ultimate Causes: Evolution and Behavior | 247 | |
Proximate Causes: Neurophysiology of Learning | 257 | |
9 | The Motivation to Learn | 291 |
A Brief History of Educational Research on Motivation | 293 | |
Sources of Motivation To Learn | 295 | |
Consequences, Context, and Continuing Motivation | 305 | |
A Model of Motivational Design | 312 | |
10 | Gagne's Theory of Instruction | 329 |
Instructional Psychology, Instructional Theories, Instructional Models | 331 | |
Robert M. Gagne and the Conditions of Learning | 333 | |
11 | Constructivism | 359 |
Constructivism: A Contrasting Theory | 359 | |
Conclusion | 376 | |
12 | Toward a Personal Theory of Learning | 379 |
References | 381 | |
Index | 402 |