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Learning Theories : An Educational Perspective

ISBN: 9780130384966 | 0130384968
Edition: 5th
Format: Hardcover
Publisher: Prentice Hall
Pub. Date: 1/1/2008

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SummaryTable of Contents
Core text for Learning Theories in Education and Human Learning courses. Through its succinct yet thorough overviews of current behavioral, cognitive and developmental theories, this text explores the many ways in which learning principles can be applied in a variety of educational settings, with a diverse population of learners. The author examines the relationship between learning and other topics of importance to educatorsdevelopment, motivation, instruction, and self-regulation. Down-to-earth language, clear explanations, and specific examp... MORE
... MORE
1 Learning: Introduction, Issues, Historical Perspectives1(28)
Learning Defined
2(1)
Learning Theory and Research
3(3)
Functions of Theory
3(1)
Conducting Research
3(3)
Methods of Assessing Learning
6(4)
Direct Observations
7(1)
Written Responses
8(1)
Oral Responses
8(1)
Ratings by Others
9(1)
Self-Reports
9(1)
Precursors of Modern Learning Theories
10(7)
Learning Theory and Philosophy
11(2)
Beginnings of the Psychological Study of Learning
13(2)
Structuralism and Functionalism
15(2)
Critical Issues in the Study of Learning
17(5)
How Does Learning Occur?
17(1)
Which Factors Influence Learning?
18(1)
What Is the Role of Memory?
19(1)
What Is the Role of Motivation?
19(1)
How Does Transfer Occur?
20(1)
What Processes Are Involved in Self-Regulation?
21(1)
What Are the Implications for Instruction?
21(1)
Relation of Learning and Instruction
22(3)
Historical Perspective
22(2)
Instructional Commonalities
24(1)
Integration of Theory and Practice
25(1)
Three Learning Scenarios
25(2)
Kathy Stone's Third-Grade Class
26(1)
Jim Marshall's Ninth-Grade American History Class
26(1)
Gina Brown's Undergraduate Educational Psychology Class
27(1)
Summary
27(2)
2 Behavioral Theories29(54)
Connectionism
30(6)
Trial-and-Error Learning
30(1)
Laws of Exercise and Effect
31(1)
Other Principles
32(1)
Revisions to Thorndike's Theory
32(1)
Instructional Applications
33(3)
Classical Conditioning
36(5)
Basic Processes
36(1)
Other Phenomena
37(1)
Informational Variables
38(1)
Biological Influences
39(1)
Conditioned Emotional Reactions
40(1)
Watson's Behaviorism
41(2)
Basic Processes
42(1)
Little Albert Experiment
42(1)
Contiguous Conditioning
43(5)
Acts and Movements
44(1)
Associative Strength
44(1)
Rewards and Punishments
45(1)
Habit Formation and Change
45(3)
Operant Conditioning
48(18)
Conceptual Framework
49(1)
Basic Processes
50(9)
Behavioral Change
59(2)
Behavior Modification
61(2)
Verbal Behavior
63(3)
Self Regulation
66(4)
Self-Monitoring
66(3)
Self-Instruction
69(1)
Self-Reinforcement
70(1)
Instructional Applications
70(11)
Behavioral Objectives
71(2)
Programmed Instruction
73(5)
Contingency Contracts
78(2)
Keller Plan
80(1)
Summary
81(2)
3 Social Cognitive Theory83(53)
Conceptual Framework for Learning
84(4)
Reciprocal Interactions
84(2)
Enactive and Vicarious Learning
86(1)
Learning and Performance
87(1)
Modeling Processes
88(11)
Theories of Imitation
88(2)
Functions of Modeling
90(4)
Cognitive Skill Learning
94(2)
Rule Learning
96(1)
Motor Skill Learning
97(2)
Influences on Learning and Performance
99(5)
Developmental Status of Learners
99(2)
Model Prestige and Competence
101(1)
Vicarious Consequences to Models
101(3)
Goals and Expectations
104(8)
Goals
104(6)
Outcome Expectations
110(2)
Self Efficacy
112(10)
Conceptual Overview
112(2)
Self-Efficacy in Achievement Situations
114(1)
Models and Self Efficacy
114(4)
Motor Skills
118(1)
Instructional Self Efficacy
119(1)
Health and Therapeutic Activities
120(2)
Self Regulation
122(10)
Conceptual Framework
122(1)
Social Cognitive Processes
123(5)
Cyclical Nature of Self-Regulation
128(4)
Instructional Applications
132(2)
Models
132(1)
Self-Efficacy
133(1)
Self-Regulation
134(1)
Summary
134(2)
4 Information Processing136(54)
Information Processing System
137(6)
Assumptions
137(1)
Two-Store (Dual-Memory) Model
138(1)
Critique
139(1)
Levels of Processing
140(2)
Activation Level
142(1)
Attention
143(4)
Theories of Attention
143(1)
Attention and Learning
144(1)
Attention and Reading
145(2)
Perception
147(7)
Gestalt Theory
147(4)
Sensory Registers
151(1)
LTM Comparisons
152(2)
Two-Store Memory Model
154(10)
Verbal Learning
154(2)
Short-Term (Working) Memory
156(1)
Long-Term Memory
157(3)
Influences on Encoding
160(4)
Long-Term Memory: Storage
164(6)
Propositions
164(2)
Storage of Declarative Knowledge
166(3)
Storage of Procedural Knowledge
169(1)
Production Systems and Connectionist Models
170(4)
Production Systems
170(3)
Connectionist Models
173(1)
Long-Term Memory: Retrieval
174(5)
Retrieval Strategies
174(1)
Encoding Specificity
175(1)
Retrieval of Declarative Knowledge
175(3)
Retrieval of Procedural Knowledge
178(1)
Long-Term Memory: Forgetting
179(5)
Verbal Learning
180(1)
Information Processing
181(3)
Mental Imagery
184(4)
Representation of Spatial Information
184(1)
Imagery in LTM
185(2)
Individual Differences
187(1)
Summary
188(2)
5 Cognitive Learning Processes190
Conditional Knowledge and Metacognition
190(6)
Conditional Knowledge
191(1)
Metacognition and Learning
192(1)
Variables Influencing Metacognition
193(2)
Metacognition and Behavior
195(1)
Concept Learning
196(6)
The Nature of Concepts
196(2)
Concept Attainment
198(1)
Teaching of Concepts
199(2)
Motivational Processes
201(1)
Problem Solving
202(15)
Problem Solving Defined
203(1)
Historical Influences
203(3)
Heuristics
206(1)
Information Processing Model
207(1)
Problem-Solving Strategies
208(5)
Problem Solving and Learning
213(1)
Experts and Novices
214(2)
Implications for Instruction
216(1)
Transfer
217
Historical Views
217(2)
Activation of Knowledge in Memory
219(1)
Types of Transfer
219(3)
Strategy Transfer
222(1)
Instructional Applications
223

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