9780130384966

Through its succinct yet thorough overviews of current behavioral, cognitive and developmental theories, this book explores the many ways in which learning principles can be applied in a variety of educational settings, with a diverse population of learners. It features down-to-earth language, clear explanations, and specific examples of abstract concepts. The author examines the relationship between learning and other topics of importance to educators-development, motivation, instruction, and self-regulation. A detailed glossary of more than 300 technical terms facilitates understanding, and a bibliography with more than 1,100 references encourages self-study. For future and in-service teachers with a minimal psychology background.

1 Learning: Introduction, Issues, Historical Perspectives

1

(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 Theories

29

(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 Theory

83

(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 Processing

136

(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 Processes

190

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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Theory and research on human learning have expanded dramatically in recent years. This point is underscored by considering some of the topics addressed in this text that were not covered in the first edition published in 1991: constructivism, situated cognition, implicit theories, brain development, apprenticeships, peer collaboration, distance education, and E-learning. The relevance of each of these topics to human learning is now firmly established. Better integration with education of such disciplines as psychology, human development, and instructional technology has contributed to the expansion of the field of learning. Despite all these changes, the primary objectives of this fourth edition remain the same as those of the previous three editions: (a) to inform students of learning theoretical principles, concepts, and research findings, especially as they relate to education, and (b) to provide applications of principles and concepts in settings where, teaching and learning occur. Although different theories of learning are discussed, the text continues to focus on cognitive perspectives. This focus is consistent with the contemporary emphasis on learners as seekers and constructors of knowledge rather than as reactors to events. STRUCTURE OF THIS TEXT The text's 10 chapters are organized as follows. In the introductory chapter, I discuss learning theory-, research, and issues, as well as historical foundations of the study of learning and the relation of learning to instruction. The end of this chapter includes three scenarios involving elementary, secondary, and college classes. Throughout the text these scenarios are used to demonstrate applications of principles of learning, motivation, self-regulation, and instruction. Chapter 2 presents behavioral theories of learning. Current cognitive and constructivist views of learning are covered in subsequent chapters: social cognitive theory (Chapter 3); information processing (Chapter 4); cognitive learning processes (Chapter 5); cognition and instruction (Chapter 6); and constructivism (Chapter 7). The final three chapters cover topics relevant to learning: motivation (Chapter 8); content-area learning (Chapter 9); and development and learning (Chapter 10). NEW TO THIS EDITION Readers familiar with prior editions will notice several content and organizational changes in this fourth edition, which reflect evolving theoretical and research emphases. Constructivism, which has become a major guiding framework in content learning and human development, is now covered in a separate chapter, although parts of this chapter--such as Vygotsky's theory--were included in prior editions. To provide better integration of self-regulation and instruction with learning theories, these topics now are integrated within each of the theory chapters rather than appearing as stand-alone chapters. This change reflects the increasing tendency of researchers from different theoretical traditions to investigate how learning principles apply to instructional contexts and students' efforts to self-regulate their academic actions. One exception is Chapter 6, cognition and instruction. This chapter stands alone because of the sheer amount of material relevant to the topic. Separate chapters on motivation and development and learning remain for the same reason, although discussions of these topics are intermingled in other chapters. Chapter 10--development and learning--has been substantially revised and now includes sections on familial and sociocultural influences on learning and brain development. These additions, like the other changes in this volume, reflect the increased interest among educators in these topics and an expanding research base on their role in human learning. Rapid developments in technology necessitated further refocusing of the section on technology and instruction (now in Chapter 6), and the continued growth of r

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Learning Theories : An Educational Perspective

Learning Theories : An Educational Perspective

0130384968

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