Learning Theories: Pearson New International Edition

Table of Contents
Chapter 1 — Introduction to the Study of Learning
Learning Defined
Precursors of Modern Learning Theories
   Learning theory and philosophy
   Beginnings of the psychological study of learning
   Structuralism and functionalism
Learning Theory and Research
   Functions of theory
   Conducting research
Assessment of Learning
   Direct observations
   Written responses
   Oral responses
   Ratings by others
   Self-reports
Relation of Learning and Instruction
   Historical perspective
   Instructional commonalities
   Integration of theory and practice
Critical Issues for Learning Theories
   How does learning occur?
   What is the role of memory?
   What is the role of motivation?
   How does transfer occur?
   Which processes are involved in self-regulation?
   What are the implications for instruction?
Three Learning Scenarios
   Kathy Stone’s third-grade class
   Jim Marshall’s U. S. History class
   Gina Brown’s educational psychology class
Summary
Further Reading
 
Chapter 2 — Behaviorism
Connectionism
   Trial-and-error learning
   Laws of exercise and effect
   Other principles
   Revisions to Thorndike’s theory
   Instructional applications
Classical Conditioning
   Basic processes
   Informational variables
   Biological influences
   Conditioned emotional reactions
Contiguous Conditioning
   Acts and movements
   Associative strength
   Rewards and punishments
   Habit formation and change
Operant Conditioning
   Conceptual framework
   Basic processes
   Behavioral change
   Behavior modification
   Self-regulation
Instructional Applications
   Behavioral objectives
   Learning time
   Mastery learning
Programmed instruction
   Contingency contracts
Summary
Further Reading
 
Chapter 3 — Neuroscience of Learning
Organization and Structures
   Neural organization
   Brain structures
   Localization and interconnections
   Brain research methods
Neurophysiology of Learning
   Information processing system
   Memory networks
   Language learning
Brain Development
   Influential factors
   Phases of development
   Critical periods
   Language development
Motivation and Emotions
   Motivation
   Emotions
Instructional Applications
   Relevance of brain research
   Educational issues
   Brain-based educational practices
Summary
Further Reading
 
 
Chapter 4 — Information Processing Theory
Information Processing System
Assumptions
Two-store (dual-memory) model
Alternatives to the two-store model
Attention
   Theories of attention
   Attention and learning
   Attention and reading
Perception
   Gestalt theory
   Sensory registers
   LTM comparisons
Two-Store Memory Model
   Verbal learning
   Short-term (working) memory
   Long-term memory
   Influences on encoding
Long-Term Memory: Storage
   Propositions
   Storage of knowledge
   Production systems and connectionist models
Long-Term Memory: Retrieval and Forgetting
   Retrieval
   Language comprehension
   Forgetting
Mental Imagery
   Representation of spatial information
   Imagery in LTM
   Individual differences
Instructional Applications
   Advance organizers
   Conditions of learning
   Cognitive load
Summary
Further Reading
 
Chapter 5 — Social Cognitive Theory
Conceptual Framework for Learning
Reciprocal interactions
Enactive and vicarious learning
Learning and performance
Self-regulation
Modeling Processes
   Theories of imitation
   Functions of modeling
   Cognitive skill learning
   Motor skill learning
Influences on Learning and Performance
   Developmental status of learners
   Model prestige and competence
   Vicarious consequences to models
Motivational Processes
   Goals
   Outcome expectations
   Values
Self-Efficacy
   Conceptual overview
   Self-efficacy in achievement situations
   Models and self-efficacy
   Motor skills
   Instructional self-efficacy
   Health and therapeutic activities
Instructional Applications
   Models
   Self-efficacy
   Worked examples
   Tutoring and mentoring
Summary
Further Reading
 
Chapter 6 — Constructivism
Constructivism: Assumptions and Perspectives
   Overview
   Perspectives
   Situated cognition
   Contributions and applications
Piaget’s Theory of Cognitive Development
   Developmental processes
   Implications for instruction
Vygotsky’s Sociocultural Theory
   Background
   Basic principles
   Zone of Proximal Development
   Applications
   Critique
Private Speech and Socially-Mediated Learning
   Private speech
   Verbalization and achievement
   Socially mediated learning
   Self-regulation
Motivation
   Contextual factors
   Implicit theories
   Teachers’ expectations
Constructivist Learning Environments
   Key features
   APA Learner-Centered Principles
Instructional Applications
   Discovery learning
   Inquiry teaching
   Peer-assisted learning
   Discussions and debates
   Reflective teaching
Summary
Further Reading
 
 
Chapter 7 — Cognitive Learning Processes
Skill Acquisition
   General and specific skills
   Novice-to-expert research methodology
   Expert-novice differences in science
Conditional Knowledge and Metacognition
   Conditional knowledge
   Metacognition and learning
   Variables influencing metacognition
   Metacognition and behavior
   Metacognition and reading
Concept Learning
   The nature of concepts
   Concept attainment
   Teaching of concepts
   Motivational processes
Problem Solving
   Historical influences
   Heuristics
   Problem-solving strategies
   Problem solving and learning
   Experts and novices
   Reasoning
   Implications for instruction
Transfer
   Historical views
   Activation of knowledge in memory
   Types of transfer
   Strategy transfer
   Teaching for transfer
Technology and Instruction
   Computer-based learning environments
   Distance learning
   Future directions
Instructional Applications
   Worked examples
   Writing
   Mathematics
Summary
Further Reading
 
Chapter 8 — Self-Regulation
Behavioral Theory
   Self-monitoring
   Self-instruction
   Self-reinforcement
Social Cognitive Theory
   Conceptual framework
   Social cognitive processes
   Cyclical nature of self-regulation
   Social and self influences
Information Processing Theory
   Model of self-regulation
   Learning strategies
Constructivist Theory
   Socilcultural influences
   Implicit theories
Motivation and Self-Regulation
   Volition
   Values
   Self-schemas
   Help seeking
Instructional Applications
   Academic studying
   Writing
   Mathematics
Summary
Further Reading
 
Chapter 9 — Motivation
Historical Perspectives
   Drive theory
   Conditioning theory
   Cognitive consistency theory
   Humanistic theory
Model of Motivated Learning
   Pretask
   During task
   Posttask
Achievement Motivation
   Expectancy-value theory
   Familial influences
   Contemporary model of achievement motivation
   Self-worth theory
   Task and ego involvement
Attribution Theory
   Locus of control
   Naïve analysis of action
   Attribution theory of achievement
Social Cognitive Theory
   Goals and expectations
   Social comparison
Goal Theory
   Goal orientations
   Conceptions of ability
Perceptions of Control
   Control beliefs
   Learned helplessness
   Students with learning problems
Self-Concept
   Dimensions and development
   Self-concept and learning
Intrinsic motivation
   Theoretical perspectives
   Overjustification and reward
Instructional Applications
   Achievement motivation training
   Attribution change programs
   Goal orientations
Summary
Further Reading
 
Chapter 10 — Development
Beginnings of the Scientific Study of Development
   Historical foundations
   Philosophical foundations
   The Child Study Movement
Perspectives on Human Development
   Issues relevant to learning
   Types of developmental theories
   Structural theories
Bruner’s Theory of Cognitive Growth
   Cognitive growth and knowledge representation
   Spiral curriculum
Contemporary Developmental Themes
   Developmental changes
   Developmentally appropriate instruction
   Transitions in schooling
Family Influences
   Socioeconomic status
   Home environment
   Parental involvement
   Electronic media
Motivation and Development
   Developmental changes
   Implications
Instructional Applications
   Learning styles
   Case’s instructional model
   Teacher-student interactions
Summary
Further Reading
Glossary
References
Author Index
Subject Index