Cognition in Education
Routledge (Verlag)
978-1-138-22953-2 (ISBN)
There is commonly-held belief that some people learn better than others because they are born that way. However, research indicates that many people who learn better are simply more strategic: they use effective strategies and techniques to improve their learning. Further, these strategies and techniques can be taught to students. Thus, understanding how we learn enriches our lives and the lives of others. Written by leading experts on learning, this book situates this topic within the broader context of educational psychology research and brings it to a wider audience. With chapters on how the mind works, evidence-based recommendations about how to enhance learning from both the perspective of students and teachers, and clear explanations of key learning concepts and ideas, this short volume is designed for any education course that includes learning in the curriculum. It is indispensable for pre- and in-service teachers and student researchers alike.
Matthew T. McCrudden is an Associate Professor in the School of Education at Victoria University of Wellington, New Zealand. Danielle S. McNamara is a Professor in the Department of Psychology at Arizona State University, USA.
CHAPTER 1: INTRODUCTION TO HUMAN COGNITION
Introduction and Overview
Information Processing Model of Human Cognition
Consciousness or Working Memory
Long-term Memory
Declarative Memory
Procedural Memory
Summary of Key Ideas
CHAPTER 2: ATTENTION AND PREPARING TO LEARN
Attention
Our attention is limited
Attention and Learning
People focus their attention on things that are novel, emotional, or physically distinct
People focus their attention on relevant stimuli
Using Knowledge of Attention: Student perspective
Using Knowledge of Attention: Teacher perspective
Ensuring students pay attention to information helps them learn
Ensuring students avoid attending to distracting information
Summary of Key Ideas
CHAPTER 3: IMPROVING MEMORY
Distributed Practice
Distributed practice is more beneficial when there is a time gap between study episodes
The distributed practice effect is more pronounced when there is a time gap between the last study episode and the final test
Using Distributed Practice: Student perspective
Using Distributed Practice: Teacher perspective
Retrieval practice
Retrieving information from memory is beneficial for learning
When using retrieval practice, attempting to recall is more beneficial than attempting to recognize
How much time should pass between initial study and retrieval practice?
Using Retrieval Practice: Student perspective
Using Retrieval Practice: Teacher perspective
Summary of Key Ideas
CHAPTER 4: IMPROVING COMPREHENSION
Comprehension
Generating Questions
Generating high quality questions is beneficial for comprehension
Elaborating and Explaining Text
Generating explanations is beneficial for learning
When encoding information, making information meaningful facilitates memory
Graphic Organizers
Completing a graphic organizer is beneficial for learning
Improving Comprehension: Student perspective
Improving Comprehension: Teacher perspective
Summary of Key Ideas
Conclusions
GLOSSARY
REFERENCES
| Erscheinungsdatum | 12.08.2017 |
|---|---|
| Reihe/Serie | Ed Psych Insights |
| Zusatzinfo | 12 Tables, black and white; 30 Line drawings, black and white; 30 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 129 x 198 mm |
| Gewicht | 400 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 1-138-22953-9 / 1138229539 |
| ISBN-13 | 978-1-138-22953-2 / 9781138229532 |
| Zustand | Neuware |
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