Cognitive Psychology and Instruction

by Bruning, Roger H.; Schraw, Gregory J.; Norby, Monica M.

Edition:

5th

ISBN13:

9780130947949

ISBN10:

0130947946

Format:

Paperback

Pub. Date:

1/1/2011

Publisher(s):

Pearson College Div

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Summary

Solidly rooted in current cognitive psychology and motivation research, this book applies the findings of such research directly to classroom teaching and students' learning. Discernable throughout the book is the authors' belief that a solid understanding of the cognitive psychology perspective enhances a teacher's ability to understand educational goals, educational processes, and the overall educational system.After an introduction to the basic principles of cognitive psychology and its position in education, the book explains cognitive processes, explores the importance of beliefs and motivations in the process of cognition, and, finally, examines the ways cognitive psychology informs teaching and learning in specific content areas. Devotes an entire chapter tosensory, short-term, and working memory,presenting the modal memory model.For future educators.

Introduction to Cognitive Psychology

(14)

A Brief History

(5)

The Associationist Era

(4)

The Cognitive Era

(1)

Cognitive Themes for Education

(6)

An Example

(3)

Summary

(1)

Suggested Readings

(1)

Part I Information Processing Theory

Sensory, Short-Term, and Working Memory

(22)

The Modal Model

(3)

Sensory Memory and Perception

(5)

Sensory Registers

(3)

The Role of Knowledge and Context in Perception

(1)

Attention

(3)

Automatic Processes

(1)

Summary of Sensory Memory Processes

(1)

Short-Term and Working Memory

(6)

Capacity and Duration

(1)

Accessing Information

(1)

Working Memory

(2)

Working Memory and Learning

(2)

Implications for Instruction: Guiding and Directing Attention

(2)

Summary

(1)

Suggested Readings

(1)

Long-Term Memory: Structures and Models

(29)

A Framework for Long-Term Memory

(5)

Semantic and Episodic Memory

(1)

Implicit Memory: Retention Without Remembering

(2)

The Building Blocks of Cognition

(11)

Concepts

(5)

Propositions

(1)

Schemata

(3)

Productions

(2)

Scripts

(1)

Another Dimension of Long-Term Memory: Verbal and Imaginal Representation

(1)

Evolving Models of Memory

(8)

Network Models

(2)

The ACT Model

(2)

Connectionist Models

(3)

Implications for Instruction

(1)

Summary

(1)

Suggested Readings

(1)

Encoding Processes

(27)

Encoding Simple Information

(8)

Mediation

(1)

Imagery

(1)

Mnemonics

(5)

Encoding More Complex Information

(7)

Schema Activation

(1)

Guided Questioning

(1)

Levels of Processing

(3)

Summary of Encoding Processes

(1)

Metacognition: Thinking About Thinking

(5)

Research on Metacognitive Processes

(2)

Becoming a Good Strategy User

(1)

Research on Strategy Instruction

(1)

Implications for Instruction

(4)

Summary

(1)

Suggested Readings

(1)

Retrieval Processes

(18)

Encoding Specificity

(4)

Recognition and Recall

(3)

Reconstruction

100

(4)

Recalling Specific Events

104

(1)

Relearning

105

(1)

Implications for Instruction

106

(3)

Summary

109

(1)

Suggested Readings

109

(1)

Part II Beliefs and Cognition

Beliefs About Self

110

(27)

Bandura's Social Cognitive Learning Theory

110

(9)

Enactive and Vicarious Learning

111

(1)

Self-Efficacy

112

(1)

Research on Student, Teacher, and School Self-Efficacy

113

(3)

Modeling

116

(1)

Self-Regulated Learning Theory

117

(1)

Implications: Improving Self-Efficacy

118

(1)

Attribution Theory

119

(7)

The Attributional Process

120

(3)

Attributions in the Classroom

123

(1)

Attributional Retraining

124

(1)

Implications: Improving Student Attributions

125

(1)

Autonomy and Control

126

(9)

Control in the Classroom

127

(7)

Implications: Fostering Student Autonomy

134

(1)

Summary

135

(1)

Suggested Readings

136

(1)

Beliefs About Intelligence and Knowledge

137

(25)

Understanding Implicit Beliefs

137

(2)

Beliefs About Intelligence

139

(6)

Constraints on Classroom Behaviors

142

(1)

Is Intelligence Changeable?

143

(1)

Guidelines for Fostering Adaptive Goals

144

(1)

Beliefs About Knowledge

145

(10)

Reflective Judgment

148

(2)

Stages in Reflective Judgment

150

(2)

Reflective Judgment and Education

152

(2)

Education and Thinking

154

(1)

Summary of Beliefs About Knowledge

155

(1)

Hope and Attitude Change

155

(3)

Changing Beliefs

156

(2)

Teacher's Beliefs

158

(1)

Implications

159

(2)

Summary

161

(1)

Suggested Readings

161

(1)

Part III Fostering Cognitive Growth

Problem Solving and Critical Thinking

162

(31)

Historical Perspectives on Problem Solving

163

(8)

Thorndike, Dewey, and the Gestalt Psychologists

163

(1)

Contemporary Approaches to Problem Solving

164

(7)

Expert Knowledge in Problem Solving

171

(7)

Domain Knowledge

171

(1)

An Example of Domain Knowledge in Cognition

172

(1)

General Knowledge

173

(1)

Domain Knowledge and Expertise

174

(1)

Seven Characteristics of Expert Performance

175

(1)

Role of Deliberate Practice

176

(2)

Problem-Solving Transfer

178

(1)

Implications: Improving Problem Solving

178

(2)

Critical Thinking

180

(11)

Toward a Definition of Critical Thinking

180

(1)

Component Skills in Critical Thinking

181

(2)

Does Intelligence Constrain Critical Thinking?

183

(3)

Planning a Critical-Thinking Skills Program

186

(3)

Examples of Stand-Alone Programs

189

(2)

Teaching Wisdom

191

(1)

Summary

191

(1)

Suggested Readings

192

(1)

Classroom Contexts for Cognitive Growth

193

(19)

Constructivism: Role of the Learner in Building and Transforming Knowledge

194

(4)

Types of Constructivism: A Closer Look

195

(2)

Vygotsky's Dialectical Constructivism

197

(1)

Social Cognition: Social Factors in Knowledge Construction

198

(10)

Rogoff's Apprenticeships in Thinking Model

198

(2)

Schon's Reflective Practitioner Model

200

(2)

Role of Classroom Discourse in Knowledge Construction

202

(1)

Toward a More Reflective Classroom

203

(2)

Using Classroom Discourse to Build Knowledge

205

(3)

Implications for Teaching: A Portrait of the Reflective Classroom

208

(3)

Summary

211

(1)

Suggested Readings

211

(1)

Technological Contexts for Cognitive Growth

212

(22)

How Can Students Use Technologies?

214

(5)

Cognitive Load Theory and Multimedia Design

219

(3)

The Four Component Instructional Design (4C/ID) Model and Complex Skill Development

222

(4)

Summary of the 4C/ID Model

225

(1)

Social Cognitive Theory and Development of Classroom Communities

226

(5)

The Adventures of Jasper Woodbury Series

227

(2)

CSILE/Knowledge Forum: A Knowledge-Building Community Model

229

(1)

Summary of Tools for Building Learning Communities

230

(1)

Implications for Teaching

231

(2)

Summary

233

(1)

Suggested Readings

233

(1)

Part IV Cognition in the Classroom

Learning to Read

234

(27)

Literacy's Foundations in Language Development

235

(8)

Dimensions of Language

235

(6)

Summary of Linguistic Prerequisites for Reading

241

(2)

Cognitive Prerequisites of Learning to Read

243

(3)

World Knowledge

243

(1)

Working and Long-Term Memory Capabilities

244

(1)

Attention

245

(1)

Summary of Cognitive Prerequisites for Reading

246

(1)

From Reading Readiness to Emergent Literacy

246

(2)

Transition to Reading

248

(5)

Prereaders

248

(1)

Visual-Cue Reading

249

(1)

Phonetic-Cue Reading

249

(1)

Systematic Phonemic Decoding

249

(1)

Decoding and Beginning Reading

250

(3)

Methods of Teaching Reading

253

(2)

Summary of Beginning Literacy Instruction

255

(1)

Implications for Beginning Reading Instruction

255

(4)

A Comment on Reading Difficulties

257

(1)

Reading Recovery: One Approach to Reading Difficulties

258

(1)

Summary

259

(1)

Suggested Readings

260

(1)

Reading to Learn

261

(30)

Models of Reading Comprehension

262

(7)

Gough's Data-Driven Model

262

(1)

Goodman's Conceptually Driven Model

263

(1)

Kintsch's Construction-Integration Model

264

(3)

Common Assumptions of Current Reading Models

267

(1)

Summary of Models of Reading

268

(1)

Building Vocabulary Through Reading

269

(5)

Word Knowledge: What It Means to Know a Word

270

(1)

Definitional Versus Contextual Word Knowledge

271

(2)

Helping Students Use Reading to Build Vocabulary

273

(1)

Building Organized Knowledge Through Reading

274

(9)

The Importance of Linking New Information with Old

275

(2)

The Importance of Reading Comprehension Strategies

277

(5)

Building Organized Knowledge Through Reading: Summary and Applications

282

(1)

Remembering What Has Been Read: Memory for Text Materials

283

(4)

Text Signals

283

(1)

Adjunct Questions

284

(3)

Implications for Teaching

287

(2)

Summary

289

(1)

Suggested Readings

290

(1)

Writing

291

(24)

A Cognitive Model of Writing

292

(6)

The Task Environment

293

(1)

Long-Term Memory

294

(1)

Working Memory

295

(2)

An Example of the Writing Model

297

(1)

Individual Differences in Writing

298

(5)

Information Processing Differences

299

(1)

Idea Generation

300

(1)

Planning Differences

301

(1)

Differences in Organization

302

(1)

Improving Students' Writing

303

(4)

Creating a Context for Writing: The Literacy Community

303

(4)

Implications for Teaching: Encouraging the Writing Process and Building Writing Skills

307

(6)

A Final Note: Creative Writing

312

(1)

Summary

313

(1)

Suggested Readings

314

(1)

Cognitive Approaches to Mathematics

315

(23)

Knowledge Acquisition

317

(1)

Arithmetic Problem Solving

318

(11)

What ``Bugs'' Can Teach Us

319

(1)

Problem Typologies

320

(3)

Arithmetic Knowledge

323

(1)

Language: Another Factor

324

(1)

Text Comprehension and Arithmetic Problem Solving

325

(3)

Developmental Issues in Arithmetic Problem Solving

328

(1)

Problem Solving in Algebra

329

(4)

Explaining Algebra Errors

330

(3)

Cognitive Psychology and Mathematics Instruction

333

(2)

Implications for Instruction

335

(2)

Summary

337

(1)

Suggested Readings

337

(1)

Cognitive Approaches to Science

338

(24)

Naive Science Conceptions

340

(6)

Confronting Naive Beliefs

343

(1)

A Model for Changing Naive Beliefs

344

(2)

Expert-Novice Differences in Science

346

(3)

Differences in Problem Solving

346

(2)

Differences in Understanding Theories

348

(1)

A Model for Teaching Science

349

(8)

Inquiry-Based Instruction

350

(1)

Learning Strategies

351

(1)

Teaching Strategies

352

(2)

Supporting Teacher Development

354

(1)

Benefits of Effective Instruction

355

(2)

A Model of Science Achievement

357

(2)

Implications for Instruction

359

(1)

Summary

360

(1)

Suggested Readings

361

(1)

Glossary

362

(8)

References

370

(42)

Name Index

412

(8)

Subject Index

420

Cognitive Psychology and Instruction

9780130947949

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