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Michael E. Martinez received his Ph.D. in educational psychology from Stanford University. A former high school science teacher, Professor Martinez conducts research on human intelligence, assessment, and science learning. He is a former Fulbright Scholar and received the Presidential Commendation for Contributions to Psychology from the American Psychological Association.
Table of Contents
|Introduction Four Paradigms Where is Education?|
|What is Education? The Design of Educational Experience|
|The Mindrsquo;S Architecture|
|Why Study Behavior?|
|Classical Conditioning Early Behaviorism in America Classical|
|Conditioning and Education Operant Conditioning|
|Behaviorismrsquo;s Enduring Impact Behaviorism Challenged|
|Is There a Downside to Behaviorism?|
|Learning Strategies Conclusion|
|The Cognitive Architecture|
|The Computer Metaphor|
|The Sensory Register Short-Term/Working Memory|
|Long-Term Memory Summarizing the Cognitive Architecture Basic Cognitive Processes|
|The Funnel of Information Chunking and Automaticity Laws of Learning Learning Strategies Conclusion|
|Theories of Knowledge Philosophy Semiotics Linguistics Artificial Intelligence Psychology Anthropology Learning Strategies Conclusion|
|Complex Cognition Metacognition Problem Solving|
|Critical Thinking Inferential Reasoning Creativity|
|The Nature of Higher-Order Thought|
|The Social Origins of Complex Cognition Learning Strategies Conclusion|
|Motivation Volition and Emotion|
|The Trilogy of Mind Emotions Motivation Theories Based on Global Motives Motivation Theories Based on Beliefs|
|About Events Motivation Theories Based on Beliefs About Self Goals Self-Regulation|
|New Directions Learning Strategies Conclusion|
|Cognitive Development and Expertise|
|What is Development? Cognitive Development: Piaget Neo-Piagetian Theories Vygotskyan|
|Theory Language Development Development Toward Expertise|
|The Timeline fo|
|Table of Contents provided by Publisher. All Rights Reserved.|