Learning Theories : An Educational Perspective

by Schunk, Dale H.

• ISBN13: 9780130108500
• ISBN10: 0130108502
• Edition: 3rd
• Format: Hardcover
• Copyright: 2000-01-01
• Publisher: Prentice Hall

Summary

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.

Table of Contents

1 Learning: Introduction, Issues, and Historical Perspectives	1	(29)
Learning Defined	2	(1)
Learning Theory and Research	3	(4)
Functions of Theory	3	(1)
Conducting Research	4	(3)
Methods of Assessing Learning	7	(4)
Direct Observations	7	(1)
Written Responses	8	(1)
Oral Responses	9	(1)
Ratings by Others	9	(1)
Self-Reports	9	(2)
Critical Issues in the Study of Learning	11	(4)
How Does Learning Occur?	11	(1)
Which Factors Influence Learning?	12	(1)
What Is the Role of Memory?	13	(1)
What Is the Role of Motivation?	13	(1)
How Does Transfer Occur?	14	(1)
Which Types of Learning Are Best Explained by Theory?	14	(1)
Precursors of Modern Learning Theories	15	(6)
Learning Theory and Philosophy	15	(3)
Beginnings of the Psychological Study of Learning	18	(1)
Structuralism and Functionalism	19	(2)
Relation of Learning and Instruction	21	(6)
Historical Perspective	22	(1)
Critical Features of Theories	23	(2)
Instructional Commonalities	25	(1)
Integration of Theory and Practice	26	(1)
Three Learning Scenarios	27	(3)
Kathy Stone's Third-Grade Class	27	(1)
Jim Marshall's Ninth-Grade American History Class	28	(1)
Gina Brown's Undergraduate Educational Psychology Class	28	(2)
2 Behavioral Theories	30	(48)
Connectionism	31	(6)
Trial-and-Error Learning	31	(1)
Laws of Exercise and Effect	32	(1)
Other Principles	33	(1)
Revisions to Thorndike's Theory	33	(1)
Educational Principles	34	(3)
Classical Conditioning	37	(5)
Basic Processes	37	(1)
Other Phenomena	38	(1)
Informational Variables	39	(1)
Biological Influences	40	(1)
Conditional Emotional Reactions	41	(1)
Watson's Behaviorism	42	(2)
Basic Processes	43	(1)
Little Albert Experiment	43	(1)
Contiguous Conditioning	44	(5)
Acts and Movements	44	(1)
Associate Strength	45	(1)
Rewards and Punishments	45	(1)
Habit Formation and Change	46	(3)
Operant Conditioning	49	(29)
Conceptual Framework	49	(2)
Basic Processes	51	(9)
Behavioral Change	60	(1)
Behavior Modification	61	(3)
Verbal Behavior	64	(2)
Applications to Instruction	66	(12)
3 Social Cognitive Theory	78	(41)
Conceptual Framework for Learning	79	(4)
Reciprocal Interactions	80	(1)
Enactive and Vicarious Learning	81	(1)
Learning and Performance	82	(1)
Modeling Processes	83	(11)
Theories of Imitation	83	(2)
Functions of Modeling	85	(4)
Cognitive Skill Learning	89	(2)
Rule Learning	91	(1)
Motor Skill Learning	92	(2)
Influences on Learning and Performance	94	(6)
Developmental Status of Learners	95	(1)
Model Prestige and Competence	96	(1)
Vicarious Consequences to Models	96	(4)
Goals and Expectations	100	(8)
Goals	100	(6)
Outcome Expectations	106	(2)
Self-Efficacy	108	(11)
Conceptual Overview	108	(1)
Self-Efficacy in Achievement Situations	109	(1)
Models and Self-Efficacy	110	(4)
Motor Skills	114	(1)
Instructional Efficacy	115	(1)
Health and Therapeutic Activities	116	(3)
4 Information Processing	119	(50)
Information Processing System	120	(6)
Assumptions	120	(1)
Two-Store (Dual-Memory) Model	121	(1)
Critique	122	(1)
Levels of Processing	123	(2)
Activation Level	125	(1)
Attention	126	(11)
Theories of Attention	127	(1)
Attention and Learning	128	(1)
Attention and Reading	129	(1)
Perception	130	(1)
Gestalt Theory	131	(3)
Sensory Registers	134	(1)
LTM Comparisons	135	(2)
Two-Store Memory Model	137	(10)
Verbal Learning	137	(2)
Working (Short-Term Memory)	139	(2)
Long-Term Memory	141	(4)
Influences on Encoding	145	(2)
Long-Term Memory: Storage	147	(6)
Propositions	147	(2)
Storage of Declarative Knowledge	149	(3)
Storage of Procedural Knowledge	152	(1)
Long-Term Memory: Retrieval	153	(5)
Retrieval Strategies	153	(1)
Encoding Specificity	154	(1)
Retrieval of Declarative Knowledge	154	(3)
Retrieval of Procedural Knowledge	157	(1)
Long-Term Memory: Forgetting	158	(5)
Verbal Learning	158	(2)
Information Processing	160	(3)
Mental Imagery	163	(6)
Representation of Spatial Information	163	(1)
Imagery in LTM	164	(2)
Individual Differences	166	(3)
5 Cognitive Learning Processes	169	(47)
Discovery Learning	170	(2)
Meaningful Reception Learning	172	(2)
Meaningfulness and Expository Teaching	172	(1)
Advance Organizers	173	(1)
Production Systems and Connectionist Models	174	(5)
Production Systems	174	(4)
Connectionist Models	178	(1)
Conditional Knowledge and Metacognition	179	(5)
Conditional Knowledge	179	(1)
Metacognition and Learning	180	(1)
Variables Influencing Metacognition	181	(2)
Metacognition and Behavior	183	(1)
Concept Learning	184	(7)
The Nature of Concepts	184	(2)
Concept Attainment	186	(1)
Teaching of Concepts	187	(3)
Motivational Processes	190	(1)
Problem Solving	191	(15)
Problem Solving Defined	191	(1)
Historical Influences	191	(3)
Heuristics	194	(2)
Information Processing Model	196	(1)
Problem-Solving Strategies	196	(6)
Problem Solving and Learning	202	(1)
Experts and Novices	203	(2)
Implications for Instruction	205	(1)
Transfer	206	(10)
Historical Views	206	(1)
Activation of Knowledge in Memory	207	(1)
Types of Transfer	208	(3)
Strategy Transfer	211	(1)
Integration and Applications	212	(4)
6 Development and Learning	216	(40)
Beginnings of the Scientific Study of Development	217	(4)
Historical Foundations	217	(1)
Philosophical Foundations	218	(1)
The Child Study Movement	219	(2)
Perspectives on Human Development	221	(8)
Issues Relevant to Learning	221	(2)
Types of Developmental Theories	223	(4)
Structural Theories	227	(2)
Constructivism	229	(3)
Assumptions	229	(1)
Perspectives	230	(1)
Critique	231	(1)
Piaget's Theory of Cognitive Development	232	(6)
Developmental Processes	233	(4)
Implications for Instruction	237	(1)
Bruner's Theory of Cognitive Growth	238	(3)
Cognitive Growth and Knowledge Representation	238	(2)
Spiral Curriculum	240	(1)
Vygotsky's Sociocultural Theory	241	(6)
Background	242	(1)
Basic Principles	242	(1)
Zone of Proximal Development	243	(1)
Applications	244	(3)
Contemporary Themes in Development and Learning	247	(9)
Developmental Changes	247	(2)
Situated Cognition	249	(1)
Implicit Theories	250	(1)
Implications for Teaching and Learning	251	(5)
7 Content-Area Learning	256	(44)
Skill Acquisition	257	(3)
General and Specific Skills	257	(2)
Novice-to-Expert Research Methodology	259	(1)
Language Comprehension	260	(6)
Components of Comprehension	261	(1)
Parsing	261	(4)
Utilization	265	(1)
Reading	266	(8)
Decoding	267	(3)
Comprehension	270	(4)
Writing	274	(5)
Composition Processes	274	(4)
Reviewing Processes	278	(1)
Mathematics	279	(7)
Computation Skills	280	(1)
Problem-Solving Skills	281	(3)
Constructivism	284	(2)
Science	286	(8)
Expert-Novice Differences	286	(2)
Reasoning	288	(4)
Constructivism and Scientific Beliefs	292	(2)
Social Studies	294	(6)
History	294	(3)
Geography	297	(3)
8 Motivation	300	(55)
Model of Motivated Learning	301	(2)
Pretask	301	(1)
During Task	302	(1)
Posttask	303	(1)
Historical Perspectives	303	(10)
Drive Theory	303	(2)
Conditioning Theory	305	(1)
Cognitive Consistency Theory	305	(2)
Humanistic Theory	307	(6)
Achievement Motivation	313	(11)
Expectancy-Value Theory	314	(2)
Familial Influences	316	(1)
Fear of Success	317	(1)
Contemporary Model of Achievement Motivation	318	(2)
Self-Worth Theory	320	(2)
Task and Ego Involvement	322	(1)
Achievement Motivation Training	323	(1)
Attribution Theory	324	(8)
Locus of Control	324	(1)
Native Analysis of Action	325	(1)
Attribution Theory of Achievement Behavior	325	(3)
Attribution Change Programs	328	(4)
Social Cognitive Theory	332	(2)
Goals and Expectations	332	(1)
Social Comparison	332	(2)
Goal Theory	334	(6)
Types of Goals	336	(2)
Conceptions of Ability	338	(1)
Implications for Teaching	339	(1)
Perceptions of Control	340	(4)
Control Beliefs	341	(1)
Learned Helplessness	341	(1)
Students with Learning Problems	342	(2)
Self-Concept	344	(2)
Dimensions and Development	344	(1)
Self-Concept and Learning	345	(1)
Intrinsic Motivation	346	(9)
Theoretical Perspectives	346	(4)
Overjustification and Reward	350	(5)
9 Self-Regulation	355	(47)
Dimensions of Self-Regulation	356	(3)
Conceptual Framework	356	(2)
Relation to Other Processes	358	(1)
Reinforcement Theory	359	(5)
Self-Monitoring	360	(2)
Self-Instruction	362	(1)
Self-Reinforcement	363	(1)
Developmental Perspectives	364	(8)
Social and Self Origins of Competence	364	(2)
Private Speech	366	(2)
Production, Mediational, and Continued-Use Deficiencies	368	(1)
Verbalization and Achievement	369	(3)
Social Cognitive Processes	372	(8)
Self-Observation	372	(1)
Self-Judgment	372	(4)
Self-Reaction	376	(1)
Cyclical Nature of Regulation	376	(1)
Self-Evaluation and Self-Regulation	377	(2)
Social Cognitive Theory and Learning Strategies	379	(1)
Information Processing and Strategy Instruction	380	(14)
Model of Self-Regulation	381	(1)
Learning Strategies	382	(8)
Constructivism and Strategy Instruction	390	(1)
Academic Studying	391	(3)
Self-Regulation and Motivation	394	(8)
Volition	394	(2)
Values	396	(1)
Goal Orientations	397	(1)
Self-Schemas	398	(1)
Help Seeking	399	(3)
10 Instruction	402	(47)
Conditions of Learning	403	(5)
Learning Outcomes	403	(1)
Learning Events	404	(1)
Learning Hierarchies	405	(1)
Phases of Learning	405	(3)
Theories of Instruction	408	(8)
Learning Time	408	(1)
Mastery Learning	409	(2)
Developmental Model of Instruction	411	(2)
Inquiry Teaching	413	(1)
Instructional Quality Profile	414	(1)
Social Constructivism	415	(1)
Research on Teaching	416	(4)
Teacher Planning and Decision Making	416	(2)
Instructional Practices	418	(2)
Learner and Teacher Characteristics	420	(13)
Aptitude-Treatment Interactions	420	(1)
Cognitive Styles	421	(4)
Learners' Resource Allocations	425	(1)
Teachers' Use of Models	426	(1)
Teacher Expectations	427	(1)
Teacher-Student Interactions	428	(4)
Adapting Instruction	432	(1)
Organization and Structure of Learning Environments	433	(4)
Dimensionality and Differentiation	433	(1)
Classroom Factors	434	(3)
Technology and Instruction	437	(12)
Functions of Technology	437	(1)
Technological Applications	438	(8)
Future Directions	446	(3)
Glossary	449	(11)
References	460	(43)
Author Index	503	(13)
Subject Index	516