Cognitive Psychology and Instruction

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

• ISBN13: 9780130947949
• ISBN10: 0130947946
• Edition: 4th
• Format: Paperback
• Copyright: 2011-01-01
• Publisher: Pearson College Div

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.

Table of Contents

Introduction to Cognitive Psychology	1	(14)
A Brief History	1	(5)
The Associationist Era	1	(4)
The Cognitive Era	5	(1)
Cognitive Themes for Education	6	(6)
An Example	9	(3)
Summary	12	(1)
Suggested Readings	13	(1)
Part I Information Processing Theory
Sensory, Short-Term, and Working Memory	14	(22)
The Modal Model	15	(3)
Sensory Memory and Perception	18	(5)
Sensory Registers	19	(3)
The Role of Knowledge and Context in Perception	22	(1)
Attention	23	(3)
Automatic Processes	25	(1)
Summary of Sensory Memory Processes	26	(1)
Short-Term and Working Memory	26	(6)
Capacity and Duration	26	(1)
Accessing Information	27	(1)
Working Memory	28	(2)
Working Memory and Learning	30	(2)
Implications for Instruction: Guiding and Directing Attention	32	(2)
Summary	34	(1)
Suggested Readings	35	(1)
Long-Term Memory: Structures and Models	36	(29)
A Framework for Long-Term Memory	37	(5)
Semantic and Episodic Memory	39	(1)
Implicit Memory: Retention Without Remembering	40	(2)
The Building Blocks of Cognition	42	(11)
Concepts	42	(5)
Propositions	47	(1)
Schemata	48	(3)
Productions	51	(2)
Scripts	53	(1)
Another Dimension of Long-Term Memory: Verbal and Imaginal Representation	53	(1)
Evolving Models of Memory	54	(8)
Network Models	55	(2)
The ACT Model	57	(2)
Connectionist Models	59	(3)
Implications for Instruction	62	(1)
Summary	63	(1)
Suggested Readings	64	(1)
Encoding Processes	65	(27)
Encoding Simple Information	66	(8)
Mediation	67	(1)
Imagery	68	(1)
Mnemonics	69	(5)
Encoding More Complex Information	74	(7)
Schema Activation	75	(1)
Guided Questioning	76	(1)
Levels of Processing	77	(3)
Summary of Encoding Processes	80	(1)
Metacognition: Thinking About Thinking	81	(5)
Research on Metacognitive Processes	82	(2)
Becoming a Good Strategy User	84	(1)
Research on Strategy Instruction	85	(1)
Implications for Instruction	86	(4)
Summary	90	(1)
Suggested Readings	91	(1)
Retrieval Processes	92	(18)
Encoding Specificity	93	(4)
Recognition and Recall	97	(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