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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.
Introduction Four Paradigms Where is Education? | |
What is Education? The Design of Educational Experience | |
The Mindrsquo;S Architecture | |
Behaviorism | |
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 | |
Developing Minds | |
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. |
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