Learning and Instruction : Theory into Practice

by Gredler, Margaret E.

• ISBN13: 9780130122278
• ISBN10: 0130122270
• Edition: 4th
• Format: Hardcover
• Copyright: 2001-01-01
• Publisher: Prentice Hall

Summary

This comprehensive volume takes a models approach by presenting separate chapters on individual theorists and perspectives. Within this well-organized structure, Gredler offers meticulously accurate coverage of contemporary learning theories and their application to educational practice--including issues of readiness, motivation, problem-solving, and the social context for learning. Key content additions include increased emphases on the contributions of neuroscience and of Vygotsky's work. For those involved with student counseling and evaluating classroom learning and instruction.

Table of Contents

PART I Introduction
The Role of Theory in Learning and Instruction	3	(20)
Why Is the Study of Learning Important?	3	(2)
What Are the Sources of Knowledge About Learning?	5	(8)
Folklore, Traditional Wisdom, and Myths	5	(1)
The Original Role of Philosophy	6	(1)
Current Influences of Philosophical Beliefs	7	(1)
Empirical Research	8	(2)
Theory	10	(1)
Comparisons of Theory with Other Knowledge Sources	11	(1)
Summary	12	(1)
What Are the Functions of Learning Theory?	13	(4)
General Functions of Theories of Learning	13	(2)
Specific Functions of Theories of Learning	15	(2)
How Does This Text Present Knowledge About Learning?	17	(3)
Psychological Models of Reality	17	(2)
Organization of the Text	19	(1)
Chapter Questions	20	(1)
References	20	(3)
Early Behaviorist Theories	23	(20)
Classical Conditioning and Connectionism	23	(12)
A Rationale for Behaviorism	24	(1)
Basic Assumptions	24	(1)
Reflex or Classical Conditioning	25	(5)
Summary	30	(1)
Edward Thorndike's Connectionism	31	(4)
The Retreat to the Laboratory (1930-1950)	35	(4)
The Refinement of Behaviorism	36	(1)
Two S-R Theories	36	(3)
Summary	39	(1)
Applications to Education	40	(1)
Chapter Questions	40	(1)
References	41	(2)
Gestalt Psychology: The Cognitive Perspective	43	(22)
Major Concepts	43	(8)
Origins of the Gestalt Perspective	44	(1)
Basic Assumptions	44	(3)
The Laws of Perceptual Organization	47	(4)
Summary	51	(1)
Other Gestalt Developments	51	(9)
Arbitrary and Meaningful Learning	52	(1)
Research on Problem Solving	53	(3)
Summary	56	(1)
Edward Tolman's Purposive Behaviorism	57	(2)
Applications to Social Psychology	59	(1)
Summary	60	(1)
Applications to Education	60	(1)
A Comparison of Behaviorism and Gestalt Theory	61	(1)
Chapter Questions	62	(1)
References	63	(2)
Learning and Instruction	65	(22)
Major Trends	65	(14)
The Shift from the Laboratory to the Classroom (1950-1975)	65	(3)
The Rise of Cognitive Psychology (1975-1990)	68	(1)
The Rise of Social, Cultural, and Personal Factors in Learning (1980-present)	69	(2)
The Emergence of Constructivism (1985-Present)	71	(5)
The Interest in Neuroscience (1995-Present)	76	(3)
Introduction to Seven Contemporary Theories	79	(2)
The Analysis of Learning Theory	80	(1)
Chapter Questions	81	(1)
References	81	(6)
PART II Learning-Process Theories
B. F. Skjinner's Operant Conditioning	87	(42)
Principles of Learning	88	(17)
Basic Assumptions	88	(2)
The Components of Learning	90	(11)
The Nature of Complex Learning	101	(4)
Principles of Instruction	105	(9)
Basic Assumptions	105	(1)
The Components of Instruction	106	(4)
Designing Instruction for Complex Skills	110	(4)
Educational Applications	114	(11)
Classroom Issues	114	(4)
Developing a Classroom Strategy	118	(3)
Classroom Example	121	(2)
Review of the Theory	123	(2)
Chapter Questions	125	(1)
References	125	(4)
Robert Gagne's Conditions of Learning	129	(40)
Principles of Learning	130	(15)
Basic Assumptions	130	(3)
The Components of Learning	133	(9)
The Nature of Complex Learning	142	(3)
Principles of Instruction	145	(10)
Basic Assumptions	146	(1)
The Components of Instruction	147	(7)
Designing Instruction for Complex Skills	154	(1)
Educational Applications	155	(10)
Classroom Issues	156	(2)
Developing a Classroom Strategy	158	(3)
Classroom Example	161	(1)
Review of the Theory	161	(4)
Chapter Questions	165	(1)
References	165	(4)
Cognitive Perspectives: I. The Processing of Information	169	(38)
Principles of Learning	169	(18)
Basic Assumptions	170	(11)
The Components of Learning	181	(6)
Principles of Instruction	187	(9)
Basic Assumptions	188	(1)
The Components of Instruction	188	(8)
Educational Applications	196	(5)
Classroom Issues	196	(1)
Developing a Classroom Strategy	197	(2)
Classroom Example	199	(1)
Review of the Theory	199	(2)
Chapter Questions	201	(1)
References	201	(6)
Cognitive Perspectives: II. Metacognition and Problem Solving	207	(30)
The Nature of Complex Learning	207	(19)
Metacognition	208	(9)
Problem Solving	217	(9)
Principles of Instruction	226	(4)
Metacognition	226	(2)
Problem Solving	228	(2)
Educational Applications	230	(3)
Classroom Issues	230	(1)
Developing a Classroom Strategy	231	(1)
Classroom Example	232	(1)
Chapter Questions	233	(1)
References	233	(4)
PART III Cognitive-Development Theories
Jean Piaget's Cognitive-Development Theory	237	(38)
Principles of Cognitive Development	239	(16)
Basic Assumptions	239	(2)
The Components of Cognitive Development	241	(9)
The Levels of Complex Reasoning	250	(5)
Principles of Instruction	255	(9)
Basic Assumptions	256	(1)
The Components of Instruction	256	(8)
Educational Applications	264	(7)
Classroom Issues	264	(3)
Developing a Classroom Strategy	267	(1)
Classroom Example	268	(1)
Review of the Theory	269	(2)
Chapter Questions	271	(1)
References	271	(4)
Lev S. Vygotsky's Cultural-Historical Theory of Psychological Development	275	(40)
Principles of Psychological Development	278	(1)
Basic Assumptions	278	(19)
Summary of Basic Assumptions	283	(1)
The Components of Cognitive Development	284	(9)
The Nature of Complex Thought	293	(4)
Principles of Instruction	297	(6)
Basic Assumptions	297	(1)
Components of Instruction	298	(2)
Designing Instruction to Develop Complex Cognitive Functions	300	(3)
Educational Applications	303	(6)
Classroom Issues	304	(2)
Developing a Classroom Strategy	306	(1)
Classroom Example	307	(1)
Review of the Theory	308	(1)
Chapter Questions	309	(1)
References	310	(5)
PART IV Social-Context Theories
Albert Bandura's Social-Cognitive Learning Theory	315	(38)
Principles of Learning	315	(21)
Basic Assumptions	316	(2)
The Components of Learning	318	(12)
The Nature of Complex Learning	330	(6)
Principles of Instruction	336	(5)
Basic Assumptions	336	(1)
The Components of Instruction	336	(3)
Designing Instruction for Complex Skills	339	(2)
Educational Applications	341	(7)
Classroom Issues	341	(2)
Developing a Classroom Strategy	343	(1)
Classroom Example	344	(2)
Review of the Theory	346	(2)
Chapter Questions	348	(1)
References	348	(5)
Bernard Weiner's Attribution Theory	353	(42)
Principles of Motivation	354	(16)
Basic Assumptions	355	(2)
The Components of the Attributional Process	357	(11)
The Cumulative Effects of Attributions for Success or Failure	368	(2)
Principles of Instruction	370	(11)
Basic Assumptions	370	(1)
The Essentials of Attributional Formation in the Classroom	370	(9)
Designing Programs for Attributional Change	379	(2)
Educational Applications	381	(7)
Classroom Issues	381	(2)
Developing a Classroom Strategy	383	(1)
Classroom Examples	384	(1)
Teaching Students to Identify the Main Idea	385	(1)
Review of the Theory	386	(2)
Chapter Questions	388	(1)
References	388	(7)
Epilogue	395	(10)
Contributions of Learning Theory	395	(3)
Current Issues	398	(5)
References	403	(2)
Glossary	405	(8)
Name Index	413	(6)
Subject Index	419