Cognitive psychology and instruction
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書誌事項
Cognitive psychology and instruction
（NATO conference series, 3 . Human factors ; v. 5）
Plenum Press, c1978
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注記
"Proceedings of the NATO International Conference on Cognitive Psychology and Instruction held at the Free University of Amsterdam, June 13-17, 1977, sponsored by the NATO Special Program Panel on Human Factors."
Published in coordination with NATO Scientific Affairs Division
Includes bibliographies and index
内容説明・目次
内容説明
Sipke D. Fokkema Amsterdam, Free University From June 13th - 17th, 1977 the NATO International Conference on Cognitive Psychology and Instruction, organized by the editors of this volume, took place at the Free University of Amsterdam. During this period approximately 150 psychologists representing 15 countries assembled for an exchange of scientific experiences and ideas. The broad aim of the conference, as indicated by its title, was to explore the extent to which theoretical and methodological developments in cognitive psychology might provide useful knowledge with regard to the design and management of instruction. From a great variety of submitted papers the organizers attempted to select those that represented major problem areas being scientifically studied in several countries. For the organization of this book we chose to categorize the contributions according to the following general areas: I. Learning II. Comprehension and Information Structure III. Perceptual and Memory Processes in Reading IV. Problem Solving and Components of Intelligence V. Cognitive Development VI.
Approaches to Instruction The final paper in the volume is an extensive review and summary by Glaser, Pellegrino, and Lesgold, that examines the state Qf cognitive psychology (mainly as reflected in the contributions in this volume) with regard to instructional purposes. Each of the sections of the book also begins with a brief overview of the specific topics considered by the individual contributors within that section.
目次
I. Learning.- A Building Block Model of Cognitive Learning.- Cognition and Instruction: Toward a Cognitive Theory of Learning.- Learning by Example.- Notes Toward a Theory of Complex Learning.- II. Comprehension and Information Structure.- Memory Processes and Instruction.- Schema-Directed Processes in Language Comprehension.- Structurally Integrated Versus Structurally Segregated Memory Representations: Implications for the Design of Instructional Materials.- Knowledge Transfer in Learning from Texts.- On Remembering How to Get There: How We Might Want Something Like a Map.- Some Reflections Concerning the Role of Imagery in Memory and Learning Ill.- III. Perceptual and Memory Processes in Reading.- Speech Processes During Reading.- Assessment of Perceptual, Decoding, and Lexical Skills and Their Relation to Reading Proficiency.- A Functional Analysis of Reading Disability: The Utilization of Intraword Redundancy by Good and Poor Readers.- Learning to Read: Visual Cues to Word Recognition.- Studying Individual Differences in Reading.- Memory for On-Going Spoken Discourse.- Precursors of Reading: Pattern Drawing and Picture Comprehension.- Developmental Changes in Hemispheric Processing for Cognitive Skills and the Relationship to Reading Ability.- IV. Problem Solving and Components of Intelligence.- Theoretical Advances of Cognitive Psychology Relevant to Instruction.- Progress Towards a Taxonomy of Strategy Transformations.- Teaching Problem Solving: The Effect of Algorithmic and Heuristic Problem-Solving Training in Relation to Task Complexity and Relevant Aptitudes.- Componential Investigations of Human Intelligence.- Eye Fixation and Strategy Analyses of Individual Differences in Cognitive Aptitudes.- Hypothesis Testing Strategies and Instruction.- The Characteristic Demands of Intellectual Problems.- Mental Arithmetic: Short-Term Storage and Information Processing in a Cognitive Skill.- Cognitive Styles and Differential Learning Capacities in Paired-Associate Learning.- V. Cognitive Development.- Development of Cognitive Skills.- The Influence of Environmental Structure on Cognitive Development During Adolescence: A Theoretical Model and Empirical Testing.- Cognition, Instruction, Development, and Individual Differences.- On the Meaning of Nonconservation.- Children's Understanding of Measurement.- Teaching Strategies and Conservation Training.- Imagery and Children's Associative Learning.- VI. Approaches to Instruction.- Implications of Developmental Psychology for the Design of Effective Instruction.- On the Reciprocal Relationship Between Previous Experience and Processing in Determining Learning Outcomes.- Cognitive Research Applied to Literacy Training.- Some Directions for a Cognitive Psychology of Instruction.
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