Cognitive development and learning in instructional contexts
Author(s)
Bibliographic Information
Cognitive development and learning in instructional contexts
Pearson/Allyn and Bacon, c2008
3rd ed
- : pbk
Available at 5 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. 395-430) and index
Description and Table of Contents
Description
This text uses practical applications and an accessible writing style to present a summary of psychological research on students' learning of academic subject areas. The text is organized into three main sections. 1. General principles of learning, memory, intelligence, problem-solving, and motivation that apply to any school-related skill. Unlike typical books on cognitive development, these general principles are explicitly translated to classroom practice. 2. Specific developmental trends in the acquisition of skills in the areas of reading, writing, mathematics, science, and social studies. The reader will learn what children can understand and do at various ages in these domains. 3. Understanding gender and ethnic differences in achievement.
Table of Contents
I. FOUNDATIONS.
1. Introduction.
Why This Book Was Written.
Two Central Constructs.
Why Study Developmental and Individual Differences?
Common Themes across Chapters.
2. Theories of Cognitive Development and Learning.
Thorndike's Theory.
Piaget's Theory.
Schema Theory.
Information Processing Theory.
Vygotsky's Theory.
Connectionist Theories.
3. Memory.
The Nature of Human Memory.
Forgetting.
Factors Related to Enhance Memory.
The Development of Memory.
Instructional Implications.
4. Higher-Order Thinking.
Developmental Approaches.
Definitional Approaches.
The Transfer of Skills.
Instructional Implications.
5. Motivation.
The Nature of Motivation.
The Development of Motivation.
Individual Differences in Motivation.
Instructional Implications.
II. AGE CHANGES IN SPECIFIC SUBJECT AREAS.
6. Beginning Reading .
The Nature of Skilled Reading.
The Development of Skilled Reading.
Individual Differences in Skilled Reading.
Instructional Implications.
7. Reading Comprehension.
The Nature of Reading Comprehension.
Developmental Trends in Reading Comprehension.
Individual Differences in Reading Comprehension.
Instructional Implications.
8. Writing.
The Nature of Writing.
The Development of Writing Skills.
Individual Differences in Writing Ability.
Instructional Implications.
9. Mathematics Learning.
The Nature of Mathematical Knowledge and Skills.
The Development of Mathematical Skills.
Individual Differences in Math Skills.
Instructional Implications.
10. Scientific Thinking.
The Importance and Nature of High-Order Scientific Thinking.
The Development of Scientific Knowledge and Skills.
Individual Differences in Scientific Thinking.
Implications for Teaching.
11. Social Studies Learning.
Expertise in the Social Studies.
The Development of Social Studies Knowledge and Skills.
Individual Differences in Social Studies Knowledge.
Instructional Implications.
12. Explaining Individual Differences.
Effect Sizes.
Explaining Gender Differences.
Explaining Ethnic Differences.
Instructional Implications.
by "Nielsen BookData"