Human Learning:International Edition - Jeanne Ormrod - 9780137006021 - Education - Educational Psychology - Pearson Education Schweiz AG - Der Fachverlag fuer Bildungsmedien - 978-0-1370-0602-1
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Human Learning:International Edition
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Titel:   Human Learning:International Edition
Reihe:   Prentice Hall
Autor:   Jeanne Ellis Ormrod
Verlag:   Pearson Education
Einband:   Softcover
Auflage:   5
Sprache:   Englisch
Seiten:   608
Erschienen:   Oktober 2008
ISBN13:   9780137006021
ISBN10:   0-13-700602-0
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Human Learning:International Edition

Description

Human Learning, fifth edition, is the leading text on learning theories applied to education.  It covers a broad range of learning theories, including behaviorist, social cognitive, cognitive, and developmental.  Complex learning and cognition, including metacognition, transfer, and social processes in knowledge construction are also covered, as is motivation.  Coverage demonstrates, through the author's extremely lucid and engaging prose, how different concepts relate to one another.  The book provides dozens of proven examples, and emphasizes meaningful learning that makes the fundamentals of these theories comprehensible to students with little or no prior coursework in psychology.  Key revisions to this book include a thoroughly updated section on behaviorism, a new, separate chapter on the developmental theories of Piaget and Vygotsky, and a reorganized motivation section.

Features
  • New!  Restructured Organization-The text has been reduced from 18 to 16 chapters to more comfortably fit within the confines of a typical college semester.
  • New!  Significant Updates to Part 2: Behaviorist Views Of Learning-The coverage of behaviorism has been streamlined and now includes information on punishment as well as on reinforcement.
  • New!  Developmental Perspectives on Cognition, Chapter 11-Presents material on Piaget's and Vygotsky's developmental theories as well as those of the neo-Piagetians
  • New!  New Research Findings and Topics-Including: how human learning differs from nonhuman animal learning (Chapter 1), the use of high-stakes tests to assess achievement of instructional objectives (Chapter 5), self-efficacy for learning versus self-efficacy for performance (Chapter 6), worldviews (Chapter 9), cultural differences in epistemological beliefs (Chapter 12), problem-based learning (Chapter 13), stereotype threat (Chapter 15), and proximal goals (Chapter 16). 
  • Learning and the Brain, Chapter 2 - Includes material on the anatomy and physiology of the central nervous system, brain development, and contemporary brain research. Ensures students understand the educational implications of the latest research-debunks several common myths that students, and others, hold about the brain's functions.
  • Social Processes in Knowledge Construction, Chapter 14-Explores the social nature of learning, reciprocal teaching, peer tutoring, interaction with technology, and more. Guides readers through the basics of "socializing"-provides exceptionally clear treatment of this often-challenging topic.
  • Numerous Exercises and Examples-Interspersed throughout the text. Engage students in relating text concepts to constructed knowledge based on their experiences-illustrates how an educator's personal knowledge base can inform his or her teaching. 
  • Applications for Instructional Settings-In every chapter. Prepares students to transfer their learning from the academic setting to the professional world-helps prospective teachers gain confidence in their ability to meet the needs of students.
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New to this Edition
  • New!  Restructured Organization-The text has been reduced from 18 to 16 chapters to more comfortably fit within the confines of a typical college semester.
  • New!  Significant Updates to Part 2: Behaviorist Views Of Learning-The coverage of behaviorism has been streamlined and now includes information on punishment as well as on reinforcement.
  • New!  Developmental Perspectives on Cognition, Chapter 11-Presents material on Piaget's and Vygotsky's developmental theories as well as those of the neo-Piagetians
  • New!  New Research Findings and Topics-Including: how human learning differs from nonhuman animal learning (Chapter 1), the use of high-stakes tests to assess achievement of instructional objectives (Chapter 5), self-efficacy for learning versus self-efficacy for performance (Chapter 6), worldviews (Chapter 9), cultural differences in epistemological beliefs (Chapter 12), problem-based learning (Chapter 13), stereotype threat (Chapter 15), and proximal goals (Chapter 16). 
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    Table of Contents

    PART I.        Introduction to Human Learning

     

    Chapter 1        Perspectives on Learning

    Chapter 2        Learning and the Brain

     

    PART II.       Behaviorist Views of Learning

     

    Chapter 3        Behaviorism and Classical Conditioning

    Chapter 4        Instrumental Conditioning

    Chapter 5        Applications of Instrumental Conditioning

     

    PART III.      Social Cognitive Theory

     

    Chapter 6        Social Cognitive Theory

     

    PART IV.      Cognitive Views of Learning

     

    Chapter 7        Introduction to Cognition and Memory

    Chapter 8        Long-Term Memory I: Storage

    Chapter 9        Long-Term Memory II: The Nature of Knowledge

    Chapter 10      Long-Term Memory III: Retrieval and Forgetting

     

    PART V.        Developmental Perspectives

     

    Chapter 11      Developmental Perspectives on Cognition

     

    PART VI.       Complex Learning and Cognition

     

    Chapter 12      Metacognition, Self-Regulated Learning, and Study Strategies

    Chapter 13      Transfer and Problem Solving

    Chapter 14      Social Processes in Knowledge Construction

     

    PART VII.      Motivation

     

    Chapter 15      Motivation and Affect

    Chapter 16      Cognitive Factors in Motivation

     

    References
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