Educational psychology : (Record no. 3547)

MARC details
000 -LEADER
fixed length control field 05716pam a2200229 a 4500
001 - CONTROL NUMBER
control field 933545
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20230823075210.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 830513s1984 maua b 001 0 eng
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 0316606332 (pbk.)
040 ## - CATALOGING SOURCE
Original cataloging agency BUL
Transcribing agency BUL
Modifying agency BUL
Language of cataloging ENG
Description conventions RDA
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 150.7
Edition number 22
Item number ROS
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Rosser, Rosemary A.,
245 10 - TITLE STATEMENT
Title Educational psychology :
Remainder of title principles in practice /
Statement of responsibility, etc. Rosemary A. Rosser, Glen I. Nicholson.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Boston :
Name of publisher, distributor, etc. Little, Brown,
Date of publication, distribution, etc. 1984.
300 ## - PHYSICAL DESCRIPTION
Extent xxiv, 671 p. :
Other physical details ill. ;
Dimensions 23 cm.
500 ## - GENERAL NOTE
General note Table of Contents <br/><br/>Chapter 1.a The challenge of education and the resources n of psychology<br/><br/>Introduction <br/>The purpose of schooling <br/>The purpose of psychology <br/>Bring psychology to bear on education <br/><br/>PART 1 A SCIENTIFIC APPROACH<br/>Chapter 2.a The methods of scientific Investigation in Psychology<br/>Introduction<br/>The logic of science<br/>Science and the psychologist<br/>Conclusion: science, methodology, and theory <br/><br/>Chapter 2.b PSYCHOLOGICAL APPROACHES AND CLASSROOM HAPPENINGS<br/>Variables in classroom <br/>Operationalizing outcomes: the use of performance objectives <br/>Objectifying performance <br/>Pros and Cons of performance <br/><br/>PART II FOCUS ON ENVIRONMENTAL IMPACT<br/>Chapter 3.a Behavioral approaches to learning <br/>Introduction: Historical background<br/>The logical underpinnings of behaviorism<br/>Classical conditioning <br/>Operant conditioning <br/>Evaluation <br/><br/>Chapter 3.b THE USE OF BEHAVIORAL PRINCIPLES FOR CLASSROOM MANAGEMENT <br/>Recording data <br/>Procedures for increasing behaviors- the use of reinforcement contingencies <br/>Decrease procedures <br/><br/>Chapter 4.a Social Learning theory: A Interactive approach to Learning<br/>An example of an interactionist approach<br/>How many imitative learning occurs<br/>Types of modeling effects<br/><br/>Chapter 4.b Modeling in the classroom<br/>The teacher as a model <br/>Classroom management and vicarious consequences <br/>Utilizing models for academic learning<br/>Other sources of modeling in the classroom <br/><br/>Chapter 5.a Cognitive and Information processing approaches to Learning<br/>A contrast of approaches to learning<br/>Historical approaches <br/>Current theorists <br/>An Information-processing approach <br/><br/>Chapter 5.b Classroom application of cognitive and Information processing theories <br/>Learners characteristic <br/>Events proceeding learning<br/>Events during learning <br/>Events following the learning act <br/><br/>PART III FOCUS ON THE PERSON: DEVELOPMENT <br/>Chapter 6.a Cognitive development <br/>Philosophical and psychological view of children <br/>Basic components of Piagetian theory <br/>Stages and developmental tasks <br/>Research in reaction Piagetian theory <br/><br/>Chapter 6.b Cognitive developmental theory: Implications for practice <br/>Piaget's Impact on process <br/>Specific applications of the theory<br/>Summary: A cautionary note<br/><br/>Chapter 7.a Language: Development, Learning, and thinking<br/>The study of language acquisition<br/>A description of language development <br/>Theories of language development <br/>Language and thinking<br/><br/>Chapter 7.b Fostering Language growth in a classroom environment<br/>General themes from the psychological literature<br/>The special case of seeking information: question asking skills <br/>Language as a symbolic mediator<br/>Teaching the linguistically different: Bilingual education<br/><br/>PART IV FOCUS ON THE PERSON: ATTRIBUTES AND CHARACTERISTIC <br/>Chapter 8.a Theories of Intelligence <br/>Psychological constructs, traits, and trait theories<br/>Measurement Technology and the assessment of Intelligence in pursuit of a better dipstick<br/>The origins of Intelligence and the importance of context <br/>Alternative approaches to intelligence<br/><br/>Chapter 8.b Measurement of ability and achievement <br/>Characteristics of good measurement <br/>A little bit about statistics<br/>The measurement of intelligence <br/>The measurement of achievement <br/>Chapter 9.a Psychological Implications of a ability classifications: group differences in Intelligence <br/>Sex differences and cognitive ability<br/>Racial differences and ability <br/><br/>Chapter 9.b Providing for Individual and group differences: special Education<br/>Identifying special needs <br/>Providing for Individual differences <br/>Providing for individual differences in the regular classroom <br/><br/>Chapter 10 Motivation and related constructs <br/>Instincts as motives <br/>Drives and homeostasis <br/>Classification of needs <br/>Achievement motivation <br/>The attribution theory of motivation <br/>Etc.<br/><br/>Chapter 10.b Motivation in the Classroom <br/>Radical behaviorist approach<br/>Expediencies and motivation <br/>Goals and motivations <br/><br/>PART V FOCUS ON OUTCOME <br/>Chapter 11.a Concept learning <br/>Definitions and varieties of concepts<br/>Acquisition of concepts <br/>Theoretical explanations of concepts learning<br/>Current approach<br/>Levels of concept attainment<br/><br/>Chapter 11.b Concept learning in the schools<br/>Determining the concepts to be taught<br/>planning instruction<br/>Determining instructional method <br/>Concepts and transfer<br/><br/>Chapter 12.a The comprehensive of Information: learning from prose and pictures <br/>The nature of psychological studies of comprehension <br/>The comprehension of prose <br/>Spatial Information and Imagery <br/>Conclusions and summary<br/><br/>Chapter 12 b Techniques for increasing comprehension in the classroom<br/>Information content and the Fallacy of assumptions<br/>Building on the learners <br/>Encouraging elaboration <br/><br/>Chapter 13 Social Cognition and prosocial behavior <br/>Promoting prosocial behavior in the classroom <br/><br/>Chapter 14 The construction of measurement instruments <br/><br/>Chapter 15 Evaluation of student progress <br/><br/><br/><br/><br/><br/><br/><br/><br/><br/><br/>
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note Includes Index: p. 651-671.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Educational psychology.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Nicholson, Glen I.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Koha item type Book Open Access
Classification part 150.7
Item part 1
Call number prefix ROS
Call number suffix 150.7 ROS
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Date acquired Source of acquisition Inventory number Total Checkouts Full call number Barcode Date last seen Copy number Koha item type
    Dewey Decimal Classification     Engineering Library Engineering Library 05/24/2021 Donation 0019706   150.7 ROS 1 BUML23080776 05/24/2021 1 Book Open Access