Educational psychology : (Record no. 3547)
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000 -LEADER | |
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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 |
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 |
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Dewey Decimal Classification | Engineering Library | Engineering Library | 05/24/2021 | Donation | 0019706 | 150.7 ROS 1 | BUML23080776 | 05/24/2021 | 1 | Book Open Access |