Educational psychology : principles in practice /
Rosemary A. Rosser, Glen I. Nicholson.
- Boston : Little, Brown, 1984.
- xxiv, 671 p. : ill. ; 23 cm.
Table of Contents
Chapter 1.a The challenge of education and the resources n of psychology
Introduction The purpose of schooling The purpose of psychology Bring psychology to bear on education
PART 1 A SCIENTIFIC APPROACH Chapter 2.a The methods of scientific Investigation in Psychology Introduction The logic of science Science and the psychologist Conclusion: science, methodology, and theory
Chapter 2.b PSYCHOLOGICAL APPROACHES AND CLASSROOM HAPPENINGS Variables in classroom Operationalizing outcomes: the use of performance objectives Objectifying performance Pros and Cons of performance
PART II FOCUS ON ENVIRONMENTAL IMPACT Chapter 3.a Behavioral approaches to learning Introduction: Historical background The logical underpinnings of behaviorism Classical conditioning Operant conditioning Evaluation
Chapter 3.b THE USE OF BEHAVIORAL PRINCIPLES FOR CLASSROOM MANAGEMENT Recording data Procedures for increasing behaviors- the use of reinforcement contingencies Decrease procedures
Chapter 4.a Social Learning theory: A Interactive approach to Learning An example of an interactionist approach How many imitative learning occurs Types of modeling effects
Chapter 4.b Modeling in the classroom The teacher as a model Classroom management and vicarious consequences Utilizing models for academic learning Other sources of modeling in the classroom
Chapter 5.a Cognitive and Information processing approaches to Learning A contrast of approaches to learning Historical approaches Current theorists An Information-processing approach
Chapter 5.b Classroom application of cognitive and Information processing theories Learners characteristic Events proceeding learning Events during learning Events following the learning act
PART III FOCUS ON THE PERSON: DEVELOPMENT Chapter 6.a Cognitive development Philosophical and psychological view of children Basic components of Piagetian theory Stages and developmental tasks Research in reaction Piagetian theory
Chapter 6.b Cognitive developmental theory: Implications for practice Piaget's Impact on process Specific applications of the theory Summary: A cautionary note
Chapter 7.a Language: Development, Learning, and thinking The study of language acquisition A description of language development Theories of language development Language and thinking
Chapter 7.b Fostering Language growth in a classroom environment General themes from the psychological literature The special case of seeking information: question asking skills Language as a symbolic mediator Teaching the linguistically different: Bilingual education
PART IV FOCUS ON THE PERSON: ATTRIBUTES AND CHARACTERISTIC Chapter 8.a Theories of Intelligence Psychological constructs, traits, and trait theories Measurement Technology and the assessment of Intelligence in pursuit of a better dipstick The origins of Intelligence and the importance of context Alternative approaches to intelligence
Chapter 8.b Measurement of ability and achievement Characteristics of good measurement A little bit about statistics The measurement of intelligence The measurement of achievement Chapter 9.a Psychological Implications of a ability classifications: group differences in Intelligence Sex differences and cognitive ability Racial differences and ability
Chapter 9.b Providing for Individual and group differences: special Education Identifying special needs Providing for Individual differences Providing for individual differences in the regular classroom
Chapter 10 Motivation and related constructs Instincts as motives Drives and homeostasis Classification of needs Achievement motivation The attribution theory of motivation Etc.
Chapter 10.b Motivation in the Classroom Radical behaviorist approach Expediencies and motivation Goals and motivations
PART V FOCUS ON OUTCOME Chapter 11.a Concept learning Definitions and varieties of concepts Acquisition of concepts Theoretical explanations of concepts learning Current approach Levels of concept attainment
Chapter 11.b Concept learning in the schools Determining the concepts to be taught planning instruction Determining instructional method Concepts and transfer
Chapter 12.a The comprehensive of Information: learning from prose and pictures The nature of psychological studies of comprehension The comprehension of prose Spatial Information and Imagery Conclusions and summary
Chapter 12 b Techniques for increasing comprehension in the classroom Information content and the Fallacy of assumptions Building on the learners Encouraging elaboration
Chapter 13 Social Cognition and prosocial behavior Promoting prosocial behavior in the classroom
Chapter 14 The construction of measurement instruments