Educational psychology : principles in practice / Rosemary A. Rosser, Glen I. Nicholson.
Publication details: Boston : Little, Brown, 1984.Description: xxiv, 671 p. : ill. ; 23 cmISBN:- 0316606332 (pbk.)
- 150.7 22 ROS
Item type | Current library | Call number | Copy number | Status | Date due | Barcode |
---|---|---|---|---|---|---|
Book Open Access | Engineering Library | 150.7 ROS 1 (Browse shelf(Opens below)) | 1 | Available | BUML23080776 |
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
Chapter 15 Evaluation of student progress
Includes Index: p. 651-671.
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