Human Learning

Front Cover
Prentice Hall of Australia, 1999 - Education - 557 pages
2 Reviews
This leading book in learning theories explains principles and theories of human learning in a lucid and engaging fashion and lays out the application of those theories and principles to educational practice. Covers many topics throughout the book: chaining, cognitive aspects of applied behavior analysis, constructivist and contextual views of learning, effects of verbalization and enactment, dichotomies in long-term memory, mental theories, development of expertise, effects of alternative forms of assessment, self-regulated learning and epistemological beliefs, self-worth theory, and internalized motivation.

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Review: Human Learning

User Review  - Will Mosher - Goodreads

Seems like a very good and thorough overview (also, Ormrod writes in a very personable style, which doesn't happen often with textbooks but worked well for me.) Read full review

Review: Human Learning

User Review  - Deanna Norris - Goodreads

As far as textbooks are concerned, this was a good one. The author did a wonderful job of covering the material while weaving in real-life examples that made it quite interesting. Read full review

Contents

PART
1
CHAPTER
9
CONTEMPORARY BEHAVIORISM
18
EDUCATIONAL IMPLICATIONS OF CLASSICAL CONDITIONING
33
THE NATURE OF REINFORCERS
43
FACTORS INFLUENCING THE EFFECTIVENESS OF REINFORCEMENT
49
STIMULUS CONTROL
56
SKINNER ON EDUCATION
65
SUMMARY
262
RETRIEVAL CUES
268
THEORIES OF FORGETTING
276
FACILITATING STORAGE AND RETRIEVAL IN THE CLASSROOM
280
MNEMONICS
298
CLASSROOM ASSESSMENT PRACTICES AND LEARNING
313
EFFECTIVE LEARNING AND STUDY STRATEGIES
324
DEVELOPMENT OF METACOGNITIVE KNOWLEDGE AND SKILLS
334

PROGRAMMED INSTRUCTION AND COMPUTERASSISTED INSTRUCTION
72
CONTINGENCY CONTRACTS
80
CHAPTER 6
94
LEARNED HELPLESSNESS
111
COGNITIVE FACTORS IN SOCIAL LEARNING
122
SELFEFFICACY
133
EDUCATIONAL IMPLICATIONS OF SOCIAL LEARNING THEORY
141
GESTALT PSYCHOLOGY
150
LEV VYGOTSKY S DEVELOPMENTAL THEORY
160
INTRODUCTION TO CONTEMPORARY COGNITIVISM
168
SUMMARY
174
Basic Components of Memory
175
LONGTERM MEMORY
192
LONGTERM MEMORY STORAGE PROCESSES
208
FACTORS AFFECTING LONGTERM MEMORY STORAGE
219
SOME FINAL REMARKS ABOUT LONGTERM MEMORY STORAGE
228
THE ORGANIZATION OF LONGTERM MEMORY
238
CONCEPTS
244
SCHEMAS AND SCRIPTS
254
PROMOTING EFFECTIVE LEARNING AND STUDY STRATEGIES
341
CHAPTER 15
347
FACTORS AFFECTING TRANSFER
354
FACILITATING TRANSFER AND PROBLEM SOLVING IN THE CLASSROOM
378
CHAPTER 16
385
COOPERATIVE LEARNING
392
APPRENTICESHIPS
399
PART
406
MASLOWS HIERARCHY OF NEEDS
412
THE CONTEMPORARY COGNITIVE PERSPECTIVE OF MOTIVATION
419
PROMOTING STUDENT MOTIVATION
427
GOALS
434
INTEREST
440
COMPETENCE AND SELFDETERMINATION
456
INTERNALIZED MOTIVATION
462
SUMMARY
471
Author Index
528
Subject Index
547
Copyright

About the author (1999)

Teresa M. McDevitt" is a psychologist with specializations in child development and educational psychology. She received a Ph.D. and M.A. in child development from Stanford University's Psychological Studies in Education program, an Ed.S. in educational evaluation from Stanford University and a B.A. in psychology from the University of California, Santa Cruz. Since 1985 she has served the University of Northern Colorado in a variety of capacities--in teaching courses in child and adolescent psychology, human development, educational psychology, program evaluation, and research methods; in advisement of graduate students; in administration and university governance; and in research and grant writing. Her research interests include children's listening and communication skills, families, teacher education, and science education. She has published articles in such journals as "Child Development, Learning and Individual Differences, Child Study Journal, Merrill-Palmer Quarterly, Youth and Society," and "Science Education," among others. She has gained extensive practical experience with children, including raising two children with her husband and working in several capacities with children--as an early childhood teacher of toddlers and preschool children, an early childhood special education teacher, a scout leader, and a volunteer in school and community settings. When she has the chance, Teresa enjoys traveling internationally with her family, and spending time with her children and husband.

"Jeanne Ellis Ormrod" is an educational psychologist and the author of "Educational Psychology: Developing Learners and Human Learning" (now both in their 4th editions) and coauthor of"Practical Research" (soon to be released in its 8th edition), all published by Merrill/Prentice Hall. She received her Ph.D. and M.S. in educational psychology at The Pennsylvania State University and an A.B. in psychology from Brown University; she also earned certification in school psychology through postdoctoral work at Temple University and the University of Colorado, Boulder. She was Professor of Educational Psychology at the University of Northern Colorado from 1976 until 1998, when she moved east to return to her native New England. She is now affiliated with the University of New Hampshire, where she teaches courses in educational psychology. She has worked as a middle school geography teacher and school psychologist, and has conducted research in cognition and memory, cognitive development, spelling, and giftedness. When Jeanne is not teaching, writing, reading professional books and journals, or monitoring the diverse activities of her three grown children, she enjoys-boating, playing racquetball, and walking on the beach with her husband.

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