Psychology of Learning for Instruction
In this text, the applications and implications of learning theories are explained and illustrated using examples ranging from primary school instruction to corporate training. A theme of the book is reflective practice, designed to foster a critical and reflective mode of thinking when considering any approach to learning and instruction.
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ability achievement acquired adults argued attention Ausubel B. F. Skinner behavior believed brain Bruner Chapter cognitive development cognitive structure communities of practice complex concepts consider constructivism constructivist context culture developmental discussed domain Driscoll effective encoding epistemology example experience feedback Figure function Gagne Gagne's human ideas implications important information-processing instructional design instructional theory instructor interaction language learners learning and instruction learning environment learning task learning theory long-term memory mayonnaise meaningful learning means memory mental models motivation objects occur operations organization outcome participation performance perspective principles prior knowledge procedure proposed psychology Questions and Activities radical behaviorism recall Reflective Questions reinforcement relevant response role scenario schemata self-efficacy sensory memory Siegler situated cognition situated learning skills Skinner social specific stage stimulus strategies teacher teaching theories of learning theorists thinking tion understanding variables verbal Vygotsky words