Learning and instruction: theory into practice
This comprehensive volume takes a models approach by presenting separate chapters on individual theorists and perspectives. Within this well-organized structure, Gredler offers meticulously accurate coverage of contemporary learning theories and their application to educational practice--including issues of readiness, motivation, problem-solving, and the social context for learning. Key content additions include increased emphases on the contributions of neuroscience and of Vygotsky's work. For those involved with student counseling and evaluating classroom learning and instruction.
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actions activities analysis applied attribution theory Bandura basic behavior capabilities causal characteristics child classical conditioning classroom cognitive development cognitive processes Cognitive Psychology cognitive structures complex components concept conditions of learning contrast cues culture curriculum described educational psychology effects effort emotional encoding environment example experience experimental factors failure functional psychology Gagne Gestalt Gestalt psychology goal identified important individual individual's influence instructional events intellectual skills interaction internal knowledge learned helplessness learner logical long-term memory major ment mental functions motivation nature objects observational learning observed organized outcomes particular perceived performance perspective physical Piaget principles problem solving punishment reactions referred reinforcement relationship response role schema selected self-efficacy situation Skinner social social-cognitive theory specific stimulus strategies success summary symbols task teacher teaching thinking Thorndike tion transfer of learning variety verbal vicarious reinforcement Vygotsky Vygotsky's Weiner words York