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Written by leading education experts, this book situates cognition and learning within the broader context of educational psychology research and brings it to a wider audience.
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Written by leading education experts, this book situates cognition and learning within the broader context of educational psychology research and brings it to a wider audience.
Produktdetails
- Produktdetails
- Verlag: Routledge
- Seitenzahl: 130
- Erscheinungstermin: 1. Oktober 2017
- Englisch
- Abmessung: 192mm x 125mm x 9mm
- Gewicht: 160g
- ISBN-13: 9781138229532
- ISBN-10: 1138229539
- Artikelnr.: 48913740
- Verlag: Routledge
- Seitenzahl: 130
- Erscheinungstermin: 1. Oktober 2017
- Englisch
- Abmessung: 192mm x 125mm x 9mm
- Gewicht: 160g
- ISBN-13: 9781138229532
- ISBN-10: 1138229539
- Artikelnr.: 48913740
Matthew T. McCrudden is an Associate Professor in the School of Education at Victoria University of Wellington, New Zealand. Danielle S. McNamara is a Professor in the Department of Psychology at Arizona State University, USA.
CHAPTER 1: INTRODUCTION TO HUMAN COGNITION
Introduction and Overview
Information Processing Model of Human Cognition
Consciousness or Working Memory
Long-term Memory
* Declarative Memory
* Procedural Memory
Summary of Key Ideas
CHAPTER 2: ATTENTION AND PREPARING TO LEARN
Attention
* Our attention is limited
Attention and Learning
* People focus their attention on things that are novel, emotional, or
physically distinct
* People focus their attention on relevant stimuli
Using Knowledge of Attention: Student perspective
Using Knowledge of Attention: Teacher perspective
* Ensuring students pay attention to information helps them learn
* Ensuring students avoid attending to distracting information
Summary of Key Ideas
CHAPTER 3: IMPROVING MEMORY
Distributed Practice
* Distributed practice is more beneficial when there is a time gap
between study episodes
* The distributed practice effect is more pronounced when there is a
time gap between the last study episode and the final test
Using Distributed Practice: Student perspective
Using Distributed Practice: Teacher perspective
Retrieval practice
* Retrieving information from memory is beneficial for learning
* When using retrieval practice, attempting to recall is more
beneficial than attempting to recognize
* How much time should pass between initial study and retrieval
practice?
Using Retrieval Practice: Student perspective
Using Retrieval Practice: Teacher perspective
Summary of Key Ideas
CHAPTER 4: IMPROVING COMPREHENSION
Comprehension
Generating Questions
* Generating high quality questions is beneficial for comprehension
Elaborating and Explaining Text
* Generating explanations is beneficial for learning
* When encoding information, making information meaningful facilitates
memory
Graphic Organizers
* Completing a graphic organizer is beneficial for learning
Improving Comprehension: Student perspective
Improving Comprehension: Teacher perspective
Summary of Key Ideas
Conclusions
GLOSSARY
REFERENCES
Introduction and Overview
Information Processing Model of Human Cognition
Consciousness or Working Memory
Long-term Memory
* Declarative Memory
* Procedural Memory
Summary of Key Ideas
CHAPTER 2: ATTENTION AND PREPARING TO LEARN
Attention
* Our attention is limited
Attention and Learning
* People focus their attention on things that are novel, emotional, or
physically distinct
* People focus their attention on relevant stimuli
Using Knowledge of Attention: Student perspective
Using Knowledge of Attention: Teacher perspective
* Ensuring students pay attention to information helps them learn
* Ensuring students avoid attending to distracting information
Summary of Key Ideas
CHAPTER 3: IMPROVING MEMORY
Distributed Practice
* Distributed practice is more beneficial when there is a time gap
between study episodes
* The distributed practice effect is more pronounced when there is a
time gap between the last study episode and the final test
Using Distributed Practice: Student perspective
Using Distributed Practice: Teacher perspective
Retrieval practice
* Retrieving information from memory is beneficial for learning
* When using retrieval practice, attempting to recall is more
beneficial than attempting to recognize
* How much time should pass between initial study and retrieval
practice?
Using Retrieval Practice: Student perspective
Using Retrieval Practice: Teacher perspective
Summary of Key Ideas
CHAPTER 4: IMPROVING COMPREHENSION
Comprehension
Generating Questions
* Generating high quality questions is beneficial for comprehension
Elaborating and Explaining Text
* Generating explanations is beneficial for learning
* When encoding information, making information meaningful facilitates
memory
Graphic Organizers
* Completing a graphic organizer is beneficial for learning
Improving Comprehension: Student perspective
Improving Comprehension: Teacher perspective
Summary of Key Ideas
Conclusions
GLOSSARY
REFERENCES
CHAPTER 1: INTRODUCTION TO HUMAN COGNITION
Introduction and Overview
Information Processing Model of Human Cognition
Consciousness or Working Memory
Long-term Memory
* Declarative Memory
* Procedural Memory
Summary of Key Ideas
CHAPTER 2: ATTENTION AND PREPARING TO LEARN
Attention
* Our attention is limited
Attention and Learning
* People focus their attention on things that are novel, emotional, or
physically distinct
* People focus their attention on relevant stimuli
Using Knowledge of Attention: Student perspective
Using Knowledge of Attention: Teacher perspective
* Ensuring students pay attention to information helps them learn
* Ensuring students avoid attending to distracting information
Summary of Key Ideas
CHAPTER 3: IMPROVING MEMORY
Distributed Practice
* Distributed practice is more beneficial when there is a time gap
between study episodes
* The distributed practice effect is more pronounced when there is a
time gap between the last study episode and the final test
Using Distributed Practice: Student perspective
Using Distributed Practice: Teacher perspective
Retrieval practice
* Retrieving information from memory is beneficial for learning
* When using retrieval practice, attempting to recall is more
beneficial than attempting to recognize
* How much time should pass between initial study and retrieval
practice?
Using Retrieval Practice: Student perspective
Using Retrieval Practice: Teacher perspective
Summary of Key Ideas
CHAPTER 4: IMPROVING COMPREHENSION
Comprehension
Generating Questions
* Generating high quality questions is beneficial for comprehension
Elaborating and Explaining Text
* Generating explanations is beneficial for learning
* When encoding information, making information meaningful facilitates
memory
Graphic Organizers
* Completing a graphic organizer is beneficial for learning
Improving Comprehension: Student perspective
Improving Comprehension: Teacher perspective
Summary of Key Ideas
Conclusions
GLOSSARY
REFERENCES
Introduction and Overview
Information Processing Model of Human Cognition
Consciousness or Working Memory
Long-term Memory
* Declarative Memory
* Procedural Memory
Summary of Key Ideas
CHAPTER 2: ATTENTION AND PREPARING TO LEARN
Attention
* Our attention is limited
Attention and Learning
* People focus their attention on things that are novel, emotional, or
physically distinct
* People focus their attention on relevant stimuli
Using Knowledge of Attention: Student perspective
Using Knowledge of Attention: Teacher perspective
* Ensuring students pay attention to information helps them learn
* Ensuring students avoid attending to distracting information
Summary of Key Ideas
CHAPTER 3: IMPROVING MEMORY
Distributed Practice
* Distributed practice is more beneficial when there is a time gap
between study episodes
* The distributed practice effect is more pronounced when there is a
time gap between the last study episode and the final test
Using Distributed Practice: Student perspective
Using Distributed Practice: Teacher perspective
Retrieval practice
* Retrieving information from memory is beneficial for learning
* When using retrieval practice, attempting to recall is more
beneficial than attempting to recognize
* How much time should pass between initial study and retrieval
practice?
Using Retrieval Practice: Student perspective
Using Retrieval Practice: Teacher perspective
Summary of Key Ideas
CHAPTER 4: IMPROVING COMPREHENSION
Comprehension
Generating Questions
* Generating high quality questions is beneficial for comprehension
Elaborating and Explaining Text
* Generating explanations is beneficial for learning
* When encoding information, making information meaningful facilitates
memory
Graphic Organizers
* Completing a graphic organizer is beneficial for learning
Improving Comprehension: Student perspective
Improving Comprehension: Teacher perspective
Summary of Key Ideas
Conclusions
GLOSSARY
REFERENCES