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OverviewFull Product DetailsAuthor: Richard Mayer , Richard MayerPublisher: Pearson Education (US) Imprint: Pearson Dimensions: Width: 21.60cm , Height: 0.80cm , Length: 27.60cm Weight: 0.360kg ISBN: 9780136117575ISBN 10: 0136117570 Pages: 144 Publication Date: 03 June 2010 Audience: College/higher education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsPreface Introduction 1. The Big Three: Learning, Instruction, Assessment 2. Rationale for Applying the Science of Learning 3. What Is Applying the Science of Learning? 4. Historical Overview of the Relation Between the Science of Learning and the Science of Instruction 5. Viewing the Relation Between the Science of Learning and the Science of Instruction as Overlapping Goals Suggested Readings and References How Learning Works 1. What Is Learning? 2. What is the Science of Learning? 3a. What Changes: Behavior or Knowledge? 3b. What Changes: General or Specific Transfer? 4. How Learning Works: Three Metaphors of Learning 4a. A Closer Look at Response Strengthening: Thorndike’s Law of Effect 4b. A Closer Look at Information Acquisition: Ebbinghaus’ Learning Curve 4c. A Closer Look at Knowledge Construction: Bartlett’s Assimilation to Schema 5. How Learning Works: Three Principles from the Learning Sciences 5a. A Closer Look at Dual Channels: Paivio Concreteness Effect 5b. A Closer Look at Limited Capacity: Miller’s Magic Number 7 5c. A Closer Look at Active Learning: Wittrock”s Generative Processes 6. How Learning Works: A Cognitive Model of Learning 6a. Three Memory Stores in Meaningful Learning 6b. Three Cognitive Processes in Meaningful Learning 7. The Mighty Ms: Motivation and Metacognition 7a. Motivation to Learn 7b. How Motivation Works 7c. Metacognition in Learning 8. Learning in Subject Areas 9. Eight Things We Know About Learning from Word Lists References and Suggested Readings How Instruction Works 1. What Is Instruction? 2. What Is the Science of Instruction? 3. What Is an Instructional Objective? 3a. Three Levels of Instructional Objectives 3b. Five Kinds of Knowledge in Instructional Objectives 3c. Six Kinds of Cognitive Processes in Instructional Objectives 4. How Instruction Works: Three Demands on Cognitive Capacity 5. How Instruction Works: Three Instructional Scenarios 6. Twelve Instructional Design Principles for Lesson Learning 6a. Evidence-Based Principles for Reducing Extraneous Processing 6b. Evidence-Based Principles for Managing Essential Processing 6c. Evidence-Based Principles for Fostering Generative Processing 7. Eight Instructional Design Principles for Effective Studying 7a. Evidence-Based Principles for Studying by Practicing 7b. Evidence-Based Principles for Studying by Generating 8. How to Guide Cognitive Processing During Learning 8a. Instructional Techniques for Selecting 8b. Instructional Techniques for Organizing 8c. Instructional Techniques for Integrating 9. Three Popular But Questionable Principles 10a. How Active Teaching Methods Can Go Wrong 10b. Two Kinds of Active Learning References and Suggested Readings How Assessment Works 1. What Is Assessment? 1a. Three Functions of Assessments 2. What Is the Science of Assessment? 2a. Using Instructional Objectives in Assessment 2b. How to Construct a Useful Assessment Instrument 3. What Is Research on Instructional Effects? 3a. What Works? Using Randomized Controlled Experiments 3b. When Does It Work? Using Factorial Experiments 3c. How Does It Work? Using Observational Analysis 4. A Closer Look at Experiments 4a. Using Effect Size to Assess Instructional Effects 4b. Six Reasons for No Difference Between the Treatment and Control Groups 5. How to Assess Learning Outcomes 5a. Two Ways to Measure Learning Outcomes 5b. Three Kinds of Learning Outcomes 6a. A Closer Look at Meaningful Versus Rote Learning: Wertheimer’s Parallelogram Lesson 6b. A Closer Look at Assessment of Learning Outcomes: How Much or What Kind? 7. Broadening the Domain of Assessment 8. A Closer Look at Broadening the Domain of Assessment: Attribute Treatment Interactions 8a. Attribute Treatment Interactions Involving Prior Knowledge 9. What Can Go Wrong with Assessments? References and Suggested Readings Epilogue About the Author Glossary Author Index Subject IndexReviewsAuthor InformationRichard E. Mayer is Professor of Psychology at the University of California, Santa Barbara. His research interests include educational and cognitive psychology. He received the E. L. Thorndike Award for career achievement in educational psychology and the Distinguished Contribution of Applications of Psychology to Education and Training Award from the American Psychological Association. He is the author of numerous publications and 23 books, including Multimedia Learning (Cambridge, 2009), Learning and Instruction (Prentice Hall, 2008), E-Learning and the Science of Instruction (Pfeiffer, 2008) with Ruth Clark. Tab Content 6Author Website:Countries AvailableAll regions |
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