Overview

Written to inform students of the main principles, concepts, and research findings of key theories of learning–especially as they relate to education–and to provide applications of principles and concepts in settings where teaching and learning occur, this revised text blends theory, research, and applications throughout, providing its readers with a coherent and unified perspective on learning in educational settings. The primary emphasis is placed on cognitive theories that stress learners’ constructions of beliefs, skills, strategies, and knowledge, but behavioral theories are also discussed in detail. Chapters have numerous applications of learning principles to applied settings including vignettes at the start of each chapter illustrating some of the principles discussed in the chapter, examples and applications throughout the chapters, and separate sections on instructional applications at the end of each chapter.   Key features of this revised text include: a new chapter on Self-Regulation (Chapter 9); core chapters on the neuroscience of learning (Chapter 2), constructivism (Chapter 6), cognitive learning processes (Chapter 7),  motivation (Chapter 8), and development (Chapter 10) all related to teaching and learning; updated sections on learning from technology and electronic media and how these advancements effectively promote learning in students (Chapters 7 & 10); detailed information on content-area learning and models of instruction to form coherence and connection between teaching and learning in different content areas, learning principles, and processes (Chapters 2-10); and over 140 new references on the latest theoretical ideas, research findings, and applications in the field. An essential resource for understanding key learning theoretical principles, concepts, and research findings–especially as they relate to education–this proven text blends theory, research, and applications throughout, providing its readers with a coherent and unified perspective on learning in educational settings.

Full Product Details

Author:   Dale H. Schunk
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   6th edition
Dimensions:   Width: 18.70cm , Height: 3.60cm , Length: 23.20cm
Weight:   1.040kg
ISBN:  

9780137071951

ISBN 10:   0137071957
Pages:   576
Publication Date:   07 February 2011
Audience:   College/higher education ,  Tertiary & Higher Education
Replaced By:   9781292020587
Format:   Hardback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

Table of Contents Chapter 1 — Introduction to the Study of Learning Learning Defined Precursors of Modern Learning Theories             Learning theory and philosophy             Beginnings of the psychological study of learning             Structuralism and functionalism Learning Theory and Research             Functions of theory             Conducting research Assessment of Learning             Direct observations             Written responses             Oral responses             Ratings by others             Self-reports Relation of Learning and Instruction             Historical perspective             Instructional commonalities             Integration of theory and practice Critical Issues for Learning Theories             How does learning occur?             What is the role of memory?             What is the role of motivation?             How does transfer occur?             Which processes are involved in self-regulation?             What are the implications for instruction? Three Learning Scenarios             Kathy Stone’s third-grade class             Jim Marshall’s U. S. History class             Gina Brown’s educational psychology class Summary Further Reading Chapter 2 — Neuroscience of Learning Organization and Structures             Neural organization             Brain structures             Localization and interconnections             Brain research methods Neurophysiology of Learning             Information processing system             Memory networks             Language learning Brain Development             Influential factors             Phases of development             Critical periods             Language development Motivation and Emotions             Motivation             Emotions Instructional Applications             Relevance of brain research             Educational issues             Brain-based educational practices Summary Further Reading Chapter 3 — Behaviorism Connectionism             Trial-and-error learning             Laws of exercise and effect             Other principles             Revisions to Thorndike’s theory             Instructional applications Classical Conditioning             Basic processes             Informational variables             Biological influences             Conditioned emotional reactions Contiguous Conditioning             Acts and movements             Associative strength             Rewards and punishments             Habit formation and change Operant Conditioning             Conceptual framework             Basic processes             Behavioral change             Behavior modification             Self-regulation Instructional Applications             Behavioral objectives             Learning time             Mastery learning          Programmed instruction             Contingency contracts Summary Further Reading Chapter 4 — Social Cognitive Theory Conceptual Framework for Learning Reciprocal interactions Enactive and vicarious learning Learning and performance Self-regulation Modeling Processes             Theories of imitation             Functions of modeling             Cognitive skill learning             Motor skill learning Influences on Learning and Performance             Developmental status of learners             Model prestige and competence             Vicarious consequences to models Motivational Processes             Goals             Outcome expectations             Values Self-Efficacy             Conceptual overview             Self-efficacy in achievement situations             Models and self-efficacy             Motor skills             Instructional self-efficacy             Health and therapeutic activities Instructional Applications             Models             Self-efficacy             Worked examples             Tutoring and mentoring Summary Further Reading Chapter 5 — Information Processing Theory Information Processing System Assumptions Two-store (dual-memory) model Alternatives to the two-store model Attention             Theories of attention             Attention and learning             Attention and reading Perception             Gestalt theory             Sensory registers             LTM comparisons Two-Store Memory Model             Verbal learning             Short-term (working) memory             Long-term memory             Influences on encoding Long-Term Memory: Storage             Propositions             Storage of knowledge             Production systems and connectionist models Long-Term Memory: Retrieval and Forgetting             Retrieval             Language comprehension             Forgetting Mental Imagery             Representation of spatial information             Imagery in LTM             Individual differences Instructional Applications             Advance organizers             Conditions of learning             Cognitive load Summary Further Reading Chapter 6 — Constructivism Constructivism: Assumptions and Perspectives             Overview             Perspectives             Situated cognition             Contributions and applications Piaget’s Theory of Cognitive Development             Developmental processes             Implications for instruction Vygotsky’s Sociocultural Theory             Background             Basic principles             Zone of Proximal Development             Applications             Critique Private Speech and Socially-Mediated Learning             Private speech             Verbalization and achievement             Socially mediated learning             Self-regulation Motivation             Contextual factors             Implicit theories             Teachers’ expectations Constructivist Learning Environments             Key features             APA Learner-Centered Principles Instructional Applications             Discovery learning             Inquiry teaching             Peer-assisted learning             Discussions and debates                   Reflective teaching Summary Further Reading Chapter 7 — Cognitive Learning Processes Skill Acquisition             General and specific skills             Novice-to-expert research methodology             Expert-novice differences in science Conditional Knowledge and Metacognition             Conditional knowledge             Metacognition and learning             Variables influencing metacognition             Metacognition and behavior             Metacognition and reading Concept Learning             The nature of concepts             Concept attainment             Teaching of concepts             Motivational processes Problem Solving             Historical influences             Heuristics             Problem-solving strategies             Problem solving and learning             Experts and novices             Reasoning             Implications for instruction Transfer             Historical views             Activation of knowledge in memory             Types of transfer             Strategy transfer             Teaching for transfer Technology and Instruction             Computer-based learning environments             Distance learning             Future directions Instructional Applications             Worked examples             Writing             Mathematics Summary Further Reading Chapter 8 — Motivation Historical Perspectives             Drive theory             Conditioning theory             Cognitive consistency theory             Humanistic theory Model of Motivated Learning             Pretask             During task             Posttask Achievement Motivation             Expectancy-value theory             Familial influences             Contemporary model of achievement motivation             Self-worth theory             Task and ego involvement Attribution Theory             Locus of control             Naïve analysis of action             Attribution theory of achievement Social Cognitive Theory             Goals and expectations             Social comparison Goal Theory             Goal orientations             Conceptions of ability Perceptions of Control             Control beliefs             Learned helplessness             Students with learning problems Self-Concept             Dimensions and development             Self-concept and learning Intrinsic motivation             Theoretical perspectives             Overjustification and reward Instructional Applications             Achievement motivation training             Attribution change programs             Goal orientations Summary Further Reading Chapter 9 — Self-Regulation Behavioral Theory             Self-monitoring             Self-instruction             Self-reinforcement Social Cognitive Theory             Conceptual framework             Social cognitive processes             Cyclical nature of self-regulation             Social and self influences Information Processing Theory             Model of self-regulation             Learning strategies Constructivist Theory             Socilcultural influences             Implicit theories Motivation and Self-Regulation             Volition             Values             Self-schemas             Help seeking Instructional Applications             Academic studying             Writing             Mathematics Summary Further Reading Chapter 10 — Development Beginnings of the Scientific Study of Development             Historical foundations             Philosophical foundations             The Child Study Movement Perspectives on Human Development             Issues relevant to learning             Types of developmental theories             Structural theories Bruner’s Theory of Cognitive Growth             Cognitive growth and knowledge representation             Spiral curriculum Contemporary Developmental Themes             Developmental changes             Developmentally appropriate instruction             Transitions in schooling Family Influences             Socioeconomic status             Home environment             Parental involvement             Electronic media Motivation and Development             Developmental changes             Implications Instructional Applications             Learning styles             Case’s instructional model             Teacher-student interactions Summary Further Reading Glossary References Author Index Subject Index

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Author Information

Dale H. Schunk is Dean of the School of Education and Professor of Curriculum and Instruction at the University of North Carolina at Greensboro. He holds a Ph.D. in Educational Psychology from Stanford University, a M.Ed. from Boston University, and a B.S. from the University of Illinois at Urbana. He has held faculty positions at Purdue University (where he served as Head of the Department of Educational Studies), the University of North Carolina at Chapel Hill (where he also was Chair of the Academic Affairs Institutional Review Board), and the University of Houston. Dale has edited six books, is co-author of Motivation in Education: Theory, Research, and Applications (Prentice Hall, 2008) and has authored over 80 articles and book chapters. He has served as President of Division 15-Educational Psychology for the American Psychological Association and as Secretary of Division C-Learning and Instruction for the American Educational Research Association. He is presently a member of the editorial boards of three professional journals. Dale's teaching and research interests include learning, motivation, and self-regulation. He has received the Early Career Contributions Award in Educational Psychology from the American Psychological Association, the Albert J. Harris Research Award from the International Reading Association, and the Outstanding Service Award from the Purdue University School of Education

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