Cognitive Psychology and Instruction (5e) : 9780132368971

Cognitive Psychology and Instruction (5e)

Bruning & Schraw
 
Edition
 
5
ISBN
 
9780132368971
ISBN 10
 
0132368978
Published
 
05/10/2010
Published by
 
Pearson Higher Ed USA
Pages
 
456
Format
 
Out of stock
 
Title type
Book
$190.99
 
 
 
Description

For undergraduate and graduate courses in cognition/instruction in education and in applied psychology departments.

 

This current and contemporary text uses cognitive psychology research to inform and improve classroom instruction.

 

Developed on the landmark idea that knowledge of cognitive psychology gives teachers a deeper understanding of educational goals as well as an improved ability to design educational interventions that motivate and engage students, this edition of Cognitive Psychology and Instruction is revised to include the latest research and most contemporary perspectives in the field.

 

Tying cognitive psychology and motivation theory with classroom practice, this best-selling text applies recent research findings to real-life teaching and student learning. Part One includes comprehensive coverage of the basic principles of cognitive psychology followed by an investigation of the role of beliefs and motivation in cognitive processes and learning in Part Two. Part Three of the text examines how cognitive and motivational research informs teaching and learning in specific content areas.

 

Table of contents
  • 1. Introduction to Cognitive Psychology.
  • PART ONE: INFORMATION PROCESSING THEORY.
  • 2. Sensory, Short-Term, and Working Memory.
  • 3. Long-Term Memory: Structures and Models.
  • 4. Encoding Processes.
  • 5. Retrieval Processes.
  • PART TWO: BELIEFS AND COGNITION.
  • 6. Beliefs about Self.
  • 7. Beliefs about Intelligence and Knowledge.
  • PART THREE: FOSTERING COGNITIVE GROWTH.
  • 8. Problem Solving and Critical Thinking.
  • 9. Classroom Contexts for Cognitive Growth.
  • 10. Technological Contexts for Cognitive Growth.
  • PART FOUR: COGNITION IN THE CLASSROOM.
  • 11. Learning to Read.
  • 12. Reading to Learn.
  • 13. Writing.
  • 14. Cognitive Approaches to Mathematics.
  • 15. Cognitive Approaches to Science.
  • Glossary.
  • References.
  • Name Index.
  • Subject Index.
New to this edition

Sections on assessment of cognitive and motivational processes in each chapter introduce readers to the importance of cognitive perspectives on assessment and alerts them to the controversies that surround standards and assessment approaches.

 

Significant revisions in Part One of the text provides readers with a solid and integrated framework for the entire book that covers the basic principles of cognitive psychology, the role of motivation, and subject area-specific chapters.

 

·      A rewritten Chapter 2 (Sensory, Short-Term, and Working Memory) presents the key dimensions of the modal memory model and introduces students to the most recent research on memory, learning and cognition. The revised chapter includes a new section on neuropsychology and the memory processes.

 

An updated and expanded end-of-text glossary defines major terms in cognitive psychology and helps familiarize students with the highly-specific nomenclature of the field.

 

Features & benefits
  • “Implications” sections in every chapter explicitly relate chapter content to classroom instruction clarifying specific applications of chapter content in the classroom and helping readers tie theory and practice into usable instructional strategies. 
  •  Summary sections at the end of each chapter give students the opportunity to assess their understanding of chapter content before moving on and also review material before exams.
  • A suggested readings list at the end of each chapter highlight additional resources for readers to use when completing assignments, writing research papers, or engaging in self-study.
  • A focus on technological contexts for cognitive growth (Chapter 10) links cognitive load theory with multimedia design and social cognitive theory with the development of technology-based classroom communities, helping students tie cognitive theory to classroom technologies.
Author biography

Roger Bruning is Velma Warren Hodder Professor in the Department of Educational Psychology at the University of Nebraska-Lincoln. A Fellow of the American Psychological Association and the American Educational Research Association, Bruning's academic work focuses on improving teaching and learning for children and adults, especially in the areas of reading, writing, and science.