Human Learning (6th Edition)

This highly respected, market-leading textbook on learning theories applied to education prepares pre-service teachers and other educators with a unique and meaningful learning experience. The sixth edition of Human Learning covers a broad-range of learning theories and key perspectives on learning related to education, including: behaviorist, cognitive, social cognitive, contextual, and developmental theories, always highlighting relationships between concepts. Additionally, the text details associationistic processes (e.g., classical and instrumental conditioning), and more complex and distinctly human processes (e.g. metacognition, self-regulated learning, critical thinking). Every chapter features key pedagogical concepts with specific applications to classroom practice, numerous concrete examples that illustrate key concepts, principles, and recommendations and dozens of proven examples help make the fundamentals of these theories comprehensible to students with little or no prior coursework in psychology. Significant updates to this textbook include: important updates to reflect the most current research and new theories in the field, expansion of the chapter on cognition and memory, re-organization of Piaget and Vygotsky content into two separate chapters, a core section on teaching critical thinking skills, and the discussion of technology-based instructed has been significantly revised and expanded in this edition. Cover......Page 1 Copyright Page......Page 4 Title Page......Page 5 Preface......Page 7 Contents......Page 11 Acknowledgments......Page 8 CHAPTER 1 Perspectives on Learning......Page 17 The Importance of Learning......Page 18 Determining When Learning Has Occurred......Page 20 Research, Principles, and Theories......Page 21 Applying Knowledge about Learning to Instructional Practice......Page 26 Overview of the Book......Page 27 SUMMARY......Page 28 CHAPTER 2 Learning and the Brain......Page 29 Basic Building Blocks of the Human Nervous System......Page 30 Brain Structures and Functions......Page 32 Development of the Brain......Page 37 The Physiological Basis of Learning......Page 44 Educational Implications of Brain Research......Page 45 SUMMARY......Page 47 Basic Assumptions of Behaviorism......Page 48 Classical Conditioning......Page 50 Educational Implications of Behaviorist Assumptions and Classical Conditioning......Page 60 SUMMARY......Page 62 CHAPTER 4 Instrumental Conditioning......Page 64 Thorndike’s Early Research......Page 65 Rewards and Reinforcement......Page 66 Punishment......Page 73 Common Phenomena in Instrumental Conditioning......Page 79 Effects of Antecedent Stimuli and Responses in Instrumental Conditioning......Page 89 Cognition and Motivation in Instrumental Conditioning......Page 91 SUMMARY......Page 93 Applying Behaviorist Principles to Classroom Management......Page 94 Applied Behavior Analysis......Page 108 Instructional Objectives......Page 115 Programmed Instruction and Computer-Assisted Instruction......Page 120 Mastery Learning......Page 122 When Behaviorist Techniques Are Most Appropriate......Page 125 SUMMARY......Page 126 CHAPTER 6 Social Cognitive Theory......Page 127 General Principles of Social Cognitive Theory......Page 128 Environmental Factors in Social Learning: Revisiting Reinforcement and Punishment......Page 129 Cognitive Factors in Social Learning......Page 132 Reciprocal Causation......Page 134 Modeling......Page 135 Self-Efficacy......Page 143 Self-Regulation......Page 147 Educational Implications of Social Cognitive Theory......Page 153 SUMMARY......Page 156 CHAPTER 7 Introduction to Cognitivism......Page 157 Edward Tolman’s Purposive Behaviorism......Page 158 Gestalt Psychology......Page 160 Verbal Learning Research......Page 164 Introduction to Contemporary Cognitivism......Page 168 SUMMARY......Page 173 CHAPTER 8 Basic Components of Memory......Page 174 A Dual-Store Model of Memory......Page 175 Challenges to the Dual-Store Model......Page 191 Alternative Views of Human Memory......Page 193 Remembering That The Map Is Not the Territory......Page 196 Generalizations about Memory and Their Educational Implications......Page 197 SUMMARY......Page 199 CHAPTER 9 Long-Term Memory I: Storage and Encoding......Page 200 Construction in Storage......Page 201 Long-Term Memory Storage Processes......Page 204 Factors Affecting Long-Term Memory Storage......Page 216 Promoting Effective Storage Processes......Page 227 Some Final Remarks about Long-Term Memory Storage......Page 234 SUMMARY......Page 235 CHAPTER 10 Long-Term Memory II: The Nature of Knowledge......Page 237 The Various Kinds of Knowledge......Page 238 How Knowledge Is Encoded in Long-Term Memory......Page 240 The Organization of Long-Term Memory......Page 245 Concepts......Page 251 Schemas and Scripts......Page 259 Personal Theories......Page 261 Worldviews......Page 266 The Challenge of Conceptual Change......Page 268 Development of Expertise......Page 275 Generalizations about the Nature of Knowledge......Page 276 SUMMARY......Page 279 CHAPTER 11 Long-Term Memory III: Retrieval and Forgetting......Page 281 How Retrieval Works......Page 282 Construction in Retrieval......Page 286 Forgetting......Page 291 General Principles of Retrieval for Instructional Settings......Page 296 SUMMARY......Page 303 Piaget’s Theory of Cognitive Development......Page 305 Current Perspectives on Piaget’s Theory......Page 316 Neo-Piagetian Theories of Cognitive Development......Page 318 Implications of Piagetian and Neo-Piagetian Theories......Page 323 SUMMARY......Page 327 Vygotsky’s Theory of Cognitive Development......Page 329 Current Perspectives on Vygotsky’s Theory......Page 337 Adding a Sociocultural Element to Information Processing Theory......Page 343 Expanding the Contextualist Framework......Page 346 General Implications of Sociocultural and Other Contextualist Theories......Page 348 Peer-Interactive Instructional Strategies......Page 350 SUMMARY......Page 366 CHAPTER 14 Metacognition, Self-Regulated Learning, and Study Strategies......Page 368 Metacognitive Knowledge and Skills......Page 369 Self-Regulated Learning......Page 372 Effective Learning and Study Strategies......Page 374 Development of Metacognitive Knowledge and Skills......Page 389 Epistemic Beliefs......Page 391 Why Students Don’t Always Use Effective Strategies......Page 396 Promoting Effective Learning and Study Strategies......Page 398 SUMMARY......Page 403 Transfer......Page 405 Problem Solving......Page 415 Facilitating Transfer and Problem Solving in the Classroom......Page 430 Critical Thinking......Page 436 SUMMARY......Page 440 CHAPTER 16 Motivation and Affect......Page 442 General Effects of Motivation......Page 443 Basic Human Needs......Page 445 Individual Differences in Motivation......Page 458 Affect and Its Effects......Page 462 Creating a Motivating Classroom Environment......Page 471 SUMMARY......Page 477 Interests......Page 478 Expectancies and Values......Page 480 Goals......Page 482 Attributions......Page 491 Motivation, Affect, and Self-Regulation......Page 504 Encouraging Motivating Cognitions......Page 507 SUMMARY......Page 516 REFERENCES......Page 519 B......Page 589 C......Page 591 D......Page 592 E......Page 593 G......Page 594 H......Page 595 K......Page 597 L......Page 598 M......Page 599 N......Page 601 P......Page 602 R......Page 603 S......Page 604 T......Page 606 W......Page 607 Z......Page 608 A......Page 609 B......Page 610 C......Page 611 E......Page 613 G......Page 615 I......Page 616 L......Page 617 M......Page 618 N......Page 619 P......Page 620 Q......Page 621 S......Page 622 V......Page 625 Z......Page 626

The sixth edition of market-leader, Human Learning, features the most up-to-date research and practice in the field of learning applied to education today. Best-selling author, Jeanne E. Ormrod’s hallmark clear and engaging writing style remains as captivating as ever. Every chapter features key pedagogical concepts with specific applications to classroom practice, numerous concrete examples illustrating key concepts, principles, and recommendations, and dozens of proven examples to help make the fundamentals of these theories comprehensible to students with little or no prior coursework in psychology. The unique combination of core content, anecdotes, and personal stories come together in an appealing manner, in such a way that will engage its readers at every step, keep them reading all the way through.

Key content and changes:

· Covers a broad-range of learning theories: behaviorist views of learning; social cognitive theory; cognitive views of learning; developmental perspectives on learning; complex learning and cognition including metacognition, transfer, and social processes in knowledge construction; motivation and affect related to learning; associationistic processes; and more complex and distinctly human processes.

· Teaching Implications in every chapter promote an ease of transfer from theory and research into practice.

· Significant updates that reflect the most current research and new theories in the field

· Expansion of the chapter on cognition and memory

· Re-organization of Piaget and Vygotsky content into two separate chapters

· A core section on teaching critical thinking skills

· Discussion of technology-based instructed has been significantly revised and expanded in this edition.

"The market-leading education textbook on learning theories, Human Learning, Sixth Edition, covers a broad range of concepts and is supported by the author's lucid and engaging writing style, which helps readers learn the book's content meaningfully. In this new sixth edition, readers will find significant updates to reflect the most current research in the field, including: expansion of the chapter on cognition and memory; re-organization of content on Piaget and Vygotsky into two separate chapters; a core section on teaching critical-thinking skills; and the significantly revised discussion of technology-based instructed. Instructors and students alike can feel confident in learning about learning with this influential and best-selling author"--Publisher's website