The Cambridge Handbook of Cognition and Education (Cambridge Handbooks in Psychology)

This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement. 04_0_pp_v_vii_Contents 5 05_0_pp_viii_xii_Figures 8 06_0_pp_xiii_xiv_Tables 13 07_0_pp_xv_xviii_Contributors 15 08_0_pp_1_14_How_Cognitive_Psychology_Can_Inform_Evidence-Based_Education_Reform 19 I Foundations 33 09_1_pp_17_34_How_the_Learning_Sciences_Can_Inform_Cognitive_Psychology 35 09_2_pp_35_48_Quackery_in_Educational_Research 53 II Science_and_Math 67 10_1_pp_51_66_Teaching_Critical_Thinking_as_if_Our_Future_Depends_on_It_Because_It_Does 69 10_2_pp_67_99_Improving_Students_Scientific_Thinking 85 10_3_pp_100_123_Spatial_Skills_Reasoning_and_Mathematics 118 10_4_pp_124_147_Iterative_Development_of_Conceptual_and_Procedural_Knowledge_in_Mathematics_Learning_and_Instruction 142 10_5_pp_148_182_Development_of_Fraction_Understanding 166 10_6_pp_183_208_Learning_How_to_Solve_Problems_by_Studying_Examples 201 10_7_pp_209_234_Harnessing_Our_Hands_to_Teach_Mathematics 227 III Reading_and_Writing 253 11_1_pp_237_265_Fundamental_Components_of_Reading_Comprehension 255 11_2_pp_266_291_Writing_as_a_Learning_Activity 284 11_3_pp_292_319_Bilingualism_and_Education 310 11_4_pp_320_355_Note-Taking 338 11_5_pp_356_380_Multiple-Text_Comprehension 374 11_6_pp_381_408_Interventions_to_Promote_Reading_for_Understanding 399 IV General_Learning_Strategies 427 12_1_pp_411_436_When_Does_Interleaving_Practice_Improve_Learning 429 12_2_pp_437_459_Correcting_Student_Errors_and_Misconceptions 455 12_3_pp_460_479_How_Multimedia_Can_Improve_Learning_and_Instruction 478 12_4_pp_480_499_Multiple-Choice_and_Short-Answer_Quizzing_on_Equal_Footing_in_the_Classroom 498 12_5_pp_500_527_Collaborative_Learning 518 12_6_pp_528_549_Self-Explaining 546 12_7_pp_550_584_Enhancing_the_Quality_of_Student_Learning_Using_Distributed_Practice 568 V Metacognition 603 13_1_pp_587_618_Self-Regulation_in_Computer-Assisted_Learning_Systems 605 13_2_pp_619_646_Improving_Students_Metacomprehension_Accuracy 637 13_3_pp_647_677_Calibration_and_Self-Regulated_Learning 665 13_4_pp_678_695_Teachers_Judgments_of_Student_Learning_of_Mathematics 696 13_5_pp_696_715_Learning_Strategies_and_Self-Regulated_Learning 714 14_0_pp_716_730_Index 734 Leading scientists reveal how to enhance instruction and student achievement across many domains, including science, mathematics, reading, and writing. Directed towards graduate students and seasoned scientists interested in education, it is also accessible to practitioners and students who are interested in improving learning and achievement.