Dynamics of Skill Acquisition, Second Edition, provides an analysis of the processes underlying human skill acquisition. As the first text to outline the multidisciplinary ecological dynamics framework for understanding movement behavior, this heavily updated edition stays on the cutting edge, with principles of nonlinear pedagogy and ......
A Behavioral, Cognitive, and Evolutionary Synthesis
Current research on learning reflects three themes: a methodological behavioral theme that focuses on how certain experiences lead to changes in behavior, a cognitive theme that focuses on how experiences are represented in memory, and an evolutionary/adaptive behavior theme that focuses on the various kinds of learning as adaptive specializations that evolved through the mechanism of natural selection. Frieman and Reilly interweave these themes to present an integrated and coherent account of the current state of knowledge within the study of learning. The evolutionary/adaptive behavior theme is the central theme within which the cognitive and behavioral themes are developed. The authors tell a story rather than providing only a survey of research and theoretical controversies. Experimental designs, the implications of what we learn from laboratory research for understanding human behavior, and the relationship between learning and other psychological constructs like motivation, perception, and memory are discussed where appropriate and not consigned to separate chapters. Likewise, the historical development of ideas and procedures is woven into the narrative and not confined to a single chapter. The authors' overriding goal is to show those students who may never take another course in learning that this topic is interesting and important for their understanding of both human and non-human animal behavior.
In recent years, research into theories of learning has been gaining momentum as a majorly significant academic pursuit, sending ripples of influence over the realm of the social sciences. Bringing together a wide-ranging selection of articles, written by elite of internationally-renowned scholars, this four-volume collection aims to provide an overview of the many theories of learning, from Aristotle to the present day. Editor David Scott, presents a comprehensive exploration of the subject, ranging from theories to models of learning, and from relations with curriculum to resulting themes and issues. The work is carefully organized and structured with reference to Jerome Bruner's model of learning, particularly in relation to Bruner's distinction between symbol-processing and socio-cultural views of learning. Volume One: Philosophical, Sociological and Psychological Theories of Learning Volume Two: Models of Learning Volume Three: Relations with Curriculum, Pedagogy and Assessment Volume Four: Themes and Issues
By explaining the theoretical context and highlighting relevant research evidence, this book supports a whole child approach to learning in the early years. Drawing on case studies from a wide range of early years settings, the chapters consider how the different professions in education, health and social care can work together to achieve the best possible outcomes for all young children. Included are chapters on: *theories of learning *partnerships with parents and carers *motivation and self-esteem *diversity *inclusion *thinking skills *approaches to play *engaging early learners *leadership and management *multi-agency working The links made between theory and practice, and the practical suggestions for how to make this happen in any early years setting, make this book a vital text for all early years students.
By explaining the theoretical context and highlighting relevant research evidence, this book supports a whole child approach to learning in the early years. Drawing on case studies from a wide range of early years settings, the chapters consider how the different professions in education, health and social care can work together to achieve the best possible outcomes for all young children. Included are chapters on: *theories of learning *partnerships with parents and carers *motivation and self-esteem *diversity *inclusion *thinking skills *approaches to play *engaging early learners *leadership and management *multi-agency working The links made between theory and practice, and the practical suggestions for how to make this happen in any early years setting, make this book a vital text for all early years students.
Psychology of Learning brings together the major publications in the psychology of learning from the past 30-40 years. This is the first time this historically influential material, much of it hard to obtain, is available in one set of volumes. The major reference work will be a foundation resource for individuals and institutions building their knowledge of learning research. This invaluable research tool amalgamates the original sources that have most significantly shaped research in recent years in basic learning theory, connectionism, development, language acquisition, plasticity, and applied topics such as training and the role of learning in addiction and mental disorders such as depression. This set builds on comprehensive reviews published to date and is true to the historical evolution of the field by presenting a collection of the milestone highly-cited articles that capture the field's development.
Teaching, Tasks, and Tools to Unlock Cognitive Potential
"A practical primer par excellence for teachers who want to implement the principles of Reuven Feuerstein's Mediated Learning Experience. A multitude of easy-to-implement suggestions empowers teachers to transform even the most challenged students into more effective thinkers and learners." -James Bellanca, Chief Executive Officer International Renewal Institute, Inc. "Teachers are often told to improve students' problem-solving abilities. This is a book that explains HOW, teaching the practitioner to recognize dysfunctions in cognition and providing strategies to help students become independent learners." -Lauren Mittermann, Social Studies Teacher Gibraltar Middle School, Fish Creek, WI Develop your students' abilities to think and learn more effectively! All individuals have the potential to change and learn. Using Reuven Feuerstein's theory that educators can enhance intelligence and change the way students think with the right kind of intervention, the authors provide teachers and counselors with practical strategies to help at-risk students develop cognitive skills and become more effective thinkers and learners. In the second edition, readers will find an expanded discussion of mediated learning, explanations and applications of the Cognitive Map and Structured Cognitive Modifiability, and reflective activities for the educator. Through case studies and in-depth coverage of metacognition, metalearning, metateaching, and metatasking, this user-friendly resource shows educators how they can: Analyze learners' cognitive skills Modify tasks to advance learning Promote the use of effective thinking skills Encourage autonomous learning Mediated Learning, Second Edition, offers highly effective intervention techniques to increase student motivation, improve students' problem-solving skills, and strengthen their thinking processes.
Teaching, Tasks, and Tools to Unlock Cognitive Potential
"A practical primer par excellence for teachers who want to implement the principles of Reuven Feuerstein's Mediated Learning Experience. A multitude of easy-to-implement suggestions empowers teachers to transform even the most challenged students into more effective thinkers and learners." -James Bellanca, Chief Executive Officer International Renewal Institute, Inc. "Teachers are often told to improve students' problem-solving abilities. This is a book that explains HOW, teaching the practitioner to recognize dysfunctions in cognition and providing strategies to help students become independent learners." -Lauren Mittermann, Social Studies Teacher Gibraltar Middle School, Fish Creek, WI Develop your students' abilities to think and learn more effectively! All individuals have the potential to change and learn. Using Reuven Feuerstein's theory that educators can enhance intelligence and change the way students think with the right kind of intervention, the authors provide teachers and counselors with practical strategies to help at-risk students develop cognitive skills and become more effective thinkers and learners. In the second edition, readers will find an expanded discussion of mediated learning, explanations and applications of the Cognitive Map and Structured Cognitive Modifiability, and reflective activities for the educator. Through case studies and in-depth coverage of metacognition, metalearning, metateaching, and metatasking, this user-friendly resource shows educators how they can: Analyze learners' cognitive skills Modify tasks to advance learning Promote the use of effective thinking skills Encourage autonomous learning Mediated Learning, Second Edition, offers highly effective intervention techniques to increase student motivation, improve students' problem-solving skills, and strengthen their thinking processes.
