Cognitive psychology and instruction

목차 (Table of Contents)

• CONTENTS
• Chapter 1 Introduction to Cognitive Psychology = 1
• Part Ⅰ : Information Processing Theory
• Chapter 2 Sensory, Shory-Term, and Working Memory = 15
• Chapter 3 Ling-Term Memory: Structures and Models = 45
• Chapter 4 Encoding Processes = 77
• Chapter 5 Retrieval Processes = 107
• Part Ⅱ : Beliefs and Cognition
• Chapter 6 Beliefs About Self = 127
• Chapter 7 Beliefs About Intelligence and Knowledge = 155
• PartⅢ : Fostering Cognitive Growth
• Chapter 8 Problem Solving and Critical Thinging = 181
• Chapter 9 Building Knowledge and Reflective Thought = 213
• Part Ⅳ : Cognition in the Classroom
• Chapter 10 Learning to Read = 235
• Chapter 11 Reading to Learn = 263
• Chapter 12 Writing = 295
• Chapter 13 Cognitive Approaches to Mathematics = 321
• Chapter 14 Cognitive Approaches to Science = 347
• Chapter 1 Introduction to Cognitive Psycholoogy = 1
• A Brief History = 2
• The Associationist Era = 2
• Cognitive Themes for Education = 6
• An Example = 10
• Summary = 12
• Suggested Readings = 13
• Part Ⅰ Information Processing Theory
• Chapter 2 Sensory, short-Term, and Working Memory = 15
• The Modal Model = 16
• Sensory Mcmory and Perception = 19
• Sensory Registers = 20
• Sensory Memory, Pattern Recognition, and the Assignment of Meaning = 23
• Pattern Recognition = 24
• The Role of Knowledge and Comtext in Perception = 27
• attention = 30
• Models of Attention = 30
• Cognitive Tasks: Resource-Limited and Data-Limited Processing = 33
• Automatic Processes = 35
• Summary of Sensory Memory Processes = 36
• Short-term and Working Memory = 36
• Capacity and Duration = 37
• Accessing Information = 37
• Working Memory = 38
• Implications for Instruction: Guiding and Directing Attention = 40
• Summary = 42
• Suggested Readings = 43
• Chapter 3 Long-Term Memory: Structures and Models = 45
• A Framework for LTM = 46
• The Building Blocks of Cognition = 49
• Cocepts = 49
• Propositions = 54
• Schemata = 55
• Productions = 59
• Scripts = 60
• Another Dimension of LTM: Verbal and Imaginal Representation = 61
• Evolving Models of Memory = 62
• Network Models = 63
• The ACT Model = 66
• Implicit Memory: Retention without Remembering = 67
• Connectionist Models of Memory and Learning = 70
• Implications for Instruction = 73
• Summary = 75
• Suggested Readings = 75
• Chapter 4 Encoding Processes = 77
• Encoding Simple Information = 78
• Mediation = 80
• Imagery = 80
• Mnemonice = 82
• Encoding Complex Information = 88
• Advance Organzers = 88
• S초듬 Activation = 89
• Answering Questions and Selective Attention = 90
• Levels of Processing = 91
• Summary of Encoding Processes = 94
• Metacognition: Thinking About Thinking = 95
• Research on Metacognitive Processes = 96
• Becoming a Good Stractgy User = 98
• Research on Strategy Instruction = 99
• Implications for Instruction = 101
• Summary = 104
• Suggested Readings = 105
• Chapter 5 Retrieval Processes = 107
• Encoding Specificity = 108
• Recognition and Recall = 112
• Reconsruction = 116
• Recalling Specific Events = 120
• Relearning = 121
• Implications for Instruction = 122
• Summary = 124
• Suggested Readings = 125
• Part Ⅱ Beliefs and Cognition
• Chapter 6 Beliefs About Self = 127
• Bandura's Social Cognitive Learning Theory = 128
• Enactive and Vicarious Learning = 129
• Self-Efficacy = 130
• Research on Student, Teacher, and School Self-Efficacy = 131
• Modeling = 133
• Self-Regulated Learning Theory = 135
• Implications: Improving Self-Efficacy = 136
• Attribution Theory = 137
• Attributions in the Classroom = 140
• Attributional Retraining = 141
• Control in the Classroom = 145
• Implications: Fostering Student Autonomy = 152
• Summary = 153
• Suggested Readings = 154
• Chapter 7 Beliefs About Intelligence and Knowledge = 155
• Understanding Implcit Beliefs = 156
• Beliefs About Intelligence = 157
• Constraints on Classroom Behaviors = 161
• Is Intelligence Changeable? =161
• Guidelines for Fostering Adaptive Goals = 162
• Beliefs About Knowledge = 163
• Reflective Judgment = 166
• Stages in Reflective Judgment = 168
• Reflective Judgment and Education = 170
• Education and Thinking = 172
• Summary of Beliefs About Knowledge = 174
• Hope and Attiude Change = 174
• Changing Beliefs = 175
• Teachers' Beliefs = 176
• Implications = 178
• Summary = 179
• Suggested Readings = 180
• Part Ⅲ Fostering Cognitive Growth
• Chapter 8 Problem Solving and Critical Thinking = 181
• Historical Perspectives on Problem Solving = 182
• Thorndike, Dewey, and the Gestalt Psychologists = 182
• Contemporary Approaches to Problem Solving = 184
• Expert Knowledge in Problem Solving =191
• Implications: Improving Problem Solving = 198
• Critical Thinking = 200
• Toward a Definition of Critical Thinking = 200
• Component Skills in Critical Thinking = 201
• Does Intellingence Constrain Critical Thinking? = 203
• Planning a Critical-Thinking Skills Program = 206
• Examples of Stand-Alone Programs = 209
• Summary = 211
• Suggested Readings = 211
• Chapter 9 Building Knowledge and Reflective Thought = 213
• Constructivism: Role of the Learner in Building and Transforming Knowledge = 215
• Types of Construtivism: A Closer Look = 216
• Vygotsky's Dialectical Constructivism = 217
• Social Cognition: Social Fctors in Knowledge Construction = 218
• Rogoff's Apprenticeships in Thinking Model = 219
• Sch n's Reflective Practitioner Model = 220
• Role of Classroom Discourse in Knowledge Construction = 224
• Toward a More Reflective Classroom = 226
• Using Classroom Discourse to Build Knowledge = 228
• Implications for Teaching: A Portait of the Reflective Classroom = 230
• Summary = 233
• Suggested Readings = 234
• Part Ⅳ Cognition in the Classroom
• Chapter 10 Learning to Read = 235
• Literacy's Foundations in Language Development = 236
• Dimentstions of Language = 237
• Summary of Linguistic Prerquisites for Reading = 242
• Cognitive Prerequeisites of Learning to Read = 244
• World Knowledge = 244
• Working and Long-Term Memory Capabilities = 245
• Attention = 246
• Summary of Cognitive Prerequeistites for Reading = 247
• From Reading Readiness to Emergent Literacy = 247
• Transition to Reading = 249
• Prereaders = 250
• Visual-Cue Reading = 250
• Phonetic-Cue Reading = 251
• Systematic Phonemic Decoding = 251
• Methods of Teaching Reading = 255
• Summary of Beginning Literacy Instruction = 257
• Implications for Beginning Reading Instruction = 257
• A Comment on Reading Difficulties = 259
• Reading Recovery: One Approach to Reading Difficulties = 260
• Summary = 261
• Suggested Readings = 262
• Chapter 11 Reading to Learn = 263
• Models of Reading Comprehension = 264
• Data-Driven Models = 265
• Conceptually Driven Models = 266
• Interactive Models of Reading = 267
• Summary of Models of Reading = 269
• Building Vocabulary Through Reading = 270
• Word Knowledge: What It Means to Know a Word = 272
• Helping Students Use Reading to Build Vocabulary = 274
• Building Organized Knowledge Through Reading = 275
• The Importance of Linking New Information with Old = 277
• The Importance of Reading Comprehension Strategies = 280
• Building Organized Knowledge Through Reading: Summary and Applications = 285
• Remembering What Has Been Read: Memory for Text Materials = 286
• Text Signals = 286
• Adjunct Questions = 288
• Implications for Teaching = 292
• Summary = 293
• Suggested Readings = 294
• Chapter 12 Writing
• A Cognitive Model of Writing = 297
• The Task Environment = 298
• Long-Term Memory = 299
• Working Memory = 299
• An Example of the Writing Model = 301
• Individual Differences in Writing = 302
• Information Processing Differences = 303
• Idea Generation = 304
• Planning Differences = 305
• Differences in Prganization = 306
• Improving Students' Writing = 307
• Creating a Context for Writing: Encouraging the Writing Process and Building Writing Skills = 311
• A Final Note: Creative Writing = 316
• Summary = 318
• Suggested Readings = 318
• Chapter 13 Cognitive Approaches to Mathematics = 321
• Heuristic Knowledge = 324
• Knowledge Acquisition = 325
• Arithmetic Problem Solving = 326
• What"Bugs"Can Teach Us= 327
• Problem Typologies = 328
• Counting All with Model = 329
• Counting On From First = 329
• Counting On from Larger = 329
• Arithmetic Knowledge = 331
• Language: Another Factor = 332
• Texy Comprehension and Arithmetic Problem Solving = 332
• Developmental Issues in Arithmetic Problem Solving = 335
• Problem Solving in Algebra = 337
• Explaining Algebra Errors = 338
• Cognitive Psychology and Mathematics Instruction = 340
• Implications for Instruction = 342
• Summary = 345
• Suggested Readings = 345
• Chapter 14 Cognitive Approaches to Science = 347
• Naive Science Conceptions = 348
• Confronting Naive Beliefs = 353
• A Model for Changing Naive Beliefs = 354
• Expert-Novice Differences in Science = 356
• Differences in Problem Solving = 356
• Differences in Understanding Theories = 358
• A Model for Teaching Science = 359
• Learning Strategies = 360
• Teaching Strategies= 362
• Benefits of Effective Instruction = 364
• A Model of Science Achievement = 366
• Implications for Instruction = 368
• Summary = 370
• Suggested Readings = 371
• References = 373
• Glossary = 411
• Name Index = 421
• Subject Index = 427