Buch, Englisch, 378 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 658 g
Buch, Englisch, 378 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 658 g
Reihe: Carnegie Mellon Symposia on Cognition Series
ISBN: 978-0-89859-434-8
Verlag: Taylor & Francis Inc
First published in 1987. The author argues that information-processing psychology has come to dominate the experimental study of complex human behaviour. Such rapid success suggests that the approach will have as much of an impact on psychology in the field as it has had on psychology in the laboratory. The chapters in this volume indicate the extent to which this potential has already begun to be realized. The book is divided into four parts. The first three parts include sets of research contributions followed by discussions, and the fourth part contains three chapters that offer critiques, syntheses, and evaluations of various aspects of the preceding papers.
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Weitere Infos & Material
Preface, PART I: STRATEGIES FOR INSTRUCTIONAL RESEARCH, 1. Promoting Language Skills: The Role of Instruction, 2. Sources of Dependency in Cognitive Processes, 3. Task Analysis in Instructional Design: Some Cases from Mathematics, 4. Adaptive Instructional Systems: Some Attempts to Optimize the Learning Process, 5. Methods and Models for Task Analysis in Instructional Design, 6. Notes on a Cognitive Theory of Instruction, PART II: PROCESS AND STRUCTURE IN LEARNING, 7. Cognitive Objectives of Instruction: Theory of Knowledge for Solving Problems and Answering Questions, 8. Impression Formation, Discrepancy from Stereotype, and Recognition Memory, 9. Comments on Learning Schemata and Memory Representation, 10. Abstract Conceptual Knowledge: How We Know What We Know, 11. Toward a Theory of Instructional Growth, 12. It's the Thought that Counts: New Approaches to Educational Theory, PART III: FUNDAMENTAL PROCESSES IN COMPREHENDING AND UNDERSTANDING INSTRUCTIONS, 13. Verbal Comprehension in Instructional Situations, 14. Understanding Complex Task Instructions, 15. Education and Understanding, 16. Instruction in Difficult Contexts: Comments on Just and Carpenter and Simon and Hayes, PART IV: GENERAL COMMENTS, 17. Cognitive Psychology and Instructional Design, 18. Implications for Instructional Research, 19. Designing a Learner: Some Questions, REFERENCES, Author Index, Subject Index
