Cognition in Education

1. Auflage 2017
ISBN: 978-1-138-22953-2
Verlag: Routledge

Buch, Englisch, 136 Seiten, Format (B × H): 129 mm x 198 mm, Gewicht: 157 g

Reihe: Ed Psych Insights

Written by leading education experts, this book situates cognition and learning within the broader context of educational psychology research and brings it to a wider audience.

Autoren/Hrsg.

McCrudden, Matthew T.

McNamara, Danielle S.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung

Inhaltsverzeichnis

CHAPTER 1: INTRODUCTION TO HUMAN COGNITION

Introduction and Overview

Information Processing Model of Human Cognition

Consciousness or Working Memory

Long-term Memory

- Declarative Memory

- Procedural Memory

Summary of Key Ideas

CHAPTER 2: ATTENTION AND PREPARING TO LEARN

Attention

- Our attention is limited

Attention and Learning

- People focus their attention on things that are novel, emotional, or physically distinct

- People focus their attention on relevant stimuli

Using Knowledge of Attention: Student perspective

Using Knowledge of Attention: Teacher perspective

- Ensuring students pay attention to information helps them learn

- Ensuring students avoid attending to distracting information

Summary of Key Ideas

CHAPTER 3: IMPROVING MEMORY

Distributed Practice

- Distributed practice is more beneficial when there is a time gap between study episodes

- The distributed practice effect is more pronounced when there is a time gap between the last study episode and the final test

Using Distributed Practice: Student perspective

Using Distributed Practice: Teacher perspective

Retrieval practice

- Retrieving information from memory is beneficial for learning

- When using retrieval practice, attempting to recall is more beneficial than attempting to recognize

- How much time should pass between initial study and retrieval practice?

Using Retrieval Practice: Student perspective

Using Retrieval Practice: Teacher perspective

Summary of Key Ideas

CHAPTER 4: IMPROVING COMPREHENSION

Comprehension

Generating Questions

- Generating high quality questions is beneficial for comprehension

Elaborating and Explaining Text

- Generating explanations is beneficial for learning

- When encoding information, making information meaningful facilitates memory

Graphic Organizers

- Completing a graphic organizer is beneficial for learning

Improving Comprehension: Student perspective

Improving Comprehension: Teacher perspective

Summary of Key Ideas

Conclusions

GLOSSARY

REFERENCES

Über Autor(innen)

Matthew T. McCrudden is an Associate Professor in the School of Education at Victoria University of Wellington, New Zealand.

Danielle S. McNamara is a Professor in the Department of Psychology at Arizona State University, USA.