Muutke küpsiste eelistusi

Aptitude, Learning and Instruction: 3 Volume Set [Multiple-component retail product]

Edited by , Edited by , Edited by , Edited by
  • Formaat: Multiple-component retail product, 1102 pages, kõrgus x laius: 234x156 mm, kaal: 2220 g, Contains 3 hardbacks
  • Sari: Aptitude, Learning and Instruction
  • Ilmumisaeg: 31-May-2021
  • Kirjastus: Routledge
  • ISBN-10: 0367751607
  • ISBN-13: 9780367751609
Teised raamatud teemal:
  • Multiple-component retail product
  • Hind: 427,50 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Tavahind: 570,00 €
  • Säästad 25%
  • Raamatu kohalejõudmiseks kirjastusest kulub orienteeruvalt 3-4 nädalat
  • Kogus:
  • Lisa ostukorvi
  • Tasuta tarne
  • Tellimisaeg 2-4 nädalat
  • Lisa soovinimekirja
  • Raamatukogudele
Aptitude, Learning and Instruction: 3 Volume SetSuurem pilt
  • Formaat: Multiple-component retail product, 1102 pages, kõrgus x laius: 234x156 mm, kaal: 2220 g, Contains 3 hardbacks
  • Sari: Aptitude, Learning and Instruction
  • Ilmumisaeg: 31-May-2021
  • Kirjastus: Routledge
  • ISBN-10: 0367751607
  • ISBN-13: 9780367751609
Teised raamatud teemal:
Teised raamatud sellest sooduspakkumisest: Kevadine sooduspakkumine - kuni 31. maini üle miljoni raamatu kuni 25% soodsamalt
Püsilink: https://www.kriso.ee/db/9780367751609.html
Märksõnad:

This small set of 3 titles, was first published in 1980 and 1987. The three volumes make important contributions to the study of cognitive process analyses of aptitude; learning and problem-solving; and conative and affective aspects of human performance, in coordination with cognitive psychology. Taken together the editors hoped they would provide at least one solid platform for a more comprehensive integration of cognitive, conative, and affective theory and research in the instructional psychology of the future.

Volume 1 Cognitive Process Analyses of Aptitude
Foreword xi
Acknowledgments xiv
1 Adaptive Instruction: Trends and Issues
1(26)
Pat-Anthony Federico
Summary of Preceding Pertinent Symposia
1(7)
Alternative Approaches to Adaptive Instruction
8(14)
The Theme of this Meeting
22(5)
2 Aptitude Processes
27(38)
Richard E. Snow
Models of Aptitude
31(27)
Toward a Theory of Aptitude
58(2)
Toward Adaptive Instruction
60(5)
3 Information-Processing Abilities
65(22)
Andrew M. Rose
Introduction
65(5)
Operations
70(1)
Task Descriptions
71(9)
Overview of Results
80(7)
4 The Foundations of Verbal Comprehension
87(18)
Earl Hunt
Theoretical Considerations
88(2)
Structural Processes
90(6)
Attention Allocation
96(1)
Sentence Comprehension
97(4)
Concluding Comments
101(4)
5 Component Skills in Reading: Measurement of Individual Differences Through Chronometric Analysis
105(34)
John R. Frederiksen
Validation in a Component Skills Analysis
106(1)
Component Skill Measures
107(12)
Evaluation of the Component Skills Model
119(6)
Summary and Conclusions
125(1)
Extensions of Component Skills Analysis to Reading of Text
126(10)
Conclusions
136(3)
6 Discussion: Aptitude Processes, Theory, and the Real World
139(10)
John B. Carroll
Aptitudes and Aptitude Processes
140(2)
Are Processes the Only Kinds of Considerations?
142(3)
Acquired Knowledge and the Structure of Abilities
145(2)
Summary
147(2)
7 Spatial Information Processing: Strategies for Research
149(28)
Lynn A. Cooper
Analysis of Processes Underlying Performance on a Single Spatial Task
150(5)
Individual-Difference Analysis of Spatial Information Processing
155(14)
Analysis of the Task-Dependent Nature of Spatial Information Processing
169(5)
Concluding Remarks
174(3)
8 Components of Inductive Reasoning
177(42)
James W. Pellegrino
Robert Glaser
The Analysis of Aptitude: Overview
177(4)
Analyses of Inductive Reasoning
181(31)
Summary and Conclusions
212(7)
9 Deductive Reasoning
219(28)
Robert J. Sternberg
Martin J. Guyote
Margaret E. Turner
Categorical Syllogisms
219(11)
Conditional Syllogisms
230(4)
Linear Syllogisms
234(9)
Conclusions and Current Directions
243(4)
10 A Cognitive-Style Approach to Metaphoric Thinking
247(36)
Nathan Kogan
Introduction
247(5)
Task Description
252(4)
Descriptive Statistics for the Metaphoric Triads Task
256(5)
External Correlates of MTT Performance
261(4)
Training Metaphoric Thinking
265(4)
Educational implications and Future Directions
269(7)
Summary
276(1)
Appendix: Sample Metaphoric Triads Task (MTT) Items
277(6)
11 Discussion: Maps, Models, Methods, and Metaphors
283(10)
Richard E. Snow
12 Independent Process Analyses of Aptitude-Treatment Interactions
293(22)
Robert C. Calfee
Larry V. Hedges
Learning Models
293(2)
Independent Processes
295(9)
An Independent Process Perspective on Aptitudes and Treatments
304(7)
Conclusion
311(4)
13 Cognitive Learning Strategies and Dualities in Information Processing
315
Joseph W. Rigney
Introduction
315(1)
Some Conceptual Geography
316(6)
Duality in the Human Information-Processing System
322(14)
Implications for Cognitive Learning Strategies
336(4)
Summary
340
Author Index 344(6)
Subject Index 350
Volume 2 Cognitive Process Analyses of Learning and Problem Solving
Foreword xi
Acknowledgments xiv
14 Some Examples of Cognitive Task Analysis with Instructional Implications
1(22)
James G. Greeno
Problem Solving in Geometry
2(5)
Computation and Understanding in Arithmetic
7(11)
Conclusions
18(5)
15 An Elaborative Conception of Learner Differences
23(24)
William D. Rohwer, Jr.
Performance Differences on Learning and Memory Tasks
24(1)
An Elaborative Conception of Learner Differences
25(5)
Recent Research on Elaboration and Learner Differences
30(13)
Instruction and Differences in Elaborative Proficiency
43(4)
16 Event-Related Potentials: Approaches to Cognitive Psychology
47(36)
Emanuel Donehin
Jack B. Isreal
Introduction
47(1)
Event-Related Brain Potentials
48(4)
The P300 Component and Human Information Processing
52(3)
Task Relevance and the P300
55(4)
Subjective Probability and P300
59(13)
Relationships Between P300 Latency and Reaction Time
72(6)
Concluding Remarks
78(5)
17 Discussion: Process Analyses of Learning and Problem Solving
83(12)
Henry M. Halff
Donchin and Isreal's Electropsychophysiology
83(4)
Rohwer's Elaboration Theory
87(3)
Greeno's Cognitive Task Analysis
90(5)
18 Planning Nets: A Representation for Formalizing Analogies and Semantic Models of Procedural Skills
95(44)
Kurt VanLehn
John Seely Brown
Introduction
95(3)
A General Theory of Analogy
98(4)
Finding the Right Representation for Procedural Analogies
102(19)
Analogies and Teleologic Semantics in Educational Research
121(10)
Conclusions
131(1)
Appendix: An Explanation of the Teleologic Semantics of Subtraction
132(7)
19 A Theory-Based Approach to the Study of Individual Differences in Mental Imagery
139(38)
Stephen M. Kosslyn
Pierre Jolicoeur
Individual-Differences Research
140(4)
A Model of Imagery
144(5)
The Model
149(4)
Imagery and Question Answering
153(9)
Individual Differences in Imagery Use
162(10)
Conclusions
172(5)
20 Multiple Conceptual Models of a Complex System
177(22)
Albert L. Stevens
Allan Collins
Introduction
177(5)
Models
182(14)
Conclusion
196(3)
21 Complex Learning Processes
199(38)
John R. Anderson
Paul J. Kline
Charles M. Beasley, Jr.
Abstract
199(1)
Introduction
199(2)
The ACT Production System
201(7)
Production Designation
208(3)
Generalization
211(6)
Discrimination
217(5)
Production Strength
222(7)
The Origin of Designating Productions
229(3)
Future Directions: Inspection of Productions
232(5)
22 Discussion: Teaching, Learning, and the Representation of Knowledge
237(8)
Donald A. Norman
Learning and Understanding Through the Use of Conceptual Models
238(2)
Complex Learning: The
Chapter by Anderson, Kline, and Beasley
240(2)
Mental Images: The
Chapter by Kosslyn and Jolicoeur
242(2)
Overview
244(1)
23 Models of Concept Formation
245(32)
Richard B. Millward
Prototype Models
246(3)
The Exemplar Model
249(5)
Frequency Models
254(3)
The Rule Model
257(2)
A Computational Theory
259(18)
24 Learning Theory, Instructional Theory, and Adaptation
277(26)
Thomas J. Shuell
The Relationship Between Learning and Instruction
278(11)
The Role of Individual Differences
289(5)
Adaptive Instruction
294(4)
Implications for Future Research
298(5)
25 Discussion: Coordinating Research Topics With Instructional Requirements
303(6)
William E. Montague
26 General Discussion: Relationships Between Aptitude, Learning, and Instruction
309(18)
Robert Glaser
Approaches to Process Theories of Aptitude
310(5)
Learning and Instruction
315(7)
Adaptive Instruction
322(5)
Author Index 327(6)
Subject Index 333
Richard E. Snow, Pat-Anthony Federico, William E. Montague, Marshall J. Farr