http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
1 online resource (ix, 390 pages) : illustrations
This work focuses on cognitive approaches to issues of curriculum design and instruction across a range of subject areas and features: * The most recent developments in cognitive psychology * Up-to-date literature reviews * Chapter on training reasoning * Active, renowned contributing authors.
Front Cover; Cognition and Instruction; Copyright Page; Table of Contents; Preface; Chapter 1. Issues in Cognitive Psychology and Instruction; I. INTRODUCTION; II. NATURE OF RELEVANT KNOWLEDGE: WHAT IS ACQUIRED?; III. DECISIONS REGARDING THE RELATIVE VALUE OF VARIOUS KINDS OF LEARNING EXPERIENCES; IV. PROCESSES OF KNOWLEDGE ACQUISITION: HOW LEARNING OCCURS; V. COGNITIVE PRESCRIPTIONS FOR TEACHING; ACKNOWLEDGMENT; REFERENCES; Chapter 2. Reading; I. INTRODUCTION; II. THE COGNITIVE COMPONENTS OF READING; III. BEGINNING READING; IV. INSTRUCTION IN READING; V. SUMMARY; ACKNOWLEDGMENT; REFERENCES.
Chapter 3. WritingI. THE NATURE OF HIGHER ORDER ABILITIES; II. THE DISTINCTIVE NATURE OF HIGHER ORDER MENTAL ACTIVITY IN WRITTEN COMPOSITION; III. THE ACQUISITION OF HIGHER ORDER COMPETENCE: FROM CONVERSATION TO KNOWLEDGE TELLING TO KNOWLEDGE TRANSFORMING; IV. INSTRUCTION: CURRENT EFFORTS AND ADVANCES TOWARD KNOWLEDGE-TRANSFORMING STRATEGIES; V. ASSESSMENT OF WRITING; VI. KNOWLEDGE-TRANSFORMING PROCEDURES WITHIN THE GENERAL CONTEXT OF HIGHER ORDER SKILLS; ACKNOWLEDGMENTS; REFERENCES; Chapter 4. Second Language; I. INTRODUCTION; II. CHANGING CONCEPTS OF LANGUAGE AND LANGUAGE TEACHING.
III. SOME CURRENT VIEWS OF SECOND LANGUAGE LEARNINGIV. COGNITIVE PROCESSES IN SECOND LANGUAGE LEARNING; V. INSTRUCTIONAL DESIGN; VI. NEXT STEPS; REFERENCES; Chapter 5. Mathematics; I. INTRODUCTION; II. THE MATHEMATICS CURRICULUM; III. THE PSYCHOLOGY OF HUMAN LEARNING AND COGNITION; IV. COUNTING; V. ARITHMETIC COMPUTATION; VI. ARITHMETIC APPLICATION; VII. ALGEBRAIC COMPUTATION; VIII. ALGEBRAIC APPLICATION PROBLEMS; IX. SUMMARY; ACKNOWLEDGMENTS; REFERENCES; Chapter 6. Science; I. THE NEED FOR SCIENCE CURRICULUM REFORM; II. A SCIENCE OF SCIENCE EDUCATION.
III. PSYCHOLOGICAL RESEARCH RELATED TO CURRICULUM DESIGNIV. CONCLUSIONS AND IMPLICATIONS; Acknowledgments; REFERENCES; Chapter 7. Social Studies; I. INTRODUCTION; II. SOCIAL STUDIES AND SOCIAL SCIENCES: CURRICULUM AND INSTRUCTIONAL COMPONENTS'; III. SOCIAL STUDIES INSTRUCTION: A PROBLEM-SOLVING APPROACH; IV. SUMMARY; ACKNOWLEDGMENTS; REFERENCES; Chapter 8. Art; I. THE CONCEPT OF STYLE; II. ARTISTIC DEVELOPMENT IN YOUNG CHILDREN; III. EVIDENCE FOR INDIVIDUAL STYLES IN YOUNG CHILDREN; IV. EDUCATIONAL CONSIDERATIONS; V. SUMMARY; Chapter 9. Music; I. INTRODUCTION.
II. RESEARCH IN THE PSYCHOLOGY OF MUSICIII. THE NATURE OF MUSICAL KNOWLEDGE; IV. SOME PROCESSES OF MUSICAL COGNITION; V. KNOWLEDGE ACQUISITION IN MUSIC; VI. IMPLICATIONS; ACKNOWLEDGMENT; REFERENCES; Chapter 10. Reasoning; I. INTRODUCTION; II. WHAT IS REASONING?; III. FIGURING OUT WHAT TO BELIEVE; IV. EVALUATING INFORMAL ARGUMENTS; V. IMPEDIMENTS TO EFFECTIVE REASONING IN THE EVALUATION OF ARGUMENTS; VI. THE TEACHING OF REASONING; VII. A COMMENT ON LOGISTICS; ACKNOWLEDGMENTS; REFERENCES; EPILOGUE Cognition and Instruction: Why the Marriage Sometimes Ends in Divorce; I. INTRODUCTION; II. THEORY.
edited by Ronna F. Dillon, Robert J. Sternberg.
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Includes bibliographical references and index.