Applying the Science of Learning

ISBN-10: 0136117570
ISBN-13: 9780136117575
Edition: 2011
Authors: Richard E. Mayer
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Book details

Copyright year: 2011
Publisher: Pearson Education, Limited
Publication date: 2/3/2010
Binding: Paperback
Pages: 144
Size: 8.75" wide x 11.00" long x 0.25" tall
Weight: 1.012
Language: English

Richard E. Mayer is Professor in the Department of Psychological and Brain Sciences at the University of California, Santa Barbara. He is the author or editor of more than twenty-five books, including Applying the Science of Learning and Multimedia Learning.

Preface
Introduction
The Big Three: Learning, Instruction, Assessment
Rationale for Applying the Science of Learning
What Is Applying the Science of Learning?
Historical Overview of the Relation Between the Science of Learning and the Science of Instruction
Viewing the Relation Between the Science of Learning and the Science of Instruction as Overlapping Goals
Suggested Readings and References
How Learning Works
What Is Learning?
What is the Science of Learning?
What Changes: Behavior or Knowledge?
What Changes: General or Specific Transfer?
How Learning Works: Three Metaphors of Learning
A Closer Look at Response Strengthening: Thorndike's Law of Effect
A Closer Look at Information Acquisition: Ebbinghaus' Learning Curve
A Closer Look at Knowledge Construction: Bartlett's Assimilation to Schema
How Learning Works: Three Principles from the Learning Sciences
A Closer Look at Dual Channels: Paivio Concreteness Effect
A Closer Look at Limited Capacity: Miller's Magic Number
A Closer Look at Active Learning: Wittrock"s Generative Processes
How Learning Works: A Cognitive Model of Learning
Three Memory Stores in Meaningful Learning
Three Cognitive Processes in Meaningful Learning
The Mighty Ms: Motivation and Metacognition
Motivation to Learn
How Motivation Works
Metacognition in Learning
Learning in Subject Areas
Eight Things We Know About Learning from Word Lists
References and Suggested Readings
How Instruction Works
What Is Instruction?
What Is the Science of Instruction?
What Is an Instructional Objective?
Three Levels of Instructional Objectives
Five Kinds of Knowledge in Instructional Objectives
Six Kinds of Cognitive Processes in Instructional Objectives
How Instruction Works: Three Demands on Cognitive Capacity
How Instruction Works: Three Instructional Scenarios
Twelve Instructional Design Principles for Lesson Learning
Evidence-Based Principles for Reducing Extraneous Processing
Evidence-Based Principles for Managing Essential Processing
Evidence-Based Principles for Fostering Generative Processing
Eight Instructional Design Principles for Effective Studying
Evidence-Based Principles for Studying by Practicing
Evidence-Based Principles for Studying by Generating
How to Guide Cognitive Processing During Learning
Instructional Techniques for Selecting
Instructional Techniques for Organizing
Instructional Techniques for Integrating
Three Popular But Questionable Principles
How Active Teaching Methods Can Go Wrong
Two Kinds of Active Learning
References and Suggested Readings
How Assessment Works
What Is Assessment?
Three Functions of Assessments
What Is the Science of Assessment?
Using Instructional Objectives in Assessment
How to Construct a Useful Assessment Instrument
What Is Research on Instructional Effects?
What Works? Using Randomized Controlled Experiments
When Does It Work? Using Factorial Experiments
How Does It Work? Using Observational Analysis
A Closer Look at Experiments
Using Effect Size to Assess Instructional Effects
Six Reasons for No Difference Between the Treatment and Control Groups
How to Assess Learning Outcomes
Two Ways to Measure Learning Outcomes
Three Kinds of Learning Outcomes
A Closer Look at Meaningful Versus Rote Learning: Wertheimer's Parallelogram Lesson
A Closer Look at Assessment of Learning Outcomes: How Much or What Kind?
Broadening the Domain of Assessment
A Closer Look at Broadening the Domain of Assessment: Attribute Treatment Interactions
Attribute Treatment Interactions Involving Prior Knowledge
What Can Go Wrong with Assessments?
References and Suggested Readings
Epilogue
About the Author
Glossary
Author Index
Subject Index

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