| |
| |
| Introduction to the Third Edition: Getting the Most from This Resource | |
| |
| |
| |
| Foundations of Building Expertise | |
| |
| |
| |
| Expertise in the Global Economy | |
| |
| |
| The Value of Expertise | |
| |
| |
| What Is an Expert? | |
| |
| |
| Seven Lessons Learned About Experts | |
| |
| |
| |
| Four Ingredients of Instruction | |
| |
| |
| Which Media Are Best for Learning? | |
| |
| |
| Four Components of Learning | |
| |
| |
| Three Views of Learning | |
| |
| |
| Four Instructional Architectures | |
| |
| |
| |
| No Yellow Brick Road | |
| |
| |
| Instructional Components and Learning: No Yellow Brick Road | |
| |
| |
| Graphics and Learning: A Journey Down the Yellow Brick Road | |
| |
| |
| Factors That Influence Learning | |
| |
| |
| Toward an Evidence-Based Training Profession | |
| |
| |
| About the Numbers | |
| |
| |
| |
| The Psychology of Building Expertise | |
| |
| |
| Two Memories for Learning | |
| |
| |
| The Transformation of Content into Knowledge and Skills | |
| |
| |
| Eight Principles for Instruction | |
| |
| |
| |
| Basic Learning Events Proven to Build Expertise | |
| |
| |
| |
| How Working Memory Works | |
| |
| |
| Working Memory: The Center of Learning | |
| |
| |
| New Content Has a Short Shelf Life in Working Memory | |
| |
| |
| Chess, Chunking, and Capacity Limits of Working Memory | |
| |
| |
| What Happens When Working Memory is Overloaded? | |
| |
| |
| Automaticity: A Working Memory Bypass | |
| |
| |
| Visual and Auditory Components in Working Memory | |
| |
| |
| Why Is Working Memory So Limited? | |
| |
| |
| Working Memory and Performance | |
| |
| |
| |
| Managing Cognitive Load | |
| |
| |
| The Cognitive Load Management Principle | |
| |
| |
| Methods That Bypass Working Memory | |
| |
| |
| Methods That Minimize Content | |
| |
| |
| Methods to Impose Content Gradually | |
| |
| |
| Methods to Minimize Unproductive Mental Work | |
| |
| |
| Methods to Maximize Working Memory Capacity | |
| |
| |
| |
| Managing Attention | |
| |
| |
| The High Price of Attention Failure | |
| |
| |
| The Attention Principle | |
| |
| |
| Instructional Methods to Support Attention | |
| |
| |
| Optimizing Attentional Capacity in the Classroom | |
| |
| |
| Methods to Focus Attention | |
| |
| |
| Methods to Support Selective Attention | |
| |
| |
| What Is Divided Attention? | |
| |
| |
| Methods to Minimize Divided Attention | |
| |
| |
| |
| Leveraging Prior Knowledge | |
| |
| |
| The Prior Knowledge Principle | |
| |
| |
| Methods to Activate Prior Knowledge | |
| |
| |
| Methods to Compensate for Limited Prior Knowledge | |
| |
| |
| Avoid Activating Inappropriate Prior Knowledge | |
| |
| |
| When to Use Prior Knowledge Methods | |
| |
| |
| |
| Helping Learners Build Mental Models: Implicit Methods | |
| |
| |
| The Building Mental Models Principle | |
| |
| |
| Explicit and Implicit Encoding Methods | |
| |
| |
| Implicit Methods to Build Mental Models | |
| |
| |
| Use Graphics to Build Mental Models | |
| |
| |
| Personalize Your Learning Environment | |
| |
| |
| Include Deep-Level Learning Agent Dialogs | |
| |
| |
| Provide Examples and Encourage Their Processing | |
| |
| |
| Provide Effective Analogies | |
| |
| |
| Include Process Content in Your Instruction | |
| |
| |
| Offer Cognitive Support for Novice Learners | |
| |
| |
| |
| Helping Learners Build Mental Models: Explicit Methods | |
| |
| |
| Is Active Learning Better? A Tale of Six Lessons | |
| |
| |
| Building Mental Models Principle | |
| |
| |
| Explicit vs. Implicit Methods for Building Mental Models | |
| |
| |
| Maintenance vs. Elaborative Rehearsal | |
| |
| |
| Incorporate Frequent Elaborative Practice Exercises | |
| |
| |
| The Law of Diminishing Returns | |
| |
| |
| Distribute Practice Assignments | |
| |
| |
| Provide Explanatory Feedback | |
| |
| |
| Use Effective Questioning Techniques in the Classroom | |
| |
| |
| Promote Psychological Engagement with Graphics | |
| |
| |
| Promote Explicit Self-Explanations of Content | |
| |
| |
| Incorporate Collaborative Learning Opportunities | |
| |
| |
| Minimize Note-Taking in Instructor-Led Presentations | |
| |
| |
| Who Benefits from Practice? | |
| |
| |
| |
| Learning vs. Performance: The Psychology of Transfer | |
| |
| |
| Transfer: The Bridge from Training to Performance | |
| |
| |
| Four Tales of Transfer Failure | |
| |
| |
| Causes of Transfer Failure | |
| |
| |
| The Transfer Challenge | |
| |
| |
| Specific Versus General Theories of Transfer | |
| |
| |
| The Transfer Continuum | |
| |
| |
| Surface Versus Deep Structure and Transfer | |
| |
| |
| Transfer and Intelligence | |
| |
| |
| |
| Teaching for Transfer | |
| |
| |
| Transfer: It's All About Context | |
| |
| |
| Teaching for Near-Transfer Performance | |
| |
| |
| Learning Aids for Near-Transfer Learning | |
| |
| |
| Teaching for Moderate Transfer | |
| |
| |
| Teaching for Far-Transfer Performance | |
| |
| |
| Learning Aids for Guided-Discovery Simulations | |
| |
| |
| |
| Promoting Adaptive Expertise and Motivation | |
| |
| |
| |
| Problem-Centered Instruction | |
| |
| |
| The Revival of Problem-Centered Learning | |
| |
| |
| The Benefits of Problem-Centered Design | |
| |
| |
| Three Problem-Centered Design Models | |
| |
| |
| |
| Problem-Based Learning (PBL) | |
| |
| |
| |
| 4C/ID | |
| |
| |
| |
| Sherlock and Cognitive Apprenticeship | |
| |
| |
| Applying Problem-Centered Design | |
| |
| |
| Issues in Problem-Centered Instruction | |
| |
| |
| Reservations About Problem-Centered Instruction | |
| |
| |
| |
| Metacognition, Self-Regulation, and Adaptive Expertise | |
| |
| |
| Cognition, Metacognition, and Adaptive Expertise | |
| |
| |
| Metacognition and Self-Regulation | |
| |
| |
| Are Learners Self-Regulated? | |
| |
| |
| Supporting Self-Regulation During Learning | |
| |
| |
| Domain-Specific Metacognitive Skills | |
| |
| |
| Building Domain-Specific Metacognitive Skills | |
| |
| |
| |
| Motivation and Expertise | |
| |
| |
| Motivation for Learning | |
| |
| |
| What Is Motivation? | |
| |
| |
| External vs. Internal Views of Motivation | |
| |
| |
| Beliefs and Learning Choices | |
| |
| |
| Beliefs About Learning Outcomes and Persistence | |
| |
| |
| Goal Setting and Motivation | |
| |
| |
| |
| Motivating Your Learners | |
| |
| |
| Instructional Environments That Motivate | |
| |
| |
| Evidence for Managing Learner Beliefs | |
| |
| |
| Promote Self-Confidence by Structuring for Success | |
| |
| |
| Encourage Mastery (Progress) Goal Orientations | |
| |
| |
| Exploit Personal and Situational Interest | |
| |
| |
| Techniques to Promote Cognitive Situational Interest | |
| |
| |
| Leverage Personal Interest | |
| |
| |
| Make Values Salient | |
| |
| |
| |
| Building Expertise in Action | |
| |
| |
| |
| Practical Applications in Building Expertise | |
| |
| |
| Adopting Evidence-Based Practice | |
| |
| |
| What Is an Excellent Lesson? | |
| |
| |
| |
| A Receptive Presentation | |
| |
| |
| |
| A Directive e-Lesson | |
| |
| |
| |
| A Guided-Discovery Classroom Workshop | |
| |
| |
| Exploratory Architectures for Far-Transfer Learning | |
| |
| |
| A Final Word | |
| |
| |
| References | |
| |
| |
| Glossary | |
| |
| |
| Name Index | |
| |
| |
| Subject Index | |
| |
| |
| About the Author | |
| |
| |
| About ISPI | |