Overview

Education and cognitive psychology are natural companions—they both are focused on how people think and learn. Although collaborations have occurred for many years, recently there has been a much greater interest in collaborations that bring cognitive principles into classroom settings. This renewed collaborative research has led both to new evidence-based instructional practices and to a better understanding of cognitive principles. This volume contains overviews of research projects at the intersection of cognitive science and education. The prominent contributors—cognitive psychologists, developmental psychologists, educational psychologists, and science educators—were chosen both for the quality of their work and the variety of their contributions—general principles; influence of affect and motivation; and focus on math and science education.

Full Product Details

Author:   Jose Mestre ,  Brian H. Ross (Professor of Psychology and of the Beckman Institute for Advanced Science and Technology at the University of Illinois at Urbana-Champaign)
Publisher:   Elsevier Science Publishing Co Inc
Imprint:   Academic Press Inc
Volume:   55
Dimensions:   Width: 15.20cm , Height: 2.30cm , Length: 22.90cm
Weight:   0.570kg
ISBN:  

9780123876911

ISBN 10:   0123876915
Pages:   328
Publication Date:   02 September 2011
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Out of Print
Availability:   Awaiting stock  

Table of Contents

Testing effects - Henry L. Roediger III, Adam Putnam & Megan A. Smith Cognitive load theory - John Sweller Advances in the science of instruction - Richard Mayer Motivation and learning - Timothy J. Nokes & Daniel M. Belenky On the interplay of emotion and cognitive control: Implications for enhancing academic achievement - Sian Beilock & Gerardo Ramirez There's Nothing So Practical as a Good Theory – Robert Siegler & Lisa Fazio Bridging from cognitive science to the classroom:  Using comparison to support mathematical problem solving - Bethany Rittle-Johnson & Jon Star Understanding the patterns of incorrect responses to science questions: the influence of automatic, implicit processes - Andrew Heckler Conceptual problem solving in physics - Jose P. Mestre, Jennifer Docktor, Natalie Strand & Brian H. Ross

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Author Information

Brian Ross received his Ph.D. from Stanford University in 1982. He is a professor in the UIUC Department of Psychology and a full-time faculty member in the Beckman Institute Cognitive Science Group. His fields of professional interest are cognitive psychology, human memory and learning, problem solving, acquisition of cognitive skills, remindings in learning and problem solving, and concepts and categories. Honors and awards: Arnold O. Beckman Research Award (1991, 1982); Beckman Fellow, UIUC Center for Advanced Study (1985-86); Sigma Xi.

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