Mathis / Cotton / Sechrest Psychological Foundations of Education

Learning and Teaching
1. Auflage 2013
ISBN: 978-1-4832-5816-4
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 796 Seiten, Web PDF

Psychological Foundations of Education presents some of the principles of psychology that are relevant to learning and teaching. It presents an alternative answer to the problem of the bifurcation of general and educational psychology in the curriculum of teacher preparation. While the solution is provisional and has obvious imperfections, it is offered in the hope that it may stimulate discussion of the problem and other solutions and/or explicit justifications for past practice. Key concepts discussed include teachers' attitudes and behavior, different types of learning, technology in education, forgetting and extinction, child development, and intelligence measurements. Also covered are the assessment of educational achievement, the social psychology of the classroom, and education in urban schools. This text should have a variety of uses in classes where students are preparing for teaching. It was written specifically for those situations in which the prospective teacher is introduced to psychology through a one- or two-semester integrated sequence.

Autoren/Hrsg.

Mathis, B. Claude

Cotton, John W.

Sechrest, Lee

Inhaltsverzeichnis

1;Front Cover;1
2;Psychological Foundations of Education: Learning and Teaching;4
3;Copyright Page;5
4;Table of Contents;6
5;PREFACE;16
6;Chapter 1. Psychology and Education;20
6.1;A Modern View of the Moon Illusion ;30
6.2;Summary;37
6.3;Suggested Readings;37
6.4;References;38
7;Chapter 2. The Teacher and the Class;40
7.1;Summary;62
7.2;Suggested Readings;63
7.3;References;64
8;Chapter 3. Learning: The Acquisition of New Responses;66
8.1;Acquiring Information or Developing Habits?;68
8.2;Conditioning;70
8.3;Motivation and Learning;76
8.4;All-or-None Learning versus Gradual Learning;77
8.5;Discrimination Learning;80
8.6;Reinforcement;86
8.7;Latent Learning;98
8.8;Response Prompting;99
8.9;Stimulus Generalization;100
8.10;Transfer of Training;101
8.11;Several Aspects of Verbal Learning;109
8.12;Thinking and Problem Solving;115
8.13;A Model of School Learning;124
8.14;Summary;126
8.15;Suggested Readings;130
8.16;References;130
9;Chapter 4. Learning and the Technology of Education;135
9.1;Summary;162
9.2;Suggested Readings;164
9.3;References;165
10;Chapter 5. Forgetting and Extinction: The Elimination of Behavior;168
10.1;Forgetting;168
10.2;Extinction;193
10.3;Summary;203
10.4;Appendix to Chapter 5;205
10.5;Suggested Readings;205
10.6;References;206
11;Chapter 6. Thinking and Concept Formation;211
11.1;Summary;232
11.2;Suggested Readings;233
11.3;References;234
12;Chapter 7. The Physical Basis of Behavior;236
12.1;The Physical Organization of Behavior;237
12.2;The Autonomie Nervous System;249
12.3;The Central Nervous System and Behavior;256
12.4;Brain Stimulation and Learning;261
12.5;Summary;266
12.6;Suggested Readings
;267
12.7;References;268
13;Chapter 8. Education and the Atypical Child;270
13.1;Visual Problems;274
13.2;Auditory Problems;277
13.3;Speech Impairment;280
13.4;Motor Impairments and Special Health Problems;282
13.5;General Health Problems;286
13.6;Mental Retardation;287
13.7;Psychoneurological Learning Disability;289
13.8;The Emotionally Disturbed Child;291
13.9;Summary;293
13.10;Suggested Readings
;294
13.11;References;295
14;Chapter 9. Normative and Biological Studies of Child Development;297
14.1;Behavioral Development during the First Year of Life;298
14.2;Children's Behavior One Year and Over;302
14.3;An Application of Gesell's Techniques to Classroom Procedures;309
14.4;Typical Growth Patterns;310
14.5;Psychological Consequences of Different Growth Rates;317
14.6;Muscular Development and Activity;321
14.7;Children's Sleep;323
14.8;Effects of Impoverishment of the Environment;324
14.9;A Modern Assessment of Readiness;338
14.10;A Summary of the Comparative Effects of Age and Experience;339
14.11;Suggested Readings;343
14.12;References;344
15;Chapter 10. Psychological Processes of Development;348
15.1;Development of Language Behavior;348
15.2;The Thought Processes of Children;355
15.3;Piaget's Theory of Cognitive Development in Children;358
15.4;Some Research on Piaget's Theory of Cognitive Development;362
15.5;Development of Emotional Responses in the Young;370
15.6;Sex Differences;377
15.7;High School Interests and Activities;381
15.8;Summary;387
15.9;Suggested Readings;388
15.10;References;389
16;Chapter 11. Motivation and Learning Theory;393
16.1;Secondary Drives;415
16.2;Summary;437
16.3;Suggested Readings;439
16.4;References;440
17;Chapter 12. Motivation and Schooling;447
17.1;Relation between Affiliation Need and Academic Achievement;449
17.1.1;Use of Prestige as a Motive for Study;451
17.1.2;Intrinsic versus Extrinsic Motivation;452
17.1.3;Effectance—The Drive for Competence;454
17.1.4;Achievement Motivation in the Classroom;455
17.1.5;Level of Aspiration;459
17.1.6;Motivational Aspects of Knowledge of Results (Informative Feedback);461
17.1.7;Praise, Reproof, and Discipline;466
17.1.8;Contingent Reinforcement versus Teacher Warmth: Contradictory Principles?;468
17.1.9;School Marks as Motivating Stimuli;470
17.1.10;An Alternative to School Marks: Token Reinforcers;472
17.1.11;Fruitful Uses and Limitations of Competition;474
17.1.12;Benefits of Having Students Work Together;476
17.1.13;Text Anxiety and Defensiveness;482
17.1.14;Intellectual Interests and Their Relation to School Activity;485
17.1.15;Summary;489
17.1.16;Suggested Readings;491
17.1.17;References;492
18;Chapter 13. Personality;497
18.1;Dimensions and Structure of Personality;499
18.2;Assessment of Personality;503
18.3;Genetics and Personality;512
18.4;Physiological Bases for Personality;518
18.5;Physiology and Emotion;520
18.6;Development of Personality;524
18.7;Adjustment and Failures of Adjustment;531
18.8;The Modification of Inadequate Patterns of Adjustment;538
18.9;Personality and Psychology;542
18.10;Summary;543
18.11;Suggested Readings;545
18.12;References;546
19;Chapter 14. Intelligence Measurements and Their Uses;551
19.1;Criteria of a Good Intelligence Test;557
19.2;Factor Structure and Special Abilities;564
19.3;Determiners of Intelligence: Heredity and Environment;570
19.4;Intelligence as Related to Experience and Maturation;584
19.5;Intelligence Scores in Ethnic and National Groups;590
19.6;Are Intelligence Tests Socially Biased?;598
19.7;The Practical Value of Intelligence Testing;602
19.8;Summary;611
19.9;Suggested Readings;612
19.10;References;613
20;Chapter 15. The Assessment of Educational Achievement;620
20.1;Some Terms Distinguished;621
20.2;Theory of Testing: True Scores and Error Scores;623
20.3;The Information Provided by Test Scores;624
20.4;The Reliability of Test Scores;626
20.5;The Validity of Test Scores;630
20.6;Essay Testing;632
20.7;Time Limits and Test Performance;642
20.8;Item Analysis, Selection, and Revision;643
20.9;The Use of Test and Evaluation Procedures;645
20.10;Misuse of Achievement Tests;647
20.11;Standardized Tests of Achievement;648
20.12;Implications of Achievement Tests for Psychology in General;651
20.13;Prediction of Achievement Scores;656
20.14;Variations of Achievement Test Scores in Different School Systems;658
20.15;Relation of Testing and Evaluation Methods to Teaching;663
20.16;Summary;669
20.17;Suggested Readings;672
20.18;References;672
21;Chapter 16. The Social Psychology of the Classroom;677
21.1;Social Influence on Behavior;695
21.2;Group Atmosphere;710
21.3;Summary;715
21.4;Suggested Readings;717
21.5;References;718
22;Chapter 17. Urban Schools and Learning;723
22.1;Summary;751
22.2;Suggested Readings;753
22.3;References;754
23;Author Index;756
24;Statistical Index;772
25;Subject Index;774