Originally published in 1974, the second volume of four (Logical Inference: Underlying Operations) provides a process-model for the solution of certain syllogistic reasoning problems. Testable predictions of the model are easily derived, and the available evidence supports the model's description of the real-time mental steps mediating these logical abilities. A theory of development, connected to the model, makes these volumes all the more important for cognitive, developmental, and educational psychologists, as well as educators and linguists.

The Psychology of Coaching, Mentoring and Learning addresses the psychological principles upon which organizational and industrial coaching and mentoring is based. The new edition of this text is updatd with new research, taking into account the growth of positive psychology and its role in coaching and mentoring. This book is ideal for coaches, mentors, trainers, psychologists, senior executives, managers, and students with an interest in this field.

In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In 1989, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date, there has been an exponential surge in research. This second volume on academic self-regulation offers the fruits of the first generation of research. It also addresses a number of key issues that have arisen since then such as how self-regulation differs from such related constructs as motivation and metacognition, and whether students can be taught self-regulatory skills. The contributors reveal an interesting, uplifting, and at times, disturbing picture of how students grapple with the day-to-day problems of achieving in circumstances with inherent limitations and obstacles. This volume provides insight into the source of students' capabilities to surmount adversities -- the origins of their self-initiated processes designed to improve learning, motivation, and achievement.
The text is organized on the basis of a conceptual framework that analyzes academic self-regulation into four major dimensions. That model is presented in the first chapter, and key processes that influence each of these dimensions are discussed by prominent researchers in the chapters that follow. Because each chapter is written to follow a common format, this work provides a level of continuity and parsimony normally found only in authored textbooks.

Useful to researchers as well as practitioners looking for guidance on designing automated instruction systems, this book provides a snapshot of the state-of-the-art in this research area. In so doing, it focuses on the two critical problems: first, diagnosis of the student's current level of understanding or performance; and second, selection of the appropriate intervention that will transition the student toward expert performance. Containing a comprehensive set of principled approaches to automated instruction, diagnosis, and remediation, it is the first volume on the topic to provide specific, detailed guidance on how to develop these systems. Leading researchers and practitioners represented in this book address the following questions in each chapter: * What is your approach to cognitive diagnosis for automated instruction? * What is the theoretical basis of your approach? * What data support the utility of the approach? * What is the range of applicability of your approach? * What knowledge engineering or task analysis methods are required to support your approach? Referring to automated instruction as instruction that is delivered on any microprocessor-based system, the contributors to -- and editors of -- this book believe that is it possible for automated instructional systems to be more effective than they currently are. Specifically, they argue that by using artificial intelligence programming techniques, it is possible for automated instructional systems to emulate the desirable properties of human tutors in one-on-one instruction.

Originally published in 1993, the study of cognitive development in children had moved from a focus on the intellectual processes of the individual studied in relative isolation, as in the classic work of Piaget, to a concern in the 1970s and 1980s with social cognition characterized by Vygotsky's views. In the years following, the trend toward an understanding of the situated nature of cognition had evolved even further and the extent to which thinking and knowing are inextricably linked to contextual constraints was at last being defined. Experts of international repute, the authors of this important book examine the recent literature on situated cognition in children. They explain contextual sensitivity in relation to ecological theories of cognition, and contrast intuitive reasoning in mathematical and other scientific domains with the failure of such reasoning in formal school contexts. Centrally concerned with the question of generalizability and transfer of knowledge from one situation to another, the contributors point to practical implications for understanding how intellectual competence can be made to generalize between "informal" and "formal" situations.

First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

By establishing a conceptual framework and a common language for educators to work together, this volume attempts to answer the challenge facing all teachers -- how can students improve the quality of their thinking? Methods of strengthening the thought process include: helping students learn to monitor their attention and commitments; asking questions that require students to organize, analyze, and integrate information; setting tasks that involve complex processes such as problem solving and research; and modeling and reinforcing fair-mindedness.

For over a century and a quarter, the science of learning has expanded at an increasing rate and has achieved the status of a mature science. It has developed powerful methodologies and applications. The rise of this science has been so swift that other learning texts often overlook the fact that, like other mature sciences, the science of learning has developed a large body of knowledge. The Science of Learning comprehensively covers this knowledge in a readable and highly systematic manner. Methodology and application are discussed when relevant; however, these aspects are better appreciated after the reader has a firm grasp of the scientific knowledge of learning processes. Accordingly, the book begins with the most fundamental and well-established principles of the science and builds on the preceding material toward greater complexity. The connections of the material with other sciences, especially its sister science, biology, are referenced throughout. Through these frequent references to biology and evolution, the book keeps in the forefront the recognition that the principles of learning apply to all animals. Thus, in the final section the book brings together all learning principles studied in research settings by demonstrating their relevance to both animals and humans in their natural settings. For animals this is the untamed environment of their niches; for humans it is any social environment, for Homo sapiens is the social and learning animal par excellence.

How you can enrich your life by becoming a more skillful and engaged reader of literature We are what we read, according to Robert DiYanni. Reading may delight us or move us; we may read for instruction or inspiration. But more than this, in reading we discover ourselves. We gain access to the lives of others, explore the limitless possibilities of human existence, develop our understanding of the world around us, and find respite from the hectic demands of everyday life. In You Are What You Read, DiYanni provides a practical guide that shows how we can increase the benefits and pleasures of literature by becoming more skillful and engaged readers. DiYanni suggests that we attend first to what authors say and the way in which they say it, rather than rushing to decide what they mean. He considers the various forms of literature, from the essay to the novel, the short story to the poem, demonstrating rewarding approaches to each in sample readings of classic works. Through a series of illuminating oppositions, he explores the paradoxical pleasures of reading: solitary versus social reading, submitting to or resisting the author, reading inwardly or outwardly, and more. DiYanni closes with nine recommended reading practices, thoughts on the different experiences of print and digital reading, and advice on what to read and why. Written in a clear, inviting, and natural style, You Are What You Read is an essential guide for all who want to enrich their reading-and their life.

The present special issue presents an overview of recent developments and controversies in research on human contingency learning. Contributions range from purely fundamental, theoretical analyses, over empirically oriented reports, to more applied contributions, reflecting the breadth of scope of contemporary research on human contingency learning. Taken together, these papers attest to the richness and diversity of current research on human contingency learning and identify key issues to be addressed in future research.

Progress in Psychological Science around the World, Volumes 1 and 2, present the main contributions from the 28th International Congress of Psychology, held in Beijing in 2004. These expert contributions include the Nobel laureate address, the Presidential address, and the Keynote and State-of-the-Art lectures. They are written by international leaders in psychology from 25 countries and regions around the world. The authors present a variety of approaches and perspectives that reflect cutting-edge advances in psychological science. This first volume addresses neural, cognitive, and developmental issues in contemporary psychology. It includes chapters on learning, memory, and motivation, cognitive neuroscience, and attention, emotion, and language, and covers life-span developmental psychology. Volume 2 goes on to discuss social and applied issues in modern psychology. Progress in Psychological Science around the World, with its broad coverage of psychological research and practice, and its highly select group of world renowned authors, will be invaluable for researchers, professionals, teachers, and students in the field of psychology.

How do we navigate uncertain times? What competencies and motivational factors accelerate us to grow and develop and what hinders our success? What are strategies that researchers, educators and policymakers can engage in to more fully realize the potential of all students, combatting institutional and interpersonal inequities? To answer these questions, we need to develop a deeper understanding of what motivates youth and adults, inclusive of the contextual and institutional variables that influence individuals, to develop and apply their social and emotional competencies. Motivating the SEL Field Forward Through Equity looks for a deeper critical understanding of the role of social and emotional learning (SEL) as a lever for equitable access to the competencies and skills individuals will ultimately need to be successful in school, work, and life. To do this, we need to explore the motivational factors of individuals and how that connects to SEL for all students, programs and practices that promote a more equitable SEL experience for all students, and practices to engage researchers and practitioners to deepen implementation of SEL with all students. This handbook will benefit the broader SEL market including researchers, practitioners, school and district leaders, and teacher preparation programs in the SEL and motivation fields who are actively engaged in working to create equitable outcomes for adults and youth.

First published in 1982. Routledge is an imprint of Taylor & Francis, an informa company.

The 21st century economy is fuelled by knowledge. Today, knowledge is more than an idea - it is an economic commodity. An organization's knowledge capital is a competitive and comparative advantage. Every organization must now invest in the knowledge assets of all its employees. Learning is the engine that creates and renews knowledge capital. Learning Organizations delves into why learning is an essential business operation; how modern learning is different from industrial-era training; how to discover learning sources and opportunities; how to design a learning environment and learning strategies that optimize the potential of every employee. This is essential reading for business managers, human resource professionals, and academic researchers studying knowledge economies, knowledge, and intellectual capital.

First published in 1981. Routledge is an imprint of Taylor & Francis, an informa company.

First published in English in 1970, the first chapter of the book is concerned with conditioned reactions. Jean Francois le Ny discusses ways in which conditioned reactions are acquired and the laws governing their function.

The second contributor, Gerard de Montpellier, looks at different types of learning. The varying processes involved in both animal and human learning are considered, together with some general factors and mechanisms of learning. The third section of the book by Genevieve Oleron deals with the phenomenon of transfer. Among the topics included are the determination of transfer effects, transfer in perceptual-motor activities and explanations of transfer. In the final chapter, Cesar Flores examines memory, forgetting and reminiscence. The discussion covers methodology, the influence of material, the role of practice, the part played by attitudes, motivation and emotive reactions in the memory process, as well as the importance of organisation of memory tasks on the part of the subject."

First published in English in 1969, the book opens with a chapter by Pierre Oleron on intellectual activities. These fall into three groups: inductive activities (the apprehension of laws, relations and concepts), reasoning and problem solving. It describes typical methods and essential results obtained by relevant experiments.

There are two chapters by Jean Piaget and his collaborator Barbel Inhelder. The first, on mental images, breaks new ground: it describes original experiments carried out by Piaget and associates with children of various ages. Piaget examines the relations between images and motor activity, imitation, drawing and operations. He also classifies images according to their degree of complexity and show why children have inadequate images of some processes. The second chapter is on intellectual operations and Piaget gives a summary of the main findings of a number of his earlier books, on the child s notions of conservation, classification, seriation, number, measurement, time, speed and chance.

In the last chapter, Pierre Greco discusses learning and intellectual structures. He describes the work of psychologists with rats in mazes and formulating theories of animal learning. Gestalt psychology and various other interpretations are examined and Greco also pays attention to Piaget s view of structural learning based on experience."

In recent years there has been a growing interest in the ideas surrounding reflective practice, specifically in the areas of learning in management, development and education. This interest has developed in a growing number of professional fields thus making for very diverse understandings of what can be regarded as complex approaches to learning. In order to understand how reflective practice can support and aid learning it is helpful to acknowledge how we learn. First, all learners start from their own position of knowledge and have their own set of experiences to draw upon. Second, learning is contextual, something which managers need to acknowledge. To make sense and achieve a deep understanding of material and experiences, one needs to relate new information to existing knowledge and experiences. This is best achieved through a process of reflection. Indeed, the underlying rationale for the chapters in this publication is to explore how the role of practice, reflection, and critical reflection are understood and developed within a learning process which is supported through the application of reflective tools. This book recognises and makes explicit the diverse, yet inclusive nature of the field. By including a range of contributions from both subject specific disciplines and professional contexts, it seeks to enable the reader in documenting some of the current uses of reflection and critical reflection, while also illustrating some of the newer methods in use, as well as the current contributions to thinking in the subject domain. Through this publication the editor and authors hope to provide a basis from which continuing professional development and education can be enhanced. This book was originally published as a special issue of Reflective Practice: International and Multidisciplinary Perspectives.

Tacit knowledge is the form of implicit knowledge that we rely on for learning. It is invoked in a wide range of intellectual inquiries, from traditional academic subjects to more pragmatically orientated investigations into the nature and transmission of skills and expertise. Notwithstanding its apparent pervasiveness, the notion of tacit knowledge is a complex and puzzling one. What is its status as knowledge? What is its relation to explicit knowledge? What does it mean to say that knowledge is tacit? Can it be measured? Recent years have seen a growing interest from philosophers in understanding the nature of tacit knowledge. Philosophers of science have discussed its role in scientific problem-solving; philosophers of language have been concerned with the speaker's relation to grammatical theories; and phenomenologists have attempted to describe the relation of explicit theoretical knowledge to a background understanding of matters that are taken for granted. This book seeks to bring a unity to these diverse philosophical discussions by clarifying their conceptual underpinnings. In addition the book advances a specific account of tacit knowledge that elucidates the importance of the concept for understanding the character of human cognition, and demonstrates the relevance of the recommended account to those concerned with the communication of expertise. The book will be of interest to philosophers of language, epistemologists, cognitive psychologists and students of theoretical linguistics.

Widely considered to be the most comprehensive and accessible textbook in the field of Cognitive Psychology Emphasis on applied cognition with 'in the real world' case studies and examples Comprehensive companion website including access to Primal Pictures' interactive 3D atlas of the brain, test simulations of key experiments, multiple choice questions, glossary flashcards and instructor PowerPoint slides Simple, clear pedagogy in every chapter to highlight key terms, case studies and further reading Updated references throughout the textbook to reflect the latest research

This book examines a variety of psychological disorders from the perspective of the psychology of learning. Grounded in the study of classical and instrumental conditioning, learning theory provides an explanatory framework for the way in which humans acquire information, and when applied, how abnormalities in learning may give rise to clinical conditions.

This edited volume addresses a wide range of clinically relevant issues in chapters written by international experts in each field. Individual chapters present experimental research into the neuropsychological basis of the acquisition of fears, phobias and clinical aversions, the placebo and nocebo effects, the psychology of drug addiction and relapse following clinical treatment, as well as the role of learning in Tourette s syndrome, depression and schizophrenia.

This book will be particularly useful for undergraduate and postgraduate students of clinical psychology, behavioural neuroscience and those studying the applications of learning theory to clinical or psychiatric research.

While most teachers are skilled in providing opportunities for the progression of children's learning, it is sometimes without fully understanding the theory behind it. With greater insight into what is currently known about the processes of learning and about individual learners, teachers are better equipped to provide experiences and situations that are more likely to lead to effective acquisition of knowledge, concepts and skills. Ways of Learning has been widely used and now, fully updated, it seeks to provide further insight into the ways in which learning takes place, which teachers can make use of in their planning and teaching, including: an overview of learning behaviourism and the beginning of theory cognitive and constructivist learning multiple intelligences and learning styles difficulties with learning the influence of neuropsychology other theories, philosophies and names relating theory to practice. The fourth edition of this book includes developments in areas covered in the preceding editions, as well as expanding on certain topics to bring about a wider perspective; most notably, a new consideration of learning styles and a new chapter detailing important thinkers and writers from the history of education and their continuing influence along with other theories, ideas and thoughts not included in the rest of the book. The book also reflects changes in government policy and is closely related to new developments in practice. Written for trainee teachers, serving teachers and others interested in learning for various reasons, Ways of Learning serves as a valuable introduction for students setting out on higher degree work who are in need of an introduction to the topic.

Neal E. Miller's pioneering work in experimental psychology has earned him worldwide respect. This first of a two-volume collection of his work brings together twenty-one of Miller's most important and representative essays on conflict, displacement, learned drives, and theory. They were selected for both their current relevance and their historical significance.

The theoretical and experimental analysis of conflict behavior in Part I grew out of an interest in applying the laws of learning that Pavlov discovered in the laboratory to certain phenomena that Freud discovered in the clinic. This led naturally to a similar analysis of displacement in Part II and also to the studies of fear as a learnable drives in Part III.

In contrast with the ease of establishing learned fear on the basis of pain, the studies in Part IV show that it is much more difficult, and perhaps impossible, to establish learned appetitive drives on the basis of hunger or thirst. In the first experiments on drugs, Part V attempted to test the applicability of some of the principles discovered by Pavlov in experiments on classical conditioning to the trial-and-error learning situation studied by Thorndike and now frequently called operant conditioning. Later studies of drugs are closely related to the work on fear and conflict and, hence, are grouped nearby.

The first of the theoretical chapters in Part VI summarizes the work on conflict behavior as well as many of my other theoretical ideas, including a cybernetic analysis of behavior. Another chapter is the result of an assignment to represent behavioral sciences, from physiology through anthropology.

In much of the developed world, learning is synonymous with the formal, structured processes that involve teachers, lecturers or trainers. Yet it is experience that is by far the most influential teacher that any of us will have, from the very first moment we are born. Lloyd Davies puts forward a new way of looking at experiential learning; a model that identifies the elements, and points to some of the dynamics. The book highlights the characteristics that are common to the learning process, explains how we learn from experience and why each of us sees our experiences in different ways and, consequently, learns different lessons. It provides advice and guidance on how each of the various elements of the process can be used to greater effect, both for individual and group learning, as well as in mentoring and counselling. The book, which is based on the author's research, is written for a wide readership that includes both learning practitioners and students. If individuals and the organizations within which they work, as students or as employees, understand the basis on which they learn and can turn the process from a passive to an active one, the implications for their development are profound. Lloyd Davies' model for Informal Learning provides a relevant, flexible and significant tool that can offer a sea-change in the way we all learn.

The present special issue presents an overview of recent developments and controversies in research on human contingency learning. Contributions range from purely fundamental, theoretical analyses, over empirically oriented reports, to more applied contributions, reflecting the breadth of scope of contemporary research on human contingency learning. Taken together, these papers attest to the richness and diversity of current research on human contingency learning and identify key issues to be addressed in future research.