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Books > Social sciences > Psychology > Cognition & cognitive psychology > Learning
How gains from early childhood experiences are initiated,
increased, sustained, and affect life-course development are
fundamental to science and society. They also have increasing
policy relevance, given public investments in early learning
programs and the need to measure their effectiveness in promoting
well-being. With contributions from leading researchers across many
disciplines, this book emphasizes key interventions and practices
over the first decade of life and the elements and strategies
through which gains can be enhanced by schools, families,
communities, and public institutions. Three critical themes are
addressed: firstly, the importance of documenting and understanding
the impact of investments in early childhood and school-age years.
Secondly, increased priority on elements and principles for scaling
effective programs and practices to benefit all children. Thirdly,
a focus on multiple levels of strategies for sustaining gains and
promoting long-term effects, ranging from early care and family
engagement to school reform, state, and federal policy.
"A practical primer par excellence for teachers who want to
implement the principles of Reuven Feuerstein's Mediated Learning
Experience. A multitude of easy-to-implement suggestions empowers
teachers to transform even the most challenged students into more
effective thinkers and learners." -James Bellanca, Chief Executive
Officer International Renewal Institute, Inc. "Teachers are often
told to improve students' problem-solving abilities. This is a book
that explains HOW, teaching the practitioner to recognize
dysfunctions in cognition and providing strategies to help students
become independent learners." -Lauren Mittermann, Social Studies
Teacher Gibraltar Middle School, Fish Creek, WI Develop your
students' abilities to think and learn more effectively! All
individuals have the potential to change and learn. Using Reuven
Feuerstein's theory that educators can enhance intelligence and
change the way students think with the right kind of intervention,
the authors provide teachers and counselors with practical
strategies to help at-risk students develop cognitive skills and
become more effective thinkers and learners. In the second edition,
readers will find an expanded discussion of mediated learning,
explanations and applications of the Cognitive Map and Structured
Cognitive Modifiability, and reflective activities for the
educator. Through case studies and in-depth coverage of
metacognition, metalearning, metateaching, and metatasking, this
user-friendly resource shows educators how they can: Analyze
learners' cognitive skills Modify tasks to advance learning Promote
the use of effective thinking skills Encourage autonomous learning
Mediated Learning, Second Edition, offers highly effective
intervention techniques to increase student motivation, improve
students' problem-solving skills, and strengthen their thinking
processes.
In the past 20 years, neuroimaging has provided us with a wealth of
data regarding human memory. However, to what extent can
neuroimaging constrain, support or falsify psychological theories
of memory? To what degree is research on the biological bases of
memory actually guided by psychological theory?
In looking at the close interaction between neuroimaging research
and psychological theories of human memory, this book presents a
state-of-the-art exploration of imaging research on human memory,
along with accounts of the significance of these findings with
regard to fundamental psychological questions. The book starts with
a summary of some of the conceptual problems we face in
understanding neuroimaging data. It then looks at the four areas of
human memory research that have been most intensively studied with
modern brain imaging tools - Learning and consolidation, Working
memory control processes and storage, Long-term memory
representations, and Retrieval control processes. Throughout, the
book shows how brain imaging methods, such as functional magnetic
resonance imaging (fMRI) and electroencephalography (EEG), can help
us increase our knowledge of how human memory is organized, how
memory representations are stored, consolidated and retrieved, and
how access to memory contents is controlled. With all chapters
written by leading researchers in the field, the book will be
essential for all those interested in the psychology and
neuroscience of memory.
The cognitive and neural sciences have been on the brink of a
paradigm shift for over a decade now. The traditional
information-processing framework in psychology, with its computer
metaphor of the mind, is still considered to be the mainstream
approach. However, the dynamical-systems perspective on mental
activity is now receiving a more rigorous treatment, allowing it to
move beyond the trendy buzzwords that have become associated with
it. The Continuity of Mind will help to galvanize the forces of
dynamical systems theory, cognitive and computational neuroscience,
connectionism, and ecological psychology that are needed to
complete this paradigm shift.
In this book, Michael Spivey lays bare the fact that comprehending
a spoken sentence, understanding a visual scene, or just thinking
about the day's events involves the coalescing of different
neuronal activation patterns over time, i.e., a continuous
state-space trajectory that flirts with a series of point
attractors. As a result, the brain cannot help but spend most of
its time instantiating patterns of activity that are in between
identifiable mental states rather than in them. When this scenario
is combined with the fact that most cognitive processes are richly
embedded in their environmental context in real time, the state
space (in which brief visitations of attractor basins are your
'thoughts') suddenly encompasses not just neuronal dimensions, but
extends to biomechanical and environmental dimensions as well. As a
result, your moment-by-moment experience of the world around you,
even right now, can be described as a continuous trajectory through
a high-dimensional state space that comprises diverse mental
states.
Spivey has organized The Continuity of Mind to present a systematic
overview of how perception, cognition, and action are partially
overlapping segments of one continuous mental flow, rather than
three distinct mental systems. As a result, the apparent partitions
that were once thought to separate mental constructs inevitably
turn out, upon closer inspection, to be fuzzy graded transitions.
The initial chapters provide first-hand demonstrations of the 'gray
areas' in mental activity that happen in between discretely labeled
mental events, as well as geometric visualizations of attractors in
state space that make the dynamical-systems framework seem less
mathematically abstract. The middle chapters present scores of
behavioral and neurophysiological studies that portray the
continuous temporal dynamics inherent in categorization, language
comprehension, visual perception, as well as attention, action, and
reasoning. The final chapters discuss what the mind itself must
look like if its activity is continuous in time and its contents
are distributed in state space. The Continuity of Mind is essential
reading for those in the cognitive and neural sciences who want to
see where the Dynamical Cognition movement is taking us.
While Experiential Learning has been one of the most influential
methods in the education and development of managers and management
students, it has also been one of the most misunderstood. This
Handbook offers the reader a comprehensive picture of current
thinking on experiential learning; ideas and examples of
experiential learning in practice; and it emphasises the importance
of experiential learning to the future of management education.
Contributors include:
Chris Argyris, Joseph Champoux, D. Christopher Kayes, Ruth
Colquhoun, John Coopey, Nelarine Cornelius, Elizabeth L. Creese,
Gordon Dehler, Andrea Ellinger, Meretta Elliott, Silvia Gherardi,
Jeff Gold, Steve G. Green, Kurt Heppard, Anne Herbert, Robin Holt,
Martin J. Hornyak, Paula Hyde, Tusse Sidenius Jensen, Sandra Jones,
Anna Kayes, Kirsi Korpiaho, Tracy Lamping, Tony Lingham, Enrico
Maria Piras, Sallyanne Miller, Amar Mistry, Dale Murray, Jean
Neumann, Barbara Poggio, Keijo Rasanen, Peter Reason, Michael
Reynolds, Bente Rugaard Thorsen, Burkard Sievers, Stephen Smith,
Sari Stenfors, Antonio Strati, Elaine Swan, Jane Thompson, Richard
Thorpe, Kiran Trehan, Russ Vince, Jane Rohde Voight, Tony Watson,
and Ann Welsh.
For years now, learning has been at the heart of research within
cognitive psychology. How do we acquire new knowledge and new
skills? Are the principles underlying skill acquisition unique to
learning, or similar to those underlying other behaviours? Is the
mental system essentially modular, or is the mental system a simple
product of experience, a product that, inevitably, reflects the
shape of the external world with all of its specialisms and
similarities? This new books takes the view that learning is a
major influence on the nature of the processes and representations
that fill our minds. Throughout, the authors review and consider
the psychological research areas of skill acquisition and lexical
representation to illustrate the effects that practice can have on
cognitive phenomena. They also draw parallels between theories in
physical and biological domains to not only propose a new theory of
mental function but also demonstrate that the mind is subject to
the same natural laws as the physical world. In so doing Speelman
and Kirsner present a new perspective on Psychology--one that
identifies universal principles underlying all behaviours and one
which contrasts markedly from our current focus on highly specific
behaviours. Accessibly written, Beyond the Learning Curve is a
thought provoking and challenging new text for students and
researchers in the cognitive sciences.
Since the turn of the century the phenomenon of learning has
received increasingly more attention. Within the theoretical field,
a variety of theories of learning have evolved. The field of
research on learning has become very complex, with different foci,
founders and proponents, schools, and disciplinary approaches. This
book is a first publication in the On the definition of learning
network. The network arose out of the aspiration to study the
phenomenon of learning in depth and to understand its complex
relationship to empirical investigation and teaching. Based on the
assumption that it is important to be sensitive to the variety of
concepts and theories of learning in the field, and to continue to
cultivate that variety, the book takes a step towards actively and
critically engaging the various approaches in the field of learning
theory. At the same time it emphasizes the complex relationships
that exist between conceptualizations of learning and the empirical
phenomenon of learning and teaching. It discusses how
conceptualizations of learning are put to work in educational
contexts and how the normative aspects of learning in relation to
discussions of what is considered worth learning influence the
formative processes of human development.
Advances in human genetics and genomics are beginning to move
outside the traditional realm of medicine and into the classroom.
How will educational officials react when asked to incorporate
personalized genomic information into the educational program? This
volume bridges the divide between science, education and ethics
around the emergent integration of genomics and education. By
pairing comprehensive analysis of the issues with primers on the
underlying science, the authors put all relevant parties on a level
field to facilitate thorough consideration and educated discussion
regarding how to move forward in this new era, as well as how best
to support the future of education and the future of all students.
The volume is unique in bringing together not only scholarly
experts but also parents and laypersons. In doing so, it gives
voice and understanding to a broad spectrum of disciplines that
have a stake in the future of education.
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