Research on training programs for students with learning difficulties has usually focused on the development of social and behavioural skills and the acquisition of cognitive interventions and procedures. Originally published in 1989, this book attempts to apply the methods validated by research and synthesize the discoveries made in the psychological laboratory for the benefit of teachers in regular classrooms. It reviews the literature relevant to special needs teaching and traces the development of cognitive research as it applies to education. The authors propose a specific and practical teaching strategy which has been successfully used by those working with students with special needs. Starting from the basic belief that education is an interactive process between the participants, the authors have emphasised the role and responsibility both of the teacher and the learner. Their book should be of value to researchers and practitioners in psychology and special education.

Originally published in 1974, this introductory text has been designed specifically for teachers in training, and it presents the basic psychological principles governing learning, perception, motivation and the retention of knowledge at the time. The text is carefully tailored for would-be teachers in its clear and informal style, and in its selective aspects of psychology which the teacher can use to advantage in his efforts to assist the child. The book has an eclectic approach to psychological theory, drawing upon the insights of behaviourism, perceptualism and the Gestalt school, as well as the developmental theories of Jean Piaget. The author discusses in some detail theories concerning the nature of intelligence, and the relationship between creativity and intelligence; and he investigates the dynamics of social adjustment, introducing the part that may be played by meditation in helping to solve some of the problems of emotional stress within the learning situation. In his consideration of the management of learning, the author lays much emphasis upon the importance of individual cognitive styles, individualizing instruction and independent learning. In one chapter Dr Mueller is concerned with factors in the measurement of personality and of performance in the classroom, and he reflects upon the specific problem of objectivity in such assessment. Finally, some consideration is given to the problems and characteristics of the socially disadvantaged child and to the role of the teacher in helping to solve some of the learning problems of these children.

In the age of digital music it seems striking that so many of us still want to produce music concretely with our bodies, through the movement of our limbs, lungs and fingers, in contact with those materials and objects which are capable of producing sounds. The huge sales figures of musical instruments in the global market, and the amount of time and effort people of all ages invest in mastering the tools of music, make it clear that playing musical instruments is an important phenomenon in human life. By combining the findings made in music psychology and performative ethnomusicology, Marko Aho shows how playing a musical instrument, and the pleasure musicians get from it, emerges from an intimate dialogue between the personally felt body and the sounding instrument. An introduction to the general aspects of the tactile resources of musical instruments, musical style and the musician is followed by an analysis of the learning process of the regional kantele style of the Perho river valley in Finnish Central Ostrobothnia.

Every day people come together to make music. Whether amateur or professional, young or old, jazz enthusiasts or rock stars, what is common to all of these musical groups is the potential to create communities of musical practice (CoMP). Such communities are created through practices: ways of engaging, rules, membership, roles, identities and learning that is both shared through collective musical endeavour and situated within certain sociocultural contexts. Ailbhe Kenny investigates CoMP as a rich model for community engagement, musical participation and transformation in music education. This book is the first to produce a valid and reliable in-depth study of music communities using a community of practice (CoP) framework - in this case focusing on the social process of musical learning. Employing case study research within Ireland, three illustrations from particular sociocultural, genre-specific, economic and geographical contexts are examined: an adult amateur jazz ensemble, a youth choir, and an online Irish traditional music web platform. Each case is analysed as a distinct community and phenomenon offering sharpened understandings of each sub-culture with specific findings presented for each community.

This is a classic edition of a landmark text in the field Features a new introduction by the surviving editor, highlighting the developments in the field over the past 45 years Will continue to appeal to all students and researchers of Behaviorism, providing a snapshot of the field at the height of its popularity

Summarizing a half century of work on the problem of identifying units of analysis for complex human behaviour, this book introduces modes of practice as a unit of analysis for the science and design of human activities, and shows how to record them and create field guides at scales from individual to society. Revealing scientific analysis of human practices has been hampered by the lack of a unit of analysis, Dirlam describes how the difficulties of defining a unit are overcome by combining insights from mathematics and human development. Part II presents methods for developmental surveys and interviews that enable social scientists, designers, and education or training assessment professionals to gather data on modes of practice. Part III provides practical descriptions of how to organize interviews into developmental surveys that can be used by a community. Part IV inspires future advances in research and design. Concrete examples from science, design, and learning assessment are used throughout, and the appendix includes the results of 300 developmental interviews, organized into exploratory descriptions of modes of practice and commitment.

This is a classic edition of a landmark text in the field Features a new introduction by the surviving editor, highlighting the developments in the field over the past 45 years Will continue to appeal to all students and researchers of Behaviorism, providing a snapshot of the field at the height of its popularity

This volume contains an Open Access Chapter Stuart A. Karabenick was a prolific scholar and a co-editor of the Advances in Motivation and Achievement book series. At the time of his passing on August 1st, 2020, he was a Professor Emeritus at Easter Michigan University and a Research-Professor Emeritus at the University of Michigan. Throughout his long career in Educational Psychology, Dr. Karabenick conducted research in several areas, and with dozens of collaborators. This volume memorializes Dr. Karabenick by asking some of his collaborators and former students to contribute chapters in the research topic that they worked on with him. The collection begins with a reprint of an article that was published just before Dr. Karabenick passed away, sharing the wisdom he had acquired during his long and distinguished career. The book contains three chapters about help- seeking - one of the topics that Dr. Karabenick examined most frequently in his research - followed by three chapters about teacher motivation and professional development. Next, there are chapters about self-regulation, another of Dr. Karabenick's favorite research topics. The volume culminates with chapters on a variety of topics: uses of technology to help foster student self-regulation, defining, measuring, and fostering a sense of relevance among students, and improving research through high-quality cognitive pretesting procedures. Volume 22 provides insights into the many contributions that Dr. Karabenick made to the field of Educational Psychology and the important role he played in the lives of his students, collaborators, and friends.

Skill Acquisition and Training describes the building blocks of cognitive, motor, and teamwork skills, and the factors to take into account in training them. The basic processes of perception, cognition and action that provide the foundation for understanding skilled performance are discussed in the context of complex task requirements, individual differences, and extreme environmental demands. The role of attention in perceiving, selecting, and becoming aware of information, in learning new information, and in performance is described in the context of specific skills. A theme throughout this book is that much learning is implicit; the types of knowledge and relations that can profitably be learned implicitly and the conditions under which this learning benefits performance are discussed. The question of whether skill acquisition in cognitive domains shares underlying mechanisms with the acquisition of perceptual and motor skills is also addressed with a view to identifying commonalities that allow for widely applicable, general theories of skill acquisition. Because the complexity of real-world environments puts demands on the individual to adapt to new circumstances, the question of how skills research can be applied to organizational training contexts is an important one. To address this, this book dedicates much content to practical applications, covering such issues as how training needs can be captured with task and job analyses and how to maximize training transfer by taking trainee self-efficacy and goal orientation into account. This comprehensive yet readable textbook is optimized for students of cognitive psychology looking to understand the intricacies of skill acquisition.

To reach the highest standards of instrumental performance, several years of sustained and focused learning are required. This requires perseverance, commitment and opportunities to learn and practise, often in a collective musical environment. This book brings together a wide range of enlightening current psychological and educational research to offer deeper insights into the mosaic of factors and related experiences that combine to nurture (and sometimes hinder) advanced musical performance. Each of the book's four sections focus on one aspect of music performance and learning: musics in higher education and beyond; musical journeys and educational reflections; performance learning; and developing expertise and professionalism. Although each chapter within its home section offers a particular focus, there is an underlying conception across all the book's contents of the achievability of advanced musical performance and of the important nurturing role that higher education can play, particularly if policy and practice are evidence-based and draw on the latest international research findings. The narrative offers an insight into the world of advanced musicians, detailing their learning journeys and the processes involved in their quest for the development of expertise and professionalism. It is the first book of its kind to consider performance learning in higher education across a variety of musical genres, including classical, jazz, popular and folk musics. The editors have invited an international community of leading scholars and performance practitioners to contribute to this publication, which draws on meticulous research and critical practice. This collection is an essential resource for all musicians, educators, researchers and policy makers who share our interest in promoting the development of advanced performance skills and professionalism.

How do we develop musical creativity? How is musical creativity nurtured in collaborative improvisation? How is it used as a communicative tool in music therapy? This comprehensive volume offers new research on these questions by an international team of experts from the fields of music education, music psychology and music therapy. The book celebrates the rich diversity of ways in which learners of all ages develop and use musical creativity. Contributions focus broadly on the composition/improvisation process, considering its conceptualization and practices in a number of contexts. The authors examine how musical creativity can be fostered in formal settings, drawing examples from primary and secondary schools, studio, conservatoire and university settings, as well as specialist music schools and music therapy sessions. These essays will inspire readers to think deeply about musical creativity and its development. The book will be of crucial interest to music educators, policy makers, researchers and students, as it draws on applied research from across the globe, promoting coherent and symbiotic links between education, music and psychology research.

Originally published in 1979, the world's leading researchers contributed chapters describing their work on the orienting reflex in humans. The contributions, at the time current and comprehensive, in a sense that each facet of contemporary research was represented, address the orienting reflex, now recognized as a fundamental component of human learning and cognitive function. The authors contributing to this volume emphasize both theoretical and methodological issues, as well as present more empirical research. Here is a volume that spans all current work on the orienting reflex in humans, both basic and applied, from the laboratory as well as clinical data, and which would be of immense interest to psychologists, psychophysiologists, psychiatrists, physiologists, and all others interested in this fascinating topic.

The first important distinction between operant and Pavlovian conditioning was made in 1928 by Polish scientists Konorski and Miller. Unaware of their work, Skinner proposed a similar analysis in 1935 of the manner in which operant and Pavlovian conditioning might differ and interact. Konorski and Miller responded to Skinner's statement, and by 1937 the now-classic debate over "two types of conditioned reflexes" was in high gear. In the years before publication, the attention of many learning theorists had returned to the fundamental question of whether there are identifiably different forms of learning. The present volume, originally published in 1977, contains chapters that reassess our basic learning paradigms of the time. They deal with the definitional problems of isolating operant and Pavlovian conditioning, as well as the attempt to analyze the inevitable interactions that follow. These issues are examined in a variety of settings: some authors deal with operant-Pavlovian interactions directly by devising procedures to generate them; others examine operant-Pavlovian interactions by examining their possible contribution to established conditioning paradigms.

While the notion of generalization fits prominently into cognitive theories of learning, there is surprisingly little research literature that takes an overview of the issue from a broad multifaceted perspective. This volume remedies this by taking a multidisciplinary perspective on generalization of knowledge from several fields associated with Cognitive Science, including Cognitive Neuroscience, Computer Science, Education, Linguistics, Developmental Science, and Speech, Language and Hearing Sciences. Researchers from each perspective explain how their field defines generalization - and what practices, representations, processes, and systems in their field support generalization. They also examine when generalization is detrimental or not needed. A principal aim is the identification of general principles about generalization that can be derived from triangulation across different disciplines and approaches. Collectively, the contributors' multidisciplinary approaches to generalization provide new insights into this concept that will, in turn, inform future research into theory and application, including tutoring, assistive technology, and endeavors involving collaboration and distributed cognition.

Originally published in 1979, this volume contains chapters prepared following a conference at SUNY- Binghamton in 1977. The conference was the outcome of exciting new developments that had occurred in the ontogeny of learning and memory at the time, as well as a long-standing friendship between the editors. Many changes had taken place in the years leading up to this volume and there were now many more researchers active in the field. This volume reflected the rapidly changing state of this research area at the time and includes early contributions from researchers now well established in the field.

Originally published in 1987, this book introduces the reader to work on the intellectual development of adolescents relevant to the secondary school teacher. It covers the teaching of English, history, geography, economics, politics, legal studies, physics, chemistry, biology and mathematics. Although it emphasises the continuing importance of Piaget's thought, the book aims to introduce readers to the non-Piagetian research that had taken place in recent years.

The Power of Interest for Motivation and Engagement describes the benefits of interest for people of all ages. Using case material as illustrations, the volume explains that interest can be supported to develop, and that the development of a person's interest is always motivating and results in meaningful engagement. This volume is written for people who would like to know more about the power of their interests and how they could develop them: students who want to be engaged, educators and parents wondering about how to facilitate motivation, business people focusing on ways in which they could engage their employees and associates, policy-makers whose recognition of the power of interest may lead to changes resulting in a new focus supporting interest development for schools, out of school activity, industry, and business, and researchers studying learning and motivation. It draws on research in cognitive, developmental, educational, and social psychology, as well as in the learning sciences, and neuroscience to demonstrate that there is power for everyone in leveraging interest for motivation and engagement.

This book brings together in one volume information about the neurobiological, genetic, and behavioral bases of reading and reading disabilities. In recent years, research on assessment and treatment of reading disability (dyslexia) has become a magnet for the application of new techniques and technologies from neuroscience, cognitive psychology, and cognitive neuroscience. This interdisciplinary fusion has yielded numerous and diverse findings regarding the brain basis of this syndrome, which are discussed in this volume by leading researchers. Intervention approaches based on such research are presented. The book also calls for research in specific directions, to encourage the field to continue moving into the bold frontier of how the brain reads. The volume is essential reading for a range of researchers, clinicians, and other professionals interested in reading and reading disability, and also commemorates the tenth anniversary of the Extraordinary Brain Conferences hosted by The Dyslexia Foundation.

It is becoming increasingly clear that non-cognitive psychological processes are important for students' school achievement, even to the point where their influence may be stronger than that exerted by the parents, teachers, or the school atmosphere itself. Non-cognitive psychological variables refer to varieties of self-beliefs and goal orientations - such as anxiety, confidence, self-efficacy, and self-concept - which are often seen as dispositional and motivational in nature. It is particularly important to highlight the role that confidence and self-efficacy play in school achievement, as these two self-beliefs are related to metacognitive processing - the awareness of what you know and what you do not know. Self-concept, meanwhile, tends to exert its influence on an individual's choice of tertiary level courses. This book suggests that by focusing on students' self-beliefs, the education system may be in a position to improve cognitive performance, since individual students' self-beliefs may be more malleable than the cognitive processes involved in acquiring academic knowledge. Focusing on these non-cognitive psychological processes is also likely to be more effective in improving performance than system-wide interventions involving changes in policy for both public and private sector educators. This book will be useful to educational researchers, school leaders, administrators, counsellors, and teachers, in guiding students' attitudes towards learning and school performance. It will also provide students in psychology and education with broad and nuanced insights into the drivers of school achievement. This book was originally published as a special issue of Educational Psychology.

Psychology has an important part to play in the teaching and practice of physical education and sport, and this volume, originally published in 1972, provided a systematic and authoritative introduction to the major areas in this field at the time. The contributors, leading experts in the UK and US, cover five major areas of psychology: perception, learning, personality, motivation and emotion, focusing attention on important current research of the time, and opening up these areas for the serious student. They review controversial issues of central importance in physical education and sport, pointing to practical implications for learning, teaching and coaching. A great opportunity to read an early take on what has become a central part of physical education and sport today.

Adaptive Learning and the Human Condition provides a coherent and comprehensive introduction to the basic principles of classical (Pavlovian) and instrumental (Skinnerian) conditioning. When combined with observational learning and language, they are responsible for human accomplishment from the Stone Age to the digital age. This edition has been thoroughly updated throughout, relating adaptive learning principles to clinical applications as well as non-traditional topics such as parenting, moral development, and the helping professions. Defining learning as an adaptive process enables students to understand the need to review the basic animal research literature in classical and operant conditioning and consider how it applies to human beings in our everyday lives. Divided into four parts, this book covers historical research into psychology and adaptive learning, principles of adaptive learning (prediction and control), adaptive learning and the human condition, and behavior modification and the helping professions. The book showcases how an adaptive learning strategy can be practical, diagnostic, and prescriptive, making this an essential companion for psychology students and those enrolled in programs in professional schools and helping professions including psychiatry, special education, health psychology, and physical therapy.

Originally published in 1973, this volume looks at the organisation of memory data in, what at the time was termed, 'mental handicap'. The first part surveys recent work in this important area, giving a general account of experiments and findings. The second part reports a particular piece of research on memory in people with learning difficulties, then called 'subnormal individuals'. Very much of its time, in terms of the terminology, this was an important book for anyone concerned with people with intellectual disabilities and for experimental psychologists involved with the processes of memory.

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.

Originally published in 1980, this volume explores some of the dramatic and exciting changes that had taken place in the field of conditioning in the 15 years prior to publication. The usefulness of a particular learning procedure, second-order conditioning, is explored in three aspects of the learning process: (1) the measurement of learning; (2) the circumstances that produce associative learning; and (3) the content of that learning. The usefulness of this new paradigm is documented with the results of experiments that had grown out of the author's programmatic work at the time. Completely new results were published for the first time, in an attempt to demonstrate the power of this particular learning procedure in elucidating fundamental questions about the nature of learning.

Can you learn without knowing it? This controversial and much debated question forms the basis of this collection of essays as the authors discuss whether the measurable changes in behaviour that result from learning can ever remain entirely unconscious. Three issues central to the topic of implicit learning are raised. Firstly, the extent to which learning can be unconscious, and therefore implicit, is considered. Secondly, theories are developed regarding the nature of knowledge acquired in implicit learning situations. Finally, the idea that there are two separable independent processing systems in the brain, for implicit and explicit learning, is considered. Implicit Learning and Consciousness challenges conventional wisdom and presents the most up-to-date studies to define, quantify and test the predictions of the main models of implicit learning. The chapters include a variety of research from computer modelling, experimental psychology and neural imaging to the clinical data resulting from work with amnesics. The result is a topical book that provides an overview of the debate on implicit learning, and the various philosophical, psychological and neurological frameworks in which it can be placed. It will be of interest to undergraduates, postgraduates and the philosophical, psychological and modeling research community.