Advances in Instructional Psychology, Volume 5: Educational Design and Cognitive Science

ISBN-13: 9780805825497 / Angielski / Twarda / 2000 / 420 str.

Robert Glaser

Opis

This fifth volume in a series looking at advances in instructional psychology focuses on educational design and cognitive science. Subjects covered include learning theory, the cognition and technology group at Vanderbilt, and competence in the workplace.

Recenzje

"Reading this book is like listening to six exemplary leaders in the field answer the question 'So what have you been doing lately (in the field of cognition and instruction, that is)?' If you wonder about what is happening in the field of cognition and instruction, this book provides six encouraging stories of major contributions based on sustained programs of research....each chapter has an important message and is worth the reader's effort. Overall, this latest volume of Advances in Instructional Psychology belongs on the bookshelf of anyone who is interested in the cognitive psychology of instruction."
—Contemporary Psychology

Spis treści

Contents: Preface. J.R. Anderson, C.D. Schunn, Implications of the ACT-R Learning Theory: No Magic Bullets. The Cognition and Technology Group at Vanderbilt, Adventures in Anchored Instruction: Lessons From Beyond the Ivory Tower. R. Lehrer, L. Schauble, Modeling in Mathematics and Science. M.T.H. Chi, Self-Explaining: The Dual Processes of Generating Inference and Repairing Mental Models. S.P. Gott, A.M. Lesgold, Competence in the Workplace: How Cognitive Performance Models and Situated Instruction Can Accelerate Skill Acquisition. V.L. Patel, D.R. Kaufman, J.F. Arocha, Conceptual Change in the Biomedical and Health Sciences Domain.

O autorze

Robert Glaser