Human Learning

This highly respected, market-leading textbook on learning theories applied to education prepares pre-service teachers and other educators with a unique and meaningful learning experience. The sixth edition of Human Learning covers a broad-range of learning theories and key perspectives on learning related to education, including: behaviorist, cognitive, social cognitive, contextual, and developmental theories, always highlighting relationships between concepts. Additionally, the text details associationistic processes (e.g., classical and instrumental conditioning), and more complex and distinctly human processes (e.g. metacognition, self-regulated learning, critical thinking). Every chapter features key pedagogical concepts with specific applications to classroom practice, numerous concrete examples that illustrate key concepts, principles, and recommendations and dozens of proven examples help make the fundamentals of these theories comprehensible to students with little or no prior coursework in psychology.    Significant updates to this textbook include: important updates to reflect the most current research and new theories in the field, expansion of the chapter on cognition and memory, re-organization of Piaget and Vygotsky content into two separate chapters, a core section on teaching critical thinking skills, and the discussion of technology-based instructed has been significantly revised and expanded in this edition.

Table of Contents:
PART I. INTRODUCTION TO HUMAN LEARNING Chapter 1. Perspectives on Learning                                                                                The Importance of Learning Defining Learning Determining When Learning Has Occurred Research, Principles, and Theories          How Theories of Learning Have Evolved over Time          Advantages of Theories          Potential Drawbacks of Theories          A Perspective on Theories and Principles Applying Knowledge about Learning to Instructional Practice Overview of the Book Summary   Chapter 2. Learning and the Brain                                                                                    Basic Building Blocks of the Human Nervous System          Neurons          Synapses          Glial Cells Brain Structures and Functions          Methods in Brain Research          Parts of the Brain          The Left and Right Hemispheres          Interconnectedness of Brain Structures Development of the Brain          Prenatal Development          Development in Infancy and Early Childhood          Development in Middle Childhood, Adolescence, and Adulthood          Factors Influencing Brain Development          To What Extent Are There Critical Periods in Brain Development?          To What Extent Is the Brain “Prewired” to Know or Learn Things? The Physiological Basis of Learning Educational Implications of Brain Research Summary   PART II. BEHAVIORIST VIEWS OF LEARNING Chapter 3. Behaviorism and Classical Conditioning                                                         Basic Assumptions of Behaviorism Classical Conditioning          The Classical Conditioning Model          Classical Conditioning in Human Learning          Common Phenomena in Classical Conditioning          Cognition in Classical Conditioning          Changing Undesirable Conditioned Responses Educational Implications of Behaviorist Assumptions and Classical Conditioning Summary   Chapter 4. Instrumental Conditioning Thorndike’s Early Research Rewards and Reinforcement          Skinner’s Operant Conditioning          The Various Forms That Reinforcement Can Take Punishment          Effective Forms of Punishment          Ineffective Forms of Punishment Common Phenomena in Instrumental Conditioning          Superstitious Behavior          Shaping          Chaining          Extinction          Effects of Reinforcement Schedules          Avoidance Learning Effects of Antecedent Stimuli and Responses in Instrumental Conditioning          Cueing          Setting Events          Generalization          Stimulus Discrimination          Behavioral Momentum Cognition and Motivation in Instrumental Conditioning Summary                                                                                                                                              Chapter 5. Applications of Instrumental Conditioning                                                      Applying Behaviorist Principles to Classroom Management          Concerns about Using Reinforcement and Punishment in the Classroom          Using Reinforcement to Increase Desirable Behaviors          Strategies for Decreasing Undesirable Behaviors Applied Behavior Analysis          Using Applied Behavior Analysis with Large Groups          Adding a Cognitive Component to ABA Instructional Objectives          Behavioral Objectives          Current Perspectives on Instructional Objectives          Usefulness and Effectiveness of Objectives          Formulating Different Levels of Objectives Programmed Instruction and Computer-Assisted Instruction          Effectiveness of PI and CAI Mastery Learning          Keller’s Personalized System of Instruction (PSI)          Effectiveness of Mastery Learning and PSI When Behaviorist Techniques Are Most Appropriate Summary PART III. SOCIAL COGNITIVE THEORY Chapter 6. Social Cognitive Theory                                                                                   General Principles of Social Cognitive Theory Environmental Factors in Social Learning: Revisiting Reinforcement and Punishment          Problems with a Strict Behaviorist Analysis of Social Learning Cognitive Factors in Social Learning Reciprocal Causation Modeling          How Modeling Affects Behavior          Characteristics of Effective Models          Behaviors That Can Be Learned through Modeling          Conditions Necessary for Effective Modeling to Occur Self-Efficacy          How Self-Efficacy Affects Behavior and Cognition          Factors in the Development of Self-Efficacy Self-Regulation          Elements of Self-Regulation          Promoting Self-Regulated Behavior          The Cognitive Side of Self-Regulation Educational Implications of Social Cognitive Theory Summary   PART IV. COGNITIVE VIEWS OF LEARNING Chapter 7. Introduction to Cognitivism                                                                             Edward Tolman’s Purposive Behaviorism Gestalt Psychology Verbal Learning Research Introduction to Contemporary Cognitivism          General Assumptions of Cognitive Theories          Information Processing Theory          Constructivism          Contextual Theories          Integrating Cognitive Perspectives General Educational Implications of Cognitive Theories Summary   Chapter 8. Basic Components of Memory A Dual-Store Model of Memory          Sensory Register          Moving Information to Working Memory: The Role of Attention          Working Memory          Moving Information to Long-Term Memory: Connecting New Information with Prior             Knowledge          Long-Term Memory Challenges to the Dual-Store Model          Are Working Memory and Long-Term Memory Really Different?          Is Conscious Thought Necessary for Long-Term Memory Storage? Alternative Views of Human Memory          Levels of Processing          Activation Remembering That The Map Is Not the Territory Generalizations about Memory and Their Educational Implications Summary          Chapter 9. Long-Term Memory I: Storage and Encoding Construction in Storage          Examples of Construction in Action Long-Term Memory Storage Processes          Selection          Rehearsal          Meaningful Learning          Internal Organization          Elaboration          Visual Imagery          How Procedural Knowledge Is Acquired          Does New Knowledge Require a Consolidation Period? Factors Affecting Long-Term Memory Storage          Working Memory          Prior Knowledge          Prior Misconceptions          Expectations          Verbalization          Enactment          Repetition and Review Promoting Effective Storage Processes Some Final Remarks about Long-Term Memory Storage Summary                                                                                                                                              Chapter 10. Long-Term Memory II: The Nature of Knowledge The Various Kinds of Knowledge          Declarative and Procedural Knowledge          Explicit and Implicit Knowledge How Knowledge Is Encoded in Long-Term Memory          Encoding in Terms of Physical Characteristics          Encoding in Terms of Actions          Encoding in Terms of Symbols          Encoding in Terms of Meanings          Different Forms of Encoding Are Not Mutually Exclusive The Organization of Long-Term Memory          Long-Term Memory as a Hierarchy          Long-Term Memory as a Network          Parallel Distributed Processing Concepts          Theories of Concept Learning          Factors Facilitating Concept Learning Schemas and Scripts Personal Theories          Personal Theories versus Reality          Fostering Theory Development Worldviews The Challenge of Conceptual Change          Promoting Conceptual Change Development of Expertise Generalizations about the Nature of Knowledge Summary   Chapter 11. Long-Term Memory III: Retrieval and Forgetting                                      How Retrieval Works          Retrieval Cues Construction in Retrieval          The Power of Suggestion: Effects of Subsequently Presented             Information          Constructing Entirely New “Memories”          Remembering Earlier Recollections          Self-Monitoring During Retrieval          Important Cautions in Probing People’s Memories Forgetting          Decay          Interference and Inhibition          Repression          Failure to Retrieve          Construction Error          Failure to Store or Consolidate          The Case of Infantile Amnesia General Principles of Retrieval for Instructional Settings Summary   PART V. DEVELOPMENTAL AND CONTEXTUAL PERSPECTIVES Chapter 12. Cognitive-Developmental Perspectives                                                        Piaget’s Theory of Cognitive Development          Key Ideas in Piaget’s Theory          Piaget’s Stages of Cognitive Development Current Perspectives on Piaget’s Theory          Capabilities of Different Age-Groups          Effects of Experience and Prior Knowledge                       Effects of Culture          Views on Piaget’s Stages Neo-Piagetian Theories of Cognitive Development          Case’s Theory Implications of Piagetian and Neo-Piagetian Theories Summary   Chapter 13. Sociocultural Theory and Other Contextual Perspectives                           Vygotsky’s Theory of Cognitive Development          Key Ideas in Vygotsky’s Theory          Comparing Piaget’s and Vygotsky’s Theories Current Perspectives on Vygotsky’s Theory          Social Construction of Meaning          Scaffolding          Participation in Adult Activities          Apprenticeships          Acquisition of Teaching Skills          Dynamic Assessment Adding a Sociocultural Element to Information Processing Theory          Intersubjectivity          Social Construction of Memory          Collaborative Use of Cognitive Strategies Expanding the Contextualist Framework General Implications of Sociocultural and Contextualist Theorists Peer-Interactive Instructional Strategies          Class Discussions          Reciprocal Teaching          Cooperative Learning          Peer Tutoring          Communities of Learners          Technology-Based Collaborative Learning Summary   PART VI. COMPLEX LEARNING AND COGNITION Chapter 14. Metacognition, Self-Regulated Learning, and Study Strategies                 Metacognitive Knowledge and Skills Self-Regulated Learning          The Roots of Self-Regulated Learning Effective Learning and Study Strategies          Meaningful Learning and Elaboration          Organization          Note Taking          Identifying Important Information          Summarizing          Comprehension Monitoring          Mnemonics Development of Metacognitive Knowledge and Skills Epistemic Beliefs          Developmental and Cultural Differences in Epistemic Beliefs          Effects of Epistemic Beliefs The Intentional Learner Why Students Don’t Always Use Effective Strategies Promoting Effective Learning and Study Strategies Summary   Chapter 15. Transfer, Problem Solving, and Critical Thinking                                        Transfer          Types of Transfer          Theories of Transfer          Factors Affecting Transfer Problem Solving          Theories of Problem Solving          Cognitive Factors in Problem Solving          Problem-Solving Strategies          Meaningless Versus Meaningful Problem Solving Facilitating Transfer and Problem Solving in the Classroom Critical Thinking          Developmental, Individual, and Cultural Differences in Critical Thinking          Fostering Critical Thinking in the Classroom Summary   PART VII. MOTIVATION Chapter 16. Motivation and Affect General Effects of Motivation          Extrinsic Versus Intrinsic Motivation Basic Human Needs          Drive Reduction          Arousal          Maslow’s Hierarchy of Needs          Competence and Self-Worth          Self-Determination          Relatedness Individual Differences in Motivation          Need for Affiliation          Need for Approval          Need for Achievement          Dispositions Affect and Its Effects          How Affect Is Related to Motivation          How Affect Is Related to Learning and Cognition          Anxiety Creating a Motivating Classroom Environment Summary          Chapter 17. Cognitive Factors in Motivation                                                                    Interests          Effects of Interest          Factors Promoting Interest Expectancies and Values          Effects of Expectancies and Values          Factors Influencing Expectancies and Values Goals          Achievement Goals          Work-Avoidance Goals          Social Goals          Career Goals          Coordinating Multiple Goals Attributions          Effects of Attributions          Factors Influencing the Nature of Attributions          Explanatory Style: Mastery Orientation Versus Learned Helplessness Motivation, Affect, and Self-Regulation          How Motivation and Affect Influence Self-Regulation          How Self-Regulation Influences Motivation and Affect          Internalized Motivation Encouraging Motivating Cognitions          A TARGETS Mnemonic for Motivational Strategies Summary   REFERENCES

About the Author :
Jeanne Ellis Ormrod received her B.A. in psychology from Brown University and her M.S. and Ph.D. in educational psychology from The Pennsylvania State University. She earned licensure in school psychology through postdoctoral work at Temple University and the University of Colorado at Boulder and has worked as a middle school geography teacher and school psychologist. She was Professor of Educational Psychology at the University of Northern Colorado until 1998, when she moved east to return to her native New England. She is currently affiliated with the University of New Hampshire, where she occasionally teaches courses in educational psychology and research methods. She has published numerous research articles on cognition and memory, cognitive development, and giftedness, but she is probably best known for this textbook and four others: Educational Psychology (currently in its seventh edition); Essentials of Educational Psychology (currently in its second edition); Child Development and Education (co-authored with Teresa McDevitt, currently in its fourth edition); and Practical Research (co-authored with Paul Leedy, currently in its ninth edition). With her three children now grown and out on their own, she lives in New Hampshire with her husband Richard.

Review :
Jeanne Ellis Ormrod often receives mail from students who have gone out of their way to let her know how much her books have impacted their academic careers.  Here are just a couple of quotes Jeanne Ormrod has recently received.   “I have NEVER written to a texbook writer in all my years (20+) of attending college, but I have to tell you that your textbook was excellent! I read the entire thing, and I just want to thank you for making the material so personal that it was not only interesting, but easy to comprehend and absord! You are awesome! Had to tell you that! Keep up the good work!”   “The way that you relate almost every topic to a situation that is graspable to anybody makes it exciting to read. I even read the chapters that were left out of the curriculum, something I haven’t done in years! (I started studying in 2002). So, with this, I would like to thank you for writing a book that has opened my once closed mind. I passed all my classes last semester, without you and your fantastic teaching device I do not think I would have gotten back on my feet again, I see the light in the end of the academic tunnel now.”