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Cognitive Development and Learning in Instructional Contexts, 3/E
James P. Byrnes, Temple University

ISBN-10: 0205507719
ISBN-13: 9780205507719

Publisher: Merrill
Copyright: 2008
Format: Paper; 464 pp
Published: 09/18/2007

Suggested retail price: $96.00
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This text uses practical applications and an accessible writing style to present a summary of psychological research on students' learning of academic subject areas.

 

The text is organized into three main sections. 1. General principles of learning, memory, intelligence, problem-solving, and motivation that apply to any school-related skill. Unlike typical books on cognitive development, these general principles are explicitly translated to classroom practice. 2. Specific developmental trends in the acquisition of skills in the areas of reading, writing, mathematics, science, and social studies. The reader will learn what children can understand and do at various ages in these domains. 3. Understanding gender and ethnic differences in achievement.

  • Summaries at the beginning of each chapter and within sections of each chapter present a concise overview of material and highlight key concepts so that students know where to focus their attention as they read and can refer back to the summaries as a reference.
  • Chapters 6-12 give broad coverage to age trends in the acquisition of school skills in the areas of math, reading, writing, science, and social studies and also provide explanations of school trends. This helps teachers understand why certain classroom techniques work or do not work with different students.
  • Engaging writing style and clear, easy-to-understand language helps to maintain students' interest and make this text accessible to all levels of learners.

  • Additional case studies provide students with real-life examples of instructional techniques, classroom problems, or classroom successes so that theory can be linked to classroom practice.
  • Updated sections on brain research relevant to school-related learning provide insight to this emerging area that will influence learning.
  • Very thoroughly revised with over 300 references including studies from major journals in education, developmental, and cognitive psychology. This wide range of resources provides the most current research and also illustrates the different approaches taken by different categories of researchers.
  • New chapter on intelligence, aptitude, and expertise has been to show how these factors can help explain individuals differences in the ability to benefit from instruction
  • Revamped chapter on problem-solving and transfer updates research and clarifies the exposition.

I. FOUNDATIONS.

 

1. Introduction.  

Why This Book Was Written.

Two Central Constructs.

Why Study Developmental and Individual Differences?

Common Themes across Chapters.

 

2. Theories of Cognitive Development and Learning.  

Thorndike's Theory.

Piaget's Theory.

Schema Theory.

Information Processing Theory.

Vygotsky's Theory.

Connectionist Theories.

 

3. Memory.  

The Nature of Human Memory.

Forgetting.

Factors Related to Enhance Memory.

The Development of Memory.

Instructional Implications.

 

4. Higher-Order Thinking.  

Developmental Approaches.

Definitional Approaches.

The Transfer of Skills.

Instructional Implications.

 

5. Motivation.  

The Nature of Motivation.

The Development of Motivation.

Individual Differences in Motivation.

Instructional Implications.

 

II. AGE CHANGES IN SPECIFIC SUBJECT AREAS.

 

6. Beginning Reading.  

The Nature of Skilled Reading.

The Development of Skilled Reading.

Individual Differences in Skilled Reading.

Instructional Implications.

 

7. Reading Comprehension.  

The Nature of Reading Comprehension.

Developmental Trends in Reading Comprehension.

Individual Differences in Reading Comprehension.

Instructional Implications.

 

8. Writing.  

The Nature of Writing.

The Development of Writing Skills.

Individual Differences in Writing Ability.

Instructional Implications.

 

9. Mathematics Learning.  

The Nature of Mathematical Knowledge and Skills.

The Development of Mathematical Skills.

Individual Differences in Math Skills.

Instructional Implications.

 

10. Scientific Thinking.  

The Importance and Nature of High-Order Scientific Thinking.

The Development of Scientific Knowledge and Skills.

Individual Differences in Scientific Thinking.

Implications for Teaching.

 

11. Social Studies Learning.  

Expertise in the Social Studies.

The Development of Social Studies Knowledge and Skills.

Individual Differences in Social Studies Knowledge.

Instructional Implications.

 

12. Explaining Individual Differences.  

Effect Sizes.

Explaining Gender Differences.

Explaining Ethnic Differences.

Instructional Implications.

Cognitive Development and Learning in Instructional Contexts, 3/e

By James Byrnes

 

The text is organized into three main sections: (1) General principles of learning, memory, intelligence, problem solving, and motivation that apply to any school-related skill. Unlike typical books on cognitive development, these general principles are explicitly translated to classroom practice. (2) Specific developmental trends in the acquisition of skills in the areas of reading, writing, mathematics, science, and social studies. The reader will learn what children can understand and do at various ages in these domains. (3) Understanding gender and ethnic differences in achievement.

 

New to this edition:

  • Additional case studies provide students with real-life examples of instructional techniques, classroom problems, or classroom successes so that theory can be linked to classroom practice.
  • Updated sections on brain research relevant to school-related learning provide insight to this emerging area that will influence learning.
  • Very thoroughly revised with over 300 references including studies from major journals in education, developmental, and cognitive psychology. This wide range of resources provides the most current research and also illustrates the different approaches taken by different categories of researchers.
  • New chapter on intelligence, aptitude, and expertise shows how these factors can help explain individual differences in the ability to benefit from instruction
  • Revamped chapter on problem solving and transfer updates research and clarifies the exposition.

What your colleagues are saying about this edition:

“I very much look forward to the 3rd edition of Cognitive Development and Learning in Instructional Contexts…I expect that my students will keep the third edition as a reference in their professional libraries.”

~ Myrna Ganter, University of West Georgia

 

“I have used this book in three courses. I will continue to use it. It is an excellent source and great for class discussion and provides a wonderful source for helping students process information more deeply.”

~ Linda K. Metzke, Lyndon State College

 

View a Sample Chapter PDF:

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    Byrnes
    © 2008 | Merrill | Electronic Book; 464 pages | Instock
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