Applying the science of learning / Richard E. Mayer.

Mayer, Richard E., 1947-
Boston, MA : Pearson/Allyn & Bacon, ©2011.
ix, 134 pages : illustrations ; 28 cm

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Learning, Psychology of.
Educational psychology.
Educational evaluation.
Synopsis: For students studying education or psychology, for teachers or prospective teachers, and for instructional designers or instructors. A concrete guide to the science of learning, instruction, and assessment written in a friendly tone and presented in a dynamic format. The underlying premise of Applying the Science of Learning is that educators can better help students learn if they understand the processes through which student learning takes place. In this clear and concise first edition text, educational psychology scholar Richard Mayer teaches readers how to apply the science of learning through understanding the reciprocal relationships between learning, instruction, and assessment. Utilizing the significant advances in scientific learning research over the last 25 years, this introductory text identifies the features of science of learning that are most relevant to education, explores the possible prescriptions of these findings for instructional methods, and highlights the essentials of evaluating instructional effectiveness through assessment. Applying the Science of Learning is also presented in an easy-to-read modular design and with a conversational tone - making it particularly student-friendly, whether it is being used as a supplement to a core textbook or as a standalone course textbook. Features: A concise and concentrated view of the field that covers the foundational ideas in learning, instruction, and assessment without overwhelming students or wasting words; A modular, multimedia approach organizes course material into two-page units with specific objectives, helpful graphics, and a welcoming design that helps readers organize and understand each concept; An emphasis on clear writing and concrete ideas makes learning easier for readers, especially by providing vocabulary definitions and specific examples; A personal and friendly tone instead of a formal, academic style make this book easier and more enjoyable to read. While few academic references clutter the text, key references and suggested readings are provided at the end of each section.
Big three: learning, instruction, and assessment
Rationale for applying the science of learning
What is applying the science of learning?
Historical overview of the relation between the science of learning and the science of instruction
Viewing the relation between the science of learning and the science of instruction as overlapping goals
References and suggested reading
How Learning Works
What is learning?
What changes: behavior or knowledge?
What is the science of learning?
Look at transfer
How learning works: three metaphors of learning
Closer look at response strengthening: Thorndike's law of effect
Closer look at information acquisition: Ebbinghaus' learning curve
A closer look at knowledge construction: Bartlett's assimilation to schema
How learning works: three principles from the learning sciences
Closer look at dual channels: Paivio's concreteness effect
Closer look at limited capacity: Millers magic number 7
Closer look at active processing: Wittrocks generative processes
How learning works: a cognitive model of learning
Three memory stores in meaningful learning
Three cognitive processes in meaningful learning
Mighty ms: motivation and metacognition
Motivation to learn
How motivation works
Metacognition in learning
Learning in subject areas
Eight things we know about learning from word lists
References and suggested readings
How Instruction Works
What is instruction?
What is the science of Instruction?
What is an instructional objective?
Three Levels of instructional objectives
Five kinds of knowledge in instructional Objectives
Six kinds of cognitive processes in instructional objectives
How instruction works: three demands on cognitive capacity
How instruction works: three instructional scenarios
Twelve instructional design principles for lesson learning
Evidence-based instructional principles for reducing extraneous processing
Evidence-based instructional principles for managing essential processing
Evidence-based instructional principles for fostering generative processing
Eight instructional design principles for effective studying
Evidence-based principles for studying by practicing
Evidence-based principles for studying by generating
How to guide cognitive processes during learning
Instructional techniques for selecting
Instructional techniques for organizing
Instructional techniques for integrating
Three Popular but questionable principles
Closer look at active teaching and learning
References and suggested readings
How Assessment Works
What Is assessment?
What is the science of assessment?
Three functions of assessments
How to construct a useful assessment instrument
What is research on instructional effects?
What works? using randomized controlled experiments
When does it work? using factorial experiments
How does it work? using observational analysis
Closer look at experiments
Using effect size to assess instructional effects
Six reasons for no difference between the treatment and control groups
How to assess learning outcomes
Two ways to measure learning outcomes
Three kinds of learning outcomes
Closer look at meaningful versus rote learning: Wertheimer's parallelogram lesson
Closer look at assessment of learning outcomes: how much or what kind?
Broadening the domain of assessment
Closer look at broadening the domain of assessment
Attribute treatment interactions
Attribute treatment interactions involving prior knowledge
What can go wrong with assessments?
References and suggested readings
glossary and subject index
Author index.
Includes bibliographical references (pages 124-125) and indexes.
Local notes:
Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.
James Hosmer Penniman Book Fund.
9780136117575 (pbk.)
Publisher Number: