Cognition in Education: Volume 55
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Cognition in Education: Volume 55 : Cognition in Education

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Description

Education and cognitive psychology are natural companions-they both are focused on how people think and learn. Although collaborations have occurred for many years, recently there has been a much greater interest in collaborations that bring cognitive principles into classroom settings. This renewed collaborative research has led both to new evidence-based instructional practices and to a better understanding of cognitive principles. This volume contains overviews of research projects at the intersection of cognitive science and education. The prominent contributors-cognitive psychologists, developmental psychologists, educational psychologists, and science educators-were chosen both for the quality of their work and the variety of their contributions-general principles; influence of affect and motivation; and focus on math and science education.
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Product details

  • Hardback | 328 pages
  • 154.94 x 231.14 x 22.86mm | 544.31g
  • Academic Press Inc
  • San Diego, United States
  • English
  • 0123876915
  • 9780123876911
  • 2,115,332

Table of contents

Testing effects - Henry L. Roediger III, Adam Putnam & Megan A. Smith
Cognitive load theory - John Sweller
Advances in the science of instruction - Richard Mayer
Motivation and learning - Timothy J. Nokes & Daniel M. Belenky
On the interplay of emotion and cognitive control: Implications for enhancing academic achievement - Sian Beilock & Gerardo Ramirez
There's Nothing So Practical as a Good Theory - Robert Siegler & Lisa Fazio
Bridging from cognitive science to the classroom: Using comparison to support mathematical problem solving - Bethany Rittle-Johnson & Jon Star
Understanding the patterns of incorrect responses to science questions: the influence of automatic, implicit processes - Andrew Heckler
Conceptual problem solving in physics - Jose P. Mestre, Jennifer Docktor, Natalie Strand & Brian H. Ross
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About Jose P. Mestre

Brian H. Ross is a Professor of Psychology and of the Beckman Institute for Advanced Science and Technology at the University of Illinois at Urbana-Champaign. His research areas have included problem solving, complex learning, categorization, reasoning, memory, and mathematical modeling. He has been funded by the National Science Foundation, the Air Force Office of Scientific Research, and the Institute of Education Sciences. Ross has been Editor-in-Chief of the journal Memory & Cognition, Chair of the Governing Board of the Psychonomic Society, and co-author of a textbook, Cognitive Psychology. He has held temporary leadership positions on the University of Illinois campus as Department Head of Psychology, Associate Dean of the Sciences, and Dean of Liberal Arts and Sciences. Ross has degrees from Brown University (B.S., Honors in Psychology), Rutgers University (M.S. in Mathematical Statistics), Yale University (M.S. in Psychology), and Stanford University (PhD.). Ross has been Editor of The Psychology of Learning and Motivation since 2000.
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