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Cognitive Psychology and Instruction

  • Book
  • © 1978

Overview

Editors:
  1. Alan M. Lesgold

    1. Learning Research and Development Center, University of Pittsburgh, Pittsburgh, USA

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  2. James W. Pellegrino

    1. Learning Research and Development Center, University of Pittsburgh, Pittsburgh, USA

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  3. Sipke D. Fokkema

    1. Free University Amsterdam, The Netherlands

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  4. Robert Glaser

    1. Learning Research and Development Center, University of Pittsburgh, Pittsburgh, USA

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Part of the book series: Nato Conference Series (NATOCS, volume 5)

Part of the book sub series: III Human Factors (HF)

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Table of contents (44 chapters)

  1. Front Matter

    Pages i-xiv
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  2. Learning

    1. Learning

      • Alan M. Lesgold, James W. Pellegrino, Sipke D. Fokkema, Robert Glaser
      Pages 1-2

    2. A Building Block Model of Cognitive Learning

      • Carel van Parreren
      Pages 3-12

    3. Cognition and Instruction: Toward a Cognitive Theory of Learning

      • James F. Voss
      Pages 13-26

    4. Learning by Example

      • Frederick Hayes-Roth
      Pages 27-38

    5. Notes Toward a Theory of Complex Learning

      • Donald A. Norman
      Pages 39-48

  3. Comprehension and Information Structure

    1. Comprehension and Information Structure

      • Alan M. Lesgold, James W. Pellegrino, Sipke D. Fokkema, Robert Glaser
      Pages 49-49

    2. Memory Processes and Instruction

      • Nico H. Frijda
      Pages 51-65

    3. Schema-Directed Processes in Language Comprehension

      • Richard C. Anderson
      Pages 67-82

    4. Structurally Integrated Versus Structurally Segregated Memory Representations: Implications for the Design of Instructional Materials

      • Barbara Hayes-Roth
      Pages 83-90

    5. Knowledge Transfer in Learning from Texts

      • Perry W. Thorndyke
      Pages 91-99

    6. On Remembering How to Get There: How We Might Want Something Like a Map

      • Keith Stenning
      Pages 101-110

    7. Some Reflections Concerning the Role of Imagery in Memory and Learning Processes

      • Cesare Cornoldi
      Pages 111-119

  4. Perceptual and Memory Processes in Reading

    1. Perceptual and Memory Processes in Reading

      • Alan M. Lesgold, James W. Pellegrino, Sipke D. Fokkema, Robert Glaser
      Pages 121-122

    2. Speech Processing During Reading

      • Betty Ann Levy
      Pages 123-151

    3. Assessment of Perceptual, Decoding, and Lexical Skills and Their Relation to Reading Proficiency

      • John R. Frederiksen
      Pages 153-169

    4. A Functional Analysis of Reading Disability: The Utilization of Intraword Redundancy by Good and Poor Readers

      • G. Scheerer-Neumann
      Pages 171-179

    5. Learning to Read: Visual Cues to Word Recognition

      • Keith Rayner, Carla Posnansky
      Pages 181-189

    6. Studying Individual Differences in Reading

      • James L. McClelland, Mark D. Jackson
      Pages 191-202

    7. Memory for On-Going Spoken Discourse

      • R. J. Jarvella, J. G. Snodgrass, A. P. Adler
      Pages 203-210
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Keywords

About this book

Sipke D. Fokkema Amsterdam, Free University From June 13th - 17th, 1977 the NATO International Conference on Cognitive Psychology and Instruction, organized by the editors of this volume, took place at the Free University of Amsterdam. During this period approximately 150 psychologists representing 15 countries assembled for an exchange of scientific experiences and ideas. The broad aim of the conference, as indicated by its title, was to explore the extent to which theoretical and methodological developments in cognitive psychology might provide useful knowledge with regard to the design and management of instruction. From a great variety of submitted papers the organizers attempted to select those that represented major problem areas being scientifically studied in several countries. For the organization of this book we chose to categorize the contributions according to the following general areas: I. Learning II. Comprehension and Information Structure III. Perceptual and Memory Processes in Reading IV. Problem Solving and Components of Intelligence V. Cognitive Development VI. Approaches to Instruction The final paper in the volume is an extensive review and summary by Glaser, Pellegrino, and Lesgold, that examines the state Qf cognitive psychology (mainly as reflected in the contributions in this volume) with regard to instructional purposes. Each of the sections of the book also begins with a brief overview of the specific topics considered by the individual contributors within that section.

Editors and Affiliations

  • Learning Research and Development Center, University of Pittsburgh, Pittsburgh, USA

    Alan M. Lesgold, James W. Pellegrino, Robert Glaser

  • Free University Amsterdam, The Netherlands

    Sipke D. Fokkema

Bibliographic Information

  • Book Title: Cognitive Psychology and Instruction

  • Editors: Alan M. Lesgold, James W. Pellegrino, Sipke D. Fokkema, Robert Glaser

  • Series Title: Nato Conference Series

  • DOI: https://doi.org/10.1007/978-1-4684-2535-2

  • Publisher: Springer New York, NY

  • eBook Packages: Springer Book Archive

  • Copyright Information: Plenum Press, New York 1978

  • Softcover ISBN: 978-1-4684-2537-6Published: 26 April 2012

  • eBook ISBN: 978-1-4684-2535-2Published: 09 March 2013

  • Edition Number: 1

  • Number of Pages: XIV, 525

  • Topics: Cognitive Psychology

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