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This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.

While preserving the elements that have made the previous two editions so successful--such as chapters on sleep, exercise, memory and mindset--this third edition introduces students to wholly new aspects of brain function and how they impact learning; and furthermore, addresses the challenges of learning online. By introducing new concepts, strategies, and applications related to learning and memory that are based on current findings in cognitive, social, and motivational psychology, this text offers a richer and more complete picture of how brain science illuminates how we learn. Students assigned this book will be equipped to design effective learning plans, employ new strategies, recognize learning traps, discover ways to work effectively in groups, improve recall, and realize better academic performance through test-taking and paper-writing strategies. This new edition also addresses the concerns of all students--particularly those unfamiliar with the college setting and its expectations and assumptions--and offers strategies for success. In keeping with the preceding editions, this book introduces students to concepts, techniques, strategies, tips, and ideas to help them be academically stronger students, advance faster in their studies, and demonstrate what they have learned more effectively--in short, how anyone can learn to be a better learner by learning how to learn in harmony with their brain. The book remains compact and student-friendly, offers examples of practice, and includes discussion questions at the end of each chapter. [Foreword written by John N. Gardner.]

In this new edition of the highly regarded "Why Don't Students Like School?" cognitive psychologist Daniel Willingham turns his research on the biological and cognitive basis of learning into workable teaching techniques. This book will help you improve your teaching practice by explaining how you and your students think and learn. It reveals the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences. With a treasure trove of updated material, this edition draws its themes from the most frequently asked questions in Willingham's "Ask the Cognitive Scientist" column in the American Educator. How can you teach students the skills they need when standardized testing just requires facts? Why do students remember everything on TV, but forget everything you say? How can you adjust your teaching for different learning styles? Read this book for the answers to these questions and for practical advice on helping your learners learn better. Discover easy-to-understand, evidence-based principles with clear applications for the classroom: (1) Update yourself on the latest cognitive science research and new, teacher-tested pedagogical tools; (2) Learn about Willingham's surprising findings, such as that you cannot develop "thinking skills" without facts; and (3) Understand the brain's workings to help you hone your teaching skills. "Why Students Don't Like School" is a valuable resource for both veteran and novice teachers, teachers-in-training, and for the principals, administrators, and staff development professionals who work with them.

Direct instruction and explicit teaching can offer you a shorter, straighter route to developing effective learning in your classroom. In this smart and accessible book, Greg Ashman explores how you can harness the potential of these often misunderstood and misapplied teaching methods to achieve positive learning outcomes for the students you teach. It investigates key foundational principles, combined with thoughtful commentary on what these mean in classroom practice and an examination of relevant research and theories from cognitive psychology that substantiate these approaches to teaching and learning.

"How Learning Happens" introduces 28 giants of educational research and their findings on how we learn and what we need to learn effectively, efficiently, and enjoyably. Many of these works have inspired researchers and teachers all around the world and have left a mark on how we teach today. Exploring 28 key works on learning and teaching, chosen from the fields of educational psychology and cognitive psychology, the book offers a roadmap of the most important discoveries in how learning happens. Each chapter examines a different work and explains its significance before describing the research, its implications for practice, how it can be used in the classroom and the key takeaways for teachers. Clearly divided into six sections, the book covers: (1) How the brain works and what this means for learning and teaching; (2) Prerequisites for learning; (3) How learning can be supported; (4) Teacher activities; (5) Learning in context; and (6) Cautionary tales and the ten deadly sins of education. Written by two leading experts and illustrated by Oliver Caviglioli, this is essential reading for teachers wanting to fully engage with and understand educational research as well as undergraduate students in the fields of education, educational psychology and the learning sciences.

"The Heart and Science of Teaching" shows readers why and how to connect essential social-emotional factors and critical cognitive aspects of learning for all students. Incorporating the latest research demonstrating that students really cannot learn well without social-emotional connections within their learning communities, the book depicts classroom applications that link academic content and SEL with examples at all grade levels and all subject areas. Each chapter addresses current and emerging research around a particular component and shows how to make it work in real classrooms. Sections ground teachers in three interlocking aspects of instruction: The Heart of Teaching: Social-Emotional Learning (SEL); The Science of Teaching: Evidence-Based Instructional Practices; and 21st-Century Classroom Applications: Project-Based Learning and Digital Technologies. Blending the latest research in education, neuroscience, and cognitive psychology, this text is a practical resource that will assist K-12 teachers in creating an emotionally supportive classroom environment that makes a positive difference in student learning. Book Features: (1) Explores the transformative power of SEL on student learning and well-being; (2) Highlights the critical importance of the teacher-student relationship in the classroom; (3) Illustrates how teacher feedback can assist students in developing a growth mindset; (4) Brings voices of real teachers in each chapter who share their application of the chapter's ideas, and their positive results with their students; (5) Lists targeted book, website, and video resources in each chapter with more examples and information to support teachers' implementation; (6) Examines the implications of current research in neuroscience for classroom teaching; (7) Describes evidence-based models of teaching and how they positively affect student engagement and learning; (8) Shows how to support project-based and other student-led learning while connecting to standards; and (9) Describes how to use blogs, podcasts, and an array of web tools to promote engaged learning.

The book synergizes research on number across two disciplines--mathematics education and psychology. The underlying problem the book addresses is how the brain constructs number. The opening chapter frames the problem in terms of children's activity, including mental and physical actions. Subsequent chapters are organized into sections that address specific domains of number: natural numbers, fractions, and integers. Chapters within each section address ways that children build upon biological primitives (e.g., subitizing) and prior constructs (e.g., counting sequences) to construct number. The book relies on co-authored chapters and commentaries at the end of each section to create dialogue between junior faculty and senior researchers, as well as between psychologists and mathematics educators. The final chapter brings this work together around the framework of children's activity and additional themes that arise in the collective work. The book is aimed to appeal to mathematics educators, mathematics teacher educators, mathematics education researchers, educational psychologists, cognitive psychologists, and developmental psychologists.

Despite the wide interest in and need for student-centered approaches to learning, educators have scant access to a comprehensive accounting of the key components of it. To build the knowledge base for the emerging field of student-centered learning, Jobs for the Future, a national nonprofit based in Boston, commissioned papers from nine teams of noted researchers. Together, the syntheses of research in the "Students at the Center" papers tell a story that is both hopeful and challenging. On the one hand, it is a story of how teachers and leaders are beating the odds with traditionally underserved students using student-centered approaches backed by recent advances in brain, cognitive science, and motivation research. On the other hand, the papers identify significant gaps to be addressed in what educators know about student-centered approaches, particularly about how to spread such approaches beyond individual classrooms and schools. Looking at connections across the papers and the flow of ideas and challenges expressed in each, the series spans three overarching areas--learning theory; applying student-centered approaches; and scaling up student-centered approaches to learning--to make an argument about how students learn best. This publication contains these papers: (1) Mind, Brain, and Education (Christina Hinton, Kurt W. Fischer, and Catherine Glennon); (2) Motivation, Engagement, and Student Voice (Eric Toshalis and Michael J. Nakkula); (3) Teachers at Work: Six Exemplars of Everyday Practice (Barbara Cervone and Kathleen Cushman); (4) Literacy Practices for African American Male Adolescents (Alfred W. Tatum); (5) Latino/a and Black Students and Mathematics (Rochelle Gutierrez and Sonya E. Irving); (6) Curricular Opportunities in the Digital Age (David H. Rose and Jenna W. Gravel); (7) Personalization in Schools (Susan Yonezawa, Larry McClure, and Makeba Jones); (8) Assessing Learning (Heidi Andrade, Kristen Huff, and Georgia Brooke); and (9) Changing School District Practices (Ben Levin, Amanda Datnow, and Nathalie Carrier). (Contains 1 table.)

A growing body of research indicates that three foundational cognitive skills--executive function, motor skills, and spatial skills--form the basis for children to make a strong academic, behavioral, and social transition to formal school. Given inequitable early learning environments or "opportunity gaps" in the United States, these skills are also a source of substantial achievement and behavioral gaps. "Hands On, Minds On" describes the importance of children's foundational cognitive skills for academic achievement in literacy and mathematics, as well as their connections with other areas of school readiness, including physical health, social and emotional development, and approaches to learning. The author emphasizes how social relationships and interactions, both in and outside the classroom, encourage or constrain young children's development in these skills. The book concludes with a summary of the growing evidence in favor of guided object play, which teachers can introduce to children to exercise and strengthen foundational cognitive skills. This book features: (1) applies prominent theories from cognitive psychology to explain how children learn in the early childhood classroom; (2) includes text comprehension review questions, short exercises, and realistic examples of preschool classroom scenarios; (3) examines different types of play and their association with learning gains, especially for children of lower socioeconomic backgrounds; and (4) proposes shifts in early childhood practice toward guided object play to give all students an opportunity for early success in school. [Foreword by Sharon Ritchie.]

This unique volume surveys recent research on spatial visualization in mathematics in the fields of cognitive psychology and mathematics education. The general topic of spatial skill and mathematics has a long research tradition, but has been gaining attention in recent years, although much of this research happens in disconnected subfields. This volume aims to promote interaction between researchers, not only to provide a more comprehensive view of spatial visualization and mathematics, but also to stimulate innovative new directions in research based on a more coordinated effort. It features ten chapters authored by leading researchers in cognitive psychology and mathematics education, as well as includes dynamic commentaries by mathematics education researchers on cognitive psychology chapters, and by cognitive psychologists on mathematics education chapters. Among the topics included: (1) From intuitive spatial measurement to understanding of units; (2) Spatial reasoning: a critical problem-solving tool in children's mathematics strategy tool-kit; (3) What processes underlie the relation between spatial skill and mathematics? (4) Learning with and from drawing in early years geometry; and (5) Communication of visual information and complexity of reasoning by mathematically talented students. "Visualizing Mathematics" makes substantial progress in understanding the role of spatial reasoning in mathematical thought and in connecting various subfields of research. It promises to make an impact among psychologists, education scholars, and mathematics educators in the convergence of psychology and education.

In the 20 years since the publication of "Frames of Mind" by Howard Gardner, two major developments have altered the prospects for making a connection between neuropsychology and theories of how people differ. The first of these events was that electrical or magnetic recording make it possible to "see" inside the brain as people think. Results from imaging studies provide support for Gardners distinction among domains in terms of the separable anatomical networks they activate. The second major event has been the sequencing of the entire human genome. Results from recent studies suggest that it is possible to examine individual efficiency in specific neural networks by combining the methods of brain imaging with modern genetic studies. Attention is not one of Gardner's multiple intelligences, but it is an area in which progress is being made in integrating individual differences with general properties of the mind. Research on attention may have important applications for education, and it may be that the training of attention will become an important part of early childhood education. (Contains 28 references.) (SLD)

In recent years, linguists have increasingly turned to the cognitive sciences to broaden their investigation into the roots and development of language. With the advent of cognitive-linguistic, usage-based and complex-adaptive models of language, linguists today are utilizing approaches and insights from cognitive psychology, neuropsychology, social psychology and other related fields. A key result of this interdisciplinary approach is the concept of entrenchment--the ongoing reorganization and adaptation of communicative knowledge. Entrenchment posits that our linguistic knowledge is continuously refreshed and reorganized under the influence of social interactions. It is part of a larger, ongoing process of lifelong cognitive reorganization whose course and quality are conditioned by exposure to and use of language and by the application of cognitive abilities and processes to language. This volume enlists more than two dozen experts in the fields of linguistics, psycholinguistics, neurology, and cognitive psychology in providing a realistic picture of the psychological and linguistic foundations of language. Contributors examine the psychological foundations of linguistic entrenchment processes, and the role of entrenchment in first-language acquisition, second-language learning, and language attrition. Critical views of entrenchment and some of its premises and implications are discussed from the perspectives of dynamic complexity theory and radical embodied cognitive science. Following an introduction by the editor, chapters include: (1) A Framework for Understanding Linguistic Entrenchment and Its Psychological Foundations (Hans-Jörg Schmid); (2) Entrenchment in Cognitive Grammar (Ronald W. Langacker); (3) Entrenchment in Construction Grammar (Martin Hilpert and Holger Diessel); (4) Entrenchment Effects in Language Change (Hendrik De Smet); (5) The Corpus-Based Perspective on Entrenchment (Anatol Stefanowitsch and Susanne Flach); (6) Entrenchment From a Psycholinguistic and Neurolinguistic Perspective (Alice Blumenthal-Dramé); (7) Entrenchment as Onomasiological Salience (Dirk Geeraerts); (8) Memory Consolidation (Atsuko Takashima and Iske Bakker); (9) On the Automaticity of Language Processing (Robert J. Hartsuiker and Agnes Moors); (10) Statistical Learning as a Domain-General Mechanism of Entrenchment (Ethan Jost and Morten H. Christiansen); (11) Entrenchment, Gestalt Formation, and Chunking (Fernand Gobet); (12) The Roles of Analogy, Categorization, and Generalization in Entrenchment (Anne-Kristin Cordes); (13) Salience, Attention, and Perception (Franziska Günther, Hermann J. Müller, and Thomas Geyer); (14) Entrenchment in First Language Learning (Anna L. Theakston); (15) Entrenchment in Second-Language Learning (Brian MacWhinney); (16) Entrenchment and Language Attrition (Rasmus Steinkrauss and Monika S. Schmid); (17) Entrenchment, Embeddedness, and Entanglement: A Dynamic Complexity View (Philip Herdina); (18) Entrenchment: A View From Radical Embodied Cognitive Science (Stephen J. Cowley); and (19) Linguistic Entrenchment and Its Psychological Foundations (Hans-Jörg Schmid). An index is included.

This book examines the basic principles of the cognitive psychology of literacy and explains how insights gained from that theory can inform and improve reading, spelling, and writing instruction aimed at adults. The following are among the topics discussed in the book's eight chapters: the principles of cognitive psychology (the nervous system, humans'"two brains," the neuroanatomy of language management, the process of understanding speech and text, speaking and writing); the debate over phonics versus "real books"; the process of reading; the English spelling system; literacy and andragogy; the process of learning to read (paired reading, read-along, "flash" techniques); learning to spell (the utility of spelling rules); and writing. Presented next are chapter notes that include technical information about topics mentioned in chapters 1-8. Among the topics covered in the notes are the following: dyslexia, evidence for visual reading, spelling reform, signal detection theory, and assessment of texts' readability. Appended are the following: discussion of the probable pathways of language management; two stories written by adult literacy students; information about language experience and visual-motor learning; and an example illustrating the ubiquity of "key words." A glossary is also included. The book contains 76 references. (MN)

This book summarizes and applies the last 2 decades of research on cognitive psychology to the preparation of educational administrators. Following a foreword by Larry Cuban and an introduction by Philip Hallinger, Kenneth Leithwood, and Joseph Murphy, part 1 explores how cognitive perspectives illuminate the conceptualization of problems faced by school administrators. Chapters include: (1) "The Strategy of Teaching Strategy" (Charles T. Kerchner); (2) "Everyday Epistemology in School Leadership: Patterns and Prospects" (Lee G. Bolman and Terrence E. Deal); (3) "How CEOs Change Their Minds" (John C. Glidewell); and (4) "Pragmatism, Participation, and Duty: Value Themes in Superintendents' Problem Solving" (Tiiu Raun and Kenneth Leithwood). Part 2 investigates the nature of administrative expertise, including work drawn from studies of managerial problem solving in other organizations. Chapters include: (5) "The Development of Expertise: Implications for School Administrators" (Kathleen L. Ohde and Joseph Murphy); (6) "Practical Problem-Solving" (Richard K. Wagner); (7) "The Relationship Between Variations in Patterns of School Leadership and Group Problem-Solving Processes" (Kenneth Leithwood and Rosanne Steinbach); (8) "Trees and Forests: Details, Abstraction, and Experience in Problem-Solving" (Derek J. Allison and Patricia A. Allison); and (9) "A Theoretical View of the Development of Expertise in Credit Administration" (Frank R. Yekovich). Part 3 examines how cognitive perspectives can inform an understanding of the processes that can be used to assist school leaders in developing their craft. Chapters include: (10) "Who Ya Gonna Call? Thoughts About Teaching Problem-Solving" (John D. Bransford); (11) "Apprenticeship in Problem-Solving: Extending the Cognitive Apprenticeship Model" (Nona A. Prestine); (12) "A Design Studio for Reflective Practice" (Ann Weaver Hart); (13) "Learning from Teaching: Problems, Problem-Formulation, and the Enhancement of Problem-Solving Capability" (J. G. T. Kelsey); (14) "Problem-Based Learning in Medical and Managerial Education" (Edwin M. Bridges and Philip Hallinger); and "Conclusion: The Expertise of Educational Leaders" (Kenneth Leithwood, Philip Hallinger, and Joseph Murphy). References accompany each chapter. (LMI)

In "Why Knowledge Matters," influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences. Hirsch, author of "The Knowledge Deficit," draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science. The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas.

Spatial cognition is a branch of cognitive psychology that studies how people acquire and use knowledge about their environment to determine where they are, how to obtain resources, and how to find their way home. Researchers from a wide range of disciplines, including neuroscience, cognition, and sociology, have discovered a great deal about how humans and other animals sense, interpret, behave in, and communicate about space. This book addresses some of the most important dimensions of spatial cognition, such as neuroscience, perception, memory, and language. It provides a broad yet detailed overview that is useful not only to academics, practitioners, and advanced students of psychology, but also to city planners, architects, software designers, sociologists, and anyone else who seeks to understand how we perceive, interpret, and interact with the world around us. Contents include: (1) Hippocampus and Related Areas: What the Place Cell Literature Tells Us About Cognitive Maps in Rats and Humans (A. David Redish and Arne Ekstrom); (2) Parietal Contributions to Spatial Cognition (Raymond P. Kesner and Sarah H. Creem-Regehr); (3) Spatial Perception and Action (Brett R. Fajen and Flip Phillips); (4) Multisensory Contributions to Spatial Perception (Betty J. Mohler, Massimiliano Di Luca, and Heinrich H. Bulthoff); (5) Perception of Spatial Relations During Self-Motion (John W. Philbeck and Jesse Sargent); (6) Individual and Group Differences in Spatial Ability (Beth M. Casey); (7) Spatial Memory: Place Learning, Piloting, and Route Knowledge (Ken Cheng and Paul Graham); (8) Cognitive Maps (Lynn Nadel); (9) Spatial Memory: Properties and Organization (Timothy P. McNamara); (10) The Development of Location Coding: An Adaptive Combination Account (Mark P. Holden and Nora S. Newcombe); (11) Models of Spatial Cognition (Stephen C. Hirtle); (12) I Go Right, North, and Over: Processing Spatial Language (Holly A. Taylor and Tad T. Brunye); (13) Functions and Applications of Spatial Cognition (Daniel R. Montello and Martin Raubal); and (14) Wayfinding, Navigation, and Environmental Cognition From a Naturalist's Stance (Harry Heft).

When two or more languages are part of a child's world, we are presented with a rich opportunity to learn something about language in general and about how the mind works. In this book, Norbert Francis examines the development of bilingual proficiency and the different kinds of competence that come together in making up its component parts. In particular, he explores problems of language ability when children use two languages for tasks related to schooling, especially in learning how to read and write. He considers both broader research issues and findings from an ongoing investigation of child bilingualism in an indigenous language-speaking community in Mexico. This special sociolinguistic context allows for a unique perspective on some of the central themes of bilingualism research today, including the distinction between competence and proficiency, modularity, and the Poverty of Stimulus problem. Francis proposes that competence (knowledge) should be considered as an integral component of proficiency (ability) rather than something separate and apart, arguing that this approach allows for a more inclusive assessment of research findings from diverse fields of study. The bilingual indigenous language project illustrates how the concepts of modularity and the competence-proficiency distinction in particular might be applied to problems of language learning and literacy. Few investigations of indigenous language and culture approach bilingual research problems from a cognitive science perspective. By suggesting connections to broader cognitive and linguistic issues, Francis points the way to further research along these lines. (Contains 18 illustrations and 3 tables.)

This book presents the research-based case that Learner Centered Teaching (LCT) offers the best means to optimize student learning in college, and offers examples and ideas for putting it into practice, as well the underlying rationale. It also starts from the premise that many faculty are much closer to being learner centered teachers than they think, but don't have the full conceptual understanding of the process to achieve its full impact. There is sometimes a gap between what we would like to achieve in our teaching and the knowledge and strategies needed to make it happen. LCT keeps all of the good features of a teacher-centered approach and applies them in ways that are in better harmony with how our brains learn. It, for instance, embraces the teacher as expert as well as the appropriate use of lecture, while also offering new, effective ways to replace practices that don't optimizing student learning. Neuroscience, biology and cognitive science research have made it clear that it is the one who does the work who does the learning. Many faculty do too much of the work for their students, which results in diminished student learning. To enable faculty to navigate this shift, Terry Doyle presents an LCT-based approach to course design that draws on current brain research on cognition and learning; on addressing the affective concerns of students; on proven approaches to improve student's comprehension and recall; on transitioning from "teller of knowledge" to a "facilitator of learning"; on the design of authentic assessment strategies--such as engaging students in learning experiences that model the real world work they will be asked to do when they graduate; and on successful communication techniques. The presentation is informed by the questions and concerns raised by faculty from over sixty colleges with whom Terry Doyle has worked; and on the response from an equal number of regional, national and international conferences at which he has presented on topics related to LCT. The book contains the following chapters: (1) Follow the Research; (2) Getting Students to Do the Work; (3) The Power of Authentic Learning; (4) From Lecturer to Facilitator; (5) Who Are Our Learners, and How Do We Get to Know Them Better? (6) Sharing Control and Giving Choices; (7) How Teachers Can Facilitate Student Discussions by Not Talking; (8) Teaching to All The Senses; (9) Patterns: "A Major Element in Effective Teaching and Learning"; (10) Repetition and Elaboration; (11) Is a Revolution Coming? "Movement, Exercise, and Learning"; and (12) Getting Others to Embrace Learner Centered Teaching. An index and appendix are included. [Foreword by Todd Zakrajsek.]

Workplace and professional learning, lifelong learning, adult learning, learning in different contexts have become of more and more interest and now dominate all aspects of 21st century life. Learning is no longer about "storing and recall" but "development and flow". "Theories of Learning in the Workplace" offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. With each chapter co-authored by an academic researcher and an expert in business or industry, this unique book provides practical case studies combined with thorough analysis of theories and models of learning. Key figures in education, psychology and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions. Containing overviews of theories from Schon, Argyris, Senge, Engestrom, Billet, Ericsson, Kolb, Boud and Mezirow, this book discusses: (1) adult learning; (2) workplace learning; (3) informal learning; (4) reflective practice; (5) experiential learning; (6) deliberate practice; and (7) organisational and inter-organisational expansive learning. Combining theory and practice, this book will be essential reading for all trainee and practicing educational psychologists, organisational psychologists, researchers and students in the field of lifelong learning, educational policy makers, students, researchers and teachers in vocational and higher education.

In the United States, approximately 7% to 10% of children are raised in bilingual households. Despite inherent advantages to bilingualism, some bilingual children experience a significant lag in academic success relative to other groups. Bridging the fields of cognitive psychology and education, this volume presents research-based knowledge on language acquisition and learning to leverage the strengths and achievements of bilingual children. By understanding the neurocognitive mechanisms of the bilingual brain and the need for socioculturally inclusive pedagogy, educational researchers and practitioners can better serve this rapidly growing population. An index is included.

Why do video games fascinate kids so much that they will spend hours pursuing a difficult skill? Why don't they apply this kind of intensity to their schoolwork? These questions are answered by the authors who pioneered brain/mind learning with the publication of "Making Connections: Teaching and the Human Brain". In their new book, "Natural Learning for a Connected World", Caine and Caine build a bridge to the future of education with a dynamic model of teaching that works for all grade levels and all cultural and ethnic groups. The authors' education model, the Guided Experience Approach, is based on the scientific foundation of learning as a totally natural, continuous interaction between perception and action. This important book provides a practical, step-by-step description and successful examples from practice so that we can finally provide the learning environments essential for our children to thrive in the knowledge age. This book describes an approach for integrating technology into teaching that will help all students learn with greater depth and ease. It synthesizes research from neuroscience, cognitive psychology, biology, and education and contrasts the ways in which video games are designed with the way students are taught in school, demonstrating traditional education's inconsistencies with how the brain learns best. [Foreword by Joseph Chilton Pearce.]

This collection of 58 articles from the recently-published third edition of the International Encyclopedia of Education focuses on learning, memory, attention, problem solving, concept formation, and language. Learning and cognition is the foundation of cognitive psychology and encompasses many topics including attention, memory, categorization, etc. Most books in the area either focus on one subtopic in-depth (e.g. an entire book on memory) or cover the gamut of subjects in a series of long, technical handbook-like chapters. This concise reference offers researchers and professors teaching in the area a new take on the material that is comprehensive in breadth, but lighter in depth--focusing on main findings, established facts, and minimizing the amount of space taken up by large, multi-volume references.

As technology continues to advance, the use of computers and the Internet in educational environments has immensely increased. But just how effective has their use been in enhancing children's learning? In this thought-provoking book, Christina E. Erneling conducts a thorough investigation of scholarly journals articles on how computers and the Internet affect learning. She critiques the influential pedagogical theories informing the use of computers in schools--in particular those of Jean Piaget and "theory of mind" psychology. Erneling introduces and argues for a discursive approach to learning based on the philosophy of Ludwig Wittgenstein and the psychology of Lev Vygotsky. This book not only addresses an urgent pedagogical problem in depth, but also challenges domineering assumptions on learning in both developmental psychology and cognitive science.

Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored. (Contains 9 illustrations and 2 tables.)

John Dewey (1859-1952) was a major figure of the American cultural and intellectual landscape in the first half of the twentieth century. While not the originator of American pragmatism, he was instrumental to its articulation as a philosophy and the spread of its influence beyond philosophy to other disciplines. His prolific writings encompass metaphysics, philosophy of mind, cognitive science, psychology, moral philosophy, the philosophies of religion, art, and education, and democratic political and international theory. The contributors to this Companion examine the wide range of Dewey's thought and provide a critical evaluation of his philosophy and its lasting influence, both elsewhere in philosophy and on other disciplines. This book includes a clear introduction to Dewey's work as well as some more technical details, making it a resource for both the novice and the specialist. Each contributor provides a brief account of the current state of this field of study or discipline of concern in a given chapter. This book covers a broad scope of material capturing the breadth of Dewey's thought within philosophy as a discipline and beyond. Following an introduction by Molly Cochran, the contents of this book include: (1) The making of a democratic philosopher: the intellectual development of John Dewey (Robert Westbrook); (2) Dewey's epistemology (Ruth Anna Putnam); (3) The naturalism of John Dewey (Richard Gale); (4) Dewey's logic of inquiry (Isaac Levi); (5) The primacy of practice in Dewey's experimental empiricism (J. E. Tiles); (6) Cognitive science and Dewey's theory of mind, thought, and language (Mark Johnson); (7) John Dewey on action (Matthias Jung); (8) Dewey's moral philosophy (Jennifer Welchman); (9) Ethics as moral inquiry: Dewey and the moral psychology of social reform (James Bohman); (10) Dewey and pragmatic religious naturalism (Sami Pihlstrom); (11) Dewey's aesthetics (Richard Eldridge); (12) Dewey's philosophy of education: a critique from the perspective of care theory (Nel Noddings); (13) Dewey's vision of radical democracy (Richard J. Bernstein); and (14) Dewey as an international thinker (Molly Cochran).

Too often, the needs of English language learners are met with simplified curriculum and lowered expectations. What would happen if instead classrooms were organized to honor the promise of these students by increasing rather than decreasing the intellectual challenge of instruction, by increasing the support such challenge requires, and by increasing students' active engagement with their own learning? This book is the result of a decade-long effort in school districts such as New York City, Austin, and San Diego to implement challenging instruction that is designed for classrooms that include English learners and that raises the bar and increases engagement for all learners. Classroom vignettes, transcripts of student interactions, and detailed examples of intellectually engaging middle school and high school lessons provide a concrete picture of the instructional approach developed by coauthor Aída Walqui, founder and director of WestEd's Quality Teaching for English Learners (QTEL) initiative. Underlying the QTEL approach and giving it coherence and power are three strands of instructional theory--cognitive psychology, sociolinguistics, and sociocultural learning theory. Coauthor Leo van Lier, internationally recognized author, linguist, and sociocultural theorist, lays out through clear and frequently wry examples just what these theories have to offer the classroom teacher, in particular the teacher of English learners.

The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion.

Poverty remains an urgent crisis worldwide. In the United States, 28.6 million children live in low-income families and 12.7 million children live in poor families. In nations belonging to the Organization for Economic Co-operation and Development (OECD), 47 million children live below national poverty lines. These figures pertain to industrialized countries; rates of child poverty in some developing nations exceed 60%. "Poverty and Brain Development During Childhood" examines how a range of early social and material deprivations affect structural and functional brain organization and cognitive and socioemotional development postnatally and throughout childhood. Do conceptual and operational definitions of poverty capture the true nature and complexity of the multidimensional problem and properly guide research? How does poverty affect physical and mental health? What do contemporary neuroimaging and behavioral studies reveal? Studying these and other equally compelling questions, the authors apply a suite of neuroscientific and cognitive frameworks to examine the cognitive performance of children living in poverty in different countries. Looking to the future and to the development of effective policy, the authors analyze the potential contributions of the neuroscientific disciplines to the design of early interventions aimed at optimizing the cognitive performance of socioeconomically disadvantaged children.

Metacognition is the first textbook to focus on people's extraordinary ability to evaluate and control their cognitive processes. This comprehensive text covers both theoretical and empirical metacognitive research in educational, developmental, cognitive and applied psychology. Authors John Dunlosky and Janet Metcalfe address many of the key questions that have inspired scientists to pursue research in this domain. To answer these and many other questions, the authors assess major theoretical themes and programmatic research in the field. The authors also include chapters that define the scope of metacognition and cover its historical origins. Not only do they describe well-received theories about the nature of metacognition, but they also highlight unresolved mysteries currently on the cutting-edge of research. Key features include: (1) Emphasis of the practical relevance of theory and research in metacognition to learning with the use of "Application" boxes; (2) Three easy-to-conduct demonstrations (e.g., tip-of-the-tongue experience, delayed-judgment-of-learning effect, etc.) that students can try themselves; (3) Brief biographies that introduce students to some of the most influential leaders in metacognition; and (4) A general summary at the end of each chapter. This text is an ideal resource for undergraduate cognitive psychology students. It also serves as comprehensive handbook for more advanced students and psychological scientists engaged in the study of metacognitive processes.

Many students find it difficult to learn the kinds of knowledge and thinking required by college or high school courses in mathematics, science, or other complex domains. Thus they often emerge with significant misconceptions, fragmented knowledge, and inadequate problem-solving skills. Most instructors or textbook authors approach their teaching efforts with a good knowledge of their field of expertise but little awareness of the underlying thought processes and kinds of knowledge required for learning in scientific domains. In this book, Frederick Reif presents an accessible coherent introduction to some of the cognitive issues important for thinking and learning in scientific or other complex domains (such as mathematics, physics, chemistry, engineering, or expository writing). Reif, whose experience teaching physics at the University of California led him to explore the relevance of cognitive science to education, examines with some care the kinds of knowledge and thought processes needed for good performance; discusses the difficulties faced by students trying to deal with unfamiliar scientific domains; describes some explicit teaching methods that can help students learn the requisite knowledge and thinking skills; and indicates how such methods can be implemented by instructors or textbook authors. Writing from a practically applied rather than predominantly theoretical perspective, Reif shows how findings from recent research in cognitive science can be applied to education. He discusses cognitive issues related to the kinds of knowledge and thinking skills that are needed for science or mathematics courses in high schools or colleges and that are essential prerequisites for more advanced intellectual performance. In particular, he argues that a better understanding of the underlying cognitive mechanisms should help to achieve a more scientific approach to science education. Contents of this book include: (1) Performance, Learning, and Teaching; (2) Intellectual Performance; (3) Important Kinds of Knowledge; (4) Specifying and Interpreting Concepts; (5) Interpreting Scientific Concepts; (6) Managing Memory; (7) Methods and Inferences; (8) Describing Knowledge; (9) Organizing Knowledge; (10) Making Decisions; (11) Introduction to Problem Solving; (12) Systematic Problem Solving; (13) Dealing with Complex Problems; (14) Efficiency and Compiled Knowledge; (15) Quality Assurance; (16) Unfamiliar Knowledge Domains; (17) Naive Scientific Knowledge; (18) Developing Instruction; (19) Designing the Learning Process: Goals; (20) Designing the Learning Process: Means; (21) Producing Instruction to Foster Learning; (22) Traditional Instructional Methods; (23) Innovative Instructional Methods; and (24) Some Educational Challenges. A list of references and an index are included.

This book offers a truly learner-centered and learning-centered approach to educational technology. In substantial and interdisciplinary ways it carefully builds a foundation not just for rethinking the potential for technology in light of educational principles but, more importantly, rethinking teaching and learning in light of technology's potential. Now that technology is both so ubiquitous in culture and has--as the volume points out--"underachieved" educationally, it is more important than ever to keep fundamental questions about its potential in the foreground of discussions about the future of education and learning. This volume makes an important contribution to that ongoing conversation by offering rich contexts for revisiting these key questions, whether through cognitive psychology, philosophy, activity theory and many other perspectives. More importantly, it models an intelligent and stimulating way of approaching these questions. Following a Preface by Stanley Aronowitz, this book divides into five sections and 14 chapters. Section I: Defining the Problem, contains: (1) Technological Determinism and Human Agency (David W. Kritt and Lucien T. Winegar); and (2) Plus ca Change, plus c'est la Meme Chose: Considering the Probable Futures of Education Technology (Neil Selwyn). Section II: Thinking and Learning, contains: (3) An Activity Theory Perspective on Educational Technology and Learning (Igor Arievitch); (4) Learning is Scaffolded Construction (Mark H. Bickhard); and (5) Silent Creativity and Non-Creative Talk: Fascination with Technologies as a Meta-Presentational Error (Jaan Valsine). Section III: Representing the World, contains: (6) Software for Educating Aboriginal Children about Place (Helen Verran); (7) Pinboards and Books: Juxtaposing, Learning and Materiality (John Law); and (8) Approaches to Creative New Media (Judy Malloy). Section IV: Engagements--Virtual and Otherwise, contains: (9) A tale of two settings: The Historical Arc of Two Computer-Based Afterschool Programs for Children (Mary Gauvain and Sharon Borthwick-Duffy); (10) Making Learning Whole: How Technology can Enable Holistic Learning Environments (David Cavallo); (11) Some Thoughts on the Economics of Education Delivery (Phil Shapiro); and (12) Education that Transforms and Liberates: Media, Artistic Activity, and Pedagogy (Kimberly M. Sanborn). Section V: Reflections, contains: (13) Will IT Matter and How? Critical Observations on Strategic Location for Information Technology in Higher Education (Warren Funk); and (14) Critical Perspectives, Possible Futures (Lucien T. Winegar and David W. Kritt).

Most educators are familiar with Lev Vygotsky's concept of the "zone of proximal development," yet the bulk of Vygotsky's pioneering theory of cognitive development largely remains unknown. This volume provides a systematic, authoritative overview of Vygotsky's work and its implications for educational research and practice. Major topics include how children develop higher-order thinking; the influences on cognitive development of teacher-student interactions, the family, and culture; and critical and stable periods in development from infancy through adolescence. Key concepts and research methods are explained in detail, and classroom examples and instructional suggestions are provided. This book may serve as a supplemental text in such courses as Principles of Educational Psychology, Cognition and Learning, and Learning Theories. Its intended audience are researchers and students in educational psychology, education, and cognitive psychology; and teacher educators. Following an (1) Introduction, this book divides into four parts and nine chapters. Part I, General Principles, contains: (2) Research Methods; (3) Cultural Signs and Symbols; and (4) Development of the Higher Psychological Functions. Part II, Major Cultural Signs, contains: (5) Speech and Cognitive Development; and (6) Development of Thinking in Concepts. Part III, The Cycle of Development, contains: (7) Structure and Dynamics of Age-Related Development; and (8) Development of World View and Personality. Part IV, Some Implications of Vygotsky's Theory, contains: (9) A New Way of Thinking. Appended are: (1) The Cross-Cultural Study; and (2) Shif's Research. The book also has a glossary.

"Educational Measurement" has been the bible in its field since the first edition was published by ACE in 1951. The importance of this fourth edition of "Educational Measurement" is to extensively update and extend the topics treated in the previous three editions. As such, the fourth edition documents progress in the field and provides critical guidance to the efforts of new generations of researchers and practitioners. This fourth edition provides in-depth treatments of critical measurement topics, and the chapter authors are acknowledged experts in their respective fields. Educational measurement researchers and practitioners will find this text essential, and those interested in statistics, psychology, business, and economics should also find this work to be of very strong interest. This book is divided into three parts and 21 chapters. Following the first chapter, Perspectives on the Evolution and Future of Educational Measurement (Robert L. Brennan), Part one, Theory and General Principles, presents the subsequent chapters: (2) Validation (Michael T. Kane); (3) Reliability (Edward H. Haertel); (4) Item Response Theory (Wendy M. Yen and Anne R. Fitzpatrick); (5) Scaling and Norming (Michael J. Kolen); (6) Linking and Equating (Paul W. Holland and Neil J. Dorans); (7) Test Fairness (Gregory Camilli); and (8) Cognitive Psychology and Educational Assessment (Robert J. Mislevy). Part two, Construction, Administration, and Scoring, then presents chapters: (9) Test Development (Cynthia B. Schmeiser and Catherine J. Welch); (10) Test Administration, Security, Scoring, and Reporting (Allan S. Cohen and James A. Wollack); (11) Performance Assessment (Suzanne Lane and Clement A. Stone); (12) Setting Performance Standards (Ronald K. Hambleton and Mary J. Pitoniak); and (13) Technology and Testing (Fritz Drasgow, Richard M. Luecht, and Randy E. Bennett). Part three, Applications, continues with chapters: (14) Old, Borrowed, and New Thoughts in Second Language Testing (Micheline Chalhoub-Deville and Craig Deville); (15) Testing for Accountability in K-12 (Daniel M. Koretz and Laura S. Hamilton); (16) Standardized Assessment of Individual Achievement in K-12 (Steve Ferrara and Gerald E. DeMauro); (17) Classroom Assessment (Lorrie A. Shepard); (18) Higher Education Admissions Testing (Rebecca Zwick); (19) Monitoring Educational Progress with Group-Score Assessments (John Mazzeo, Stephen Lazer, and Michael J. Zieky); (20) Testing for Licensure and Certification in the Professions (Brian E. Clauser, Melissa J. Margolis, and Susan M. Case); and (21) Legal and Ethical Issues (S. E. Phillips and Wayne J. Camara). An index is also included. Individual chapters contain references. (Contains 107 figures and 47 tables.) [For the third edition of "Educational Measurement" (1993), see ED372105.]

This book is the result of the collaborative effort of nine AYA National Board Certified Teachers in Mathematics. Experiencing Mathematics, is a compilation of teacher-tested activities that prompt high school students to explore, conjecture and reflect on their mathematical adventures--thus "experience mathematics." The relevant nature of the activities will motivate students to pursue their investigations with vigor and take the intellectual risk necessary to construct knowledge and improve problem solving competence. This edition provides student activities grouped into the following three sections: (1) Algebra; (2) Geometry; and (3) Algebra 2. Through activity design, students are lead through an inductive inquiry in which they conjecture, formulate and test ideas/concepts. This inductive student-centered approach to learning will not only excite students, but increase student effort. [For the Teacher Edition, see ED493154.]

This book is the result of the collaborative effort of nine AYA National Board Certified Teachers in Mathematics. It represents a compilation of teacher-tested activities that prompt high school students to explore, conjecture and reflect on their mathematical adventures-- thus "experience mathematics." This edition will educate the teacher regarding tenets of cognitive science, motivation theory, and the NCTM/NBCT Standards. It will dispel the myth that the crowded curriculum does not have room for such activities and in fact, convince teachers using such activities to increase both teacher and student motivation and achievement. The resources provide detailed instructions for each activity, student prompts, and reflective questions for the teacher. This book begins with a Preface and introduction. It is divided into the following three sections: (1) Algebra 1; (2) Geometry; and (3) Algebra 2. [For the Student Edition, see ED493290.]

Standards in numeracy are a constant concern to educational policy-makers. However, why are differences in arithmetical performance so marked? In "Individual Differences in Arithmetic", Ann Dowker seeks to provide a better understanding of why these differences in ability exist, encouraging a more informed approach to tackling numeracy difficulties. This book reviews existing research by the author and by others on the subject of arithmetical ability and presents strong evidence to support a componential view of arithmetic. Focusing primarily on children, but including discussion of arithmetical cognition in healthy adults and neuropsychological patients, each of the central components of arithmetic is covered. Within this volume, findings from developmental, educational, cognitive and neuropsychological studies are integrated in a unique approach. This book covers subjects such as: (1) Counting and the importance of individual differences; (2) Arithmetic facts, procedures and different forms of memory; (3) Causes of, and interventions with, mathematical difficulties; and (4) The effects of culture, language and experience. The educational implications of these findings are discussed in detail, revealing original insights that will be of great interest to those studying or researching in the areas of education, neuroscience and developmental and cognitive psychology.

Vygotsky is widely considered one of the most significant and influential psychologists of the twentieth century. Nevertheless, true appreciation of his theories has been hindered by a lack of understanding of the background to his thought. "Vygotsky's Developmental and Educational Psychology" aims to demonstrate how we can come to a new and original understanding of Vygotsky's theories through knowledge of their cultural, philosophical and historical context. Beginning with the main philosophical influences of Marxist and Hegelian thought, this book leads the reader through Vygotsky's life and the development of his own psychology. Central areas covered include: (1) The child, the levels and consciousness; (2) Motivation and cognition; and (3) The relevance of Vygotsky's theories to current research in developmental psychology. This comprehensive survey of Vygotsky's thought will prove an invaluable resource for those studying developmental psychology or education.

Today's school leaders face a difficult reality: the pressure to meet national standards often eclipses the pursuit of additional academic goals. This groundbreaking text seeks to remedy this conflict by enabling practicing and prospective school leaders to build collaborative, constructive environments that not only help schools achieve national standards, but also help the school community realize high academic standards. The authors put forth a conceptual framework centered on modeling reflective practice. This framework and the authors' suggested strategies and techniques provide school leaders with: (1) approaches that can be employed at all educational levels; (2) materials that educate leaders about themselves; (3) tactics for building a reflective learning community; and (4) suggestions for promoting individual and group development. This book will help the reader discover the techniques that foster collaborative learning communities in which all members of the school community advance high academic standards. This book contains the following two parts and eight chapters. Part I: Preparing for Leadership: Focusing on the Personal, with: (1) Reaching Our Common Goal: High Achievement for All Children; (2) Leadership and Self-Knowledge; (3) Let Us Learn; and (4) Developing a Personal Vision Statement for Building and Sustaining Leadership. Part II: Building a Learning Community and a Community of Learners: Strategies and Techniques, contains the final chapters: (5) Bridging the Personal and the Interpersonal; (6) Getting Started: Setting the Tone; (7) Getting There; and (8) Pulling It Together.

This book deals addresses how the development of the human capacity for mathematical cognition occurs through educational experience. Chapters include: (1) "The Development of Math Competence in the Preschool and Early School Years: Cognitive Foundations and Instructional Strategies " (Sharon Griffin); (2) "Perspectives on Mathematics Strategy Development" (Martha Carr and Hillary Hettinger); (3) "Mathematical Problem Solving" (Richard E. Mayer); (4) "Learning Disabilities in Basic Mathematics: Deficits in Memory and Cognition" (David C. Geary and Mary K. Hoard); (5) "Relationships among Basic Computational Automaticity, Working Memory and Complex Mathematical Problem Solving: What We Know and What We Need to Know" (Loel T. Tronsky and James M. Royer); (6) "Mathematics Instruction: Cognitive, Affective and Existential Perspectives" (Allan Feldman); (7) "A Brief History of American K-12 Mathematics Education in the 20th Century" (David Klein); and (8) "Assessment in Mathematics: A Developmental Approach" (John Pegg). (Author/KHR)

This book explores what makes mathematics possible as well as what makes mathematics difficult. Included is a discussion of the definition of mathematics, mathematics in language, the meaning of numbers, calculating and measuring, notation, numbers in space, and the best ways to learn mathematics. Historical information and practical examples are interwoven throughout the chapters. (Contains 65 references.) (DDR)

This book resembles a textbook in educational psychology, but it is unique in its basis in constructivist views and philosophy (particularly those that are social constructivist). The book has 14 chapters divided into five major sections. Chapter 1, "Starting With You," which is not part of any section, describes the overall purposes of the book. Section 1, "Human Change," includes (2) "Learning, in School and Out"; (3) "Thinking About Thinking"; and (4) "Developmental Change." Section 2, "Relationships," includes (5) "What Teachers Do," (6) "Motivating and Managing Your Class," and (7) "Among Classmates and Parents." Section 3, "The Social and Cultural Context," features (8) "The Meaning of Classroom Talk," (9) Gender and Culture as Influences on Learning," and (10) "Teaching Students with Special Needs." Section 4, "Identifying Success and Value in Teaching," includes (11) "Assessing Students' Learning," (12) "Hearing Distant Voices: Interpreting Educational Research," and (13) "Care and Justice in Teaching and Learning." Section 5, "Reflections," offers (14) "Looking Ahead." (SM)

Like the earlier editions, the current text is directed at educators who are interested in understanding the principles of cognitive psychology and applying them to instruction and curriculum design. The following chapters are included: (1) "Introduction to Cognitive Psychology"; (2) "Sensory, Short-Term, and Working Memory"; (3) "Long-Term Memory: Structures and Models"; (4) "Encoding Processes"; (5) "Retrieval Processes"; (6) "Beliefs about Self"; (7) "Beliefs about Intelligence and Knowledge"; (8) "Problem Solving and Critical Thinking"; (9) "Building Knowledge and Reflective Thought"; (10) "Learning To Read"; (11) "Reading To Learn"; (12) "Writing"; (13) "Cognitive Approaches to Mathematics"; and (14) "Cognitive Approaches to Science." (Contains 30 figures, 10 tables, and numerous references.) (SLD)

Intended to illustrate the benefits of collaboration between scientists from psychology and computer science, namely machine learning, this book contains the following chapters, most of which are co-authored by scholars from both sides: (1) "Introduction: What Do You Mean by 'Collaborative Learning'?" (Pierre Dillenbourg); (2) "Learning Together: Understanding the Processes of Computer-Based Collaborative Learning" (Karen Littleton and Paivi Hakkinen); (3) "The Role of Grounding in Collaborative Learning Tasks" (Michael Baker, Tia Hansen, Richard Joiner, and David Traum); (4) "What Is 'Multi' in Multi-Agent Learning?" (Gerhard Weiss and Pierre Dillenbourg); (5) "Comparing Human-Human and Robot-Robot Interaction" (Richard Joiner, Kim Issroff, and John Demiris); (6) "Learning by Explaining to Oneself and to Others" (Rolf Ploetzner, Pierre Dillenbourg, Michael Preier, and David Traum); (7) "Knowledge Transformations in Agents and Interactions: A Comparison of Machine Learning and Dialogue Operators" (Engelbert Mephu Nguifo, Michael Baker, and Pierre Dillenbourg); (8) "Can Analytic Models Support Learning in Groups?" (H. Ulrich Hoppe and Rolf Ploetzner); (9) "Using Telematics for Collaborative Knowledge Construction" (Tia Hansen, Lone Dirckinck-Holmfeld, Robert Lewis, and Joze Rugelj); and (10) "The Productive Agency that Drives Collaborative Learning" (Daniel L. Schwartz). Contains an index. (Contains 425 references.) (MES)