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The Cambridge Handbook of Cognition and Education
How the Learning Sciences Can Inform Cognitive Psychology
edited_book
Author(s):
Keith Sawyer
,
John Dunlosky
Publication date:
February 7 2019
Publisher:
Cambridge University Press
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Hogrefe Psychology
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Plans and the structure of behavior.
George A. Miller
,
Eugene Galanter
,
Karl H Pribram
(1960)
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Perception and communication.
D. E. Broadbent
(1958)
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Visible learning: A synthesis of over 800 metaanalyses relating to achievement
JA Hattie
,
JAC Hattie
,
C. Hattie J. A.
…
(2009)
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Book Chapter
Publication date:
February 7 2019
Pages
: 17-34
DOI:
10.1017/9781108235631.002
SO-VID:
e57b23f2-f3db-4a86-a830-03731c9f5a2b
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Book chapters
pp. 1
How Cognitive Psychology Can Inform Evidence-Based Education Reform
pp. 17
How the Learning Sciences Can Inform Cognitive Psychology
pp. 35
Quackery in Educational Research
pp. 51
Teaching Critical Thinking as if Our Future Depends on It, Because It Does
pp. 67
Improving Students’ Scientific Thinking
pp. 100
Spatial Skills, Reasoning, and Mathematics
pp. 124
Iterative Development of Conceptual and Procedural Knowledge in Mathematics Learning and Instruction
pp. 148
Development of Fraction Understanding
pp. 183
Learning How to Solve Problems by Studying Examples
pp. 209
Harnessing Our Hands to Teach Mathematics
pp. 237
Fundamental Components of Reading Comprehension
pp. 266
Writing as a Learning Activity
pp. 292
Bilingualism and Education
pp. 320
Note-Taking
pp. 356
Multiple-Text Comprehension
pp. 381
Interventions to Promote Reading for Understanding
pp. 411
When Does Interleaving Practice Improve Learning?
pp. 437
Correcting Student Errors and Misconceptions
pp. 460
How Multimedia Can Improve Learning and Instruction
pp. 480
Multiple-Choice and Short-Answer Quizzing on Equal Footing in the Classroom
pp. 500
Collaborative Learning
pp. 528
Self-Explaining
pp. 550
Enhancing the Quality of Student Learning Using Distributed Practice
pp. 587
Self-Regulation in Computer-Assisted Learning Systems
pp. 619
Improving Students’ Metacomprehension Accuracy
pp. 647
Calibration and Self-Regulated Learning
pp. 678
Teachers’ Judgments of Student Learning of Mathematics
pp. 696
Learning Strategies and Self-Regulated Learning
pp. 716
Index
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