Psychology and the teacher / Dennis Child.
By: Child, Dennis.
Material type: BookPublisher: London : Holt, Rinehart and Winston, 1981Edition: 3rd ed.Description: xv, 396 p. : ill. ; 25 cm. + pbk.ISBN: 0039102939.Subject(s): Educational psychology | Child psychologyDDC classification: 370.15Item type | Current library | Call number | Copy number | Status | Date due | Barcode | Item holds |
---|---|---|---|---|---|---|---|
General Lending | MTU Cork School of Music Library Lending | 370.15 (Browse shelf(Opens below)) | 1 | Available | 00147479 | ||
General Lending | MTU Cork School of Music Library Lending | 370.15 (Browse shelf(Opens below)) | 1 | Available | 00102624 | ||
General Lending | MTU Cork School of Music Library Lending | 370.15 (Browse shelf(Opens below)) | 1 | Available | 00102527 | ||
General Lending | MTU Crawford College of Art and Design Library Store Item | 370.15 (Browse shelf(Opens below)) | Available | 00054154 | |||
General Lending | MTU Crawford College of Art and Design Library Store Item | 370.15 (Browse shelf(Opens below)) | 1 | Available | 00053935 |
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370.15 Psychology for teachers / | 370.15 Psychology and the teacher / | 370.15 Psychology and the teacher / | 370.15 Psychology and the teacher / | 370.15 Constructivism and education / | 370.15 Constructivism and education / | 370.15 Constructivism and education / |
Includes bibliographical references and index.
CIT Module EDUC 8019 - Core reading
Table of contents provided by Syndetics
- Preface to First Edition (p. xv)
- Preface to Seventh Edition (p. xvii)
- Section 1 Introduction
- 1 Psychology and Education (p. 3)
- The study of psychology (p. 3)
- Approaches to psychology (p. 4)
- Branches of psychology (p. 5)
- Educational psychology (p. 6)
- A definition (p. 6)
- What this book is about (p. 7)
- Summary (p. 8)
- Implications for teachers (p. 8)
- Tutorial enquiry and discussion (p. 9)
- Further reading (p. 9)
- Section 2 Development
- 2 The Nervous System (p. 13)
- Organization of the nervous system (p. 14)
- Receptors (p. 16)
- Vision (p. 16)
- Hearing (p. 17)
- Touch (p. 18)
- Transmission (p. 18)
- The structure of the brain (p. 20)
- Overall structure (p. 20)
- The brain stem (p. 22)
- Hypothalamus (p. 23)
- Thalamus (p. 24)
- The limbic system (p. 24)
- Cerebral hemispheres (p. 24)
- Cerebellum (or little brain) (p. 27)
- Discovering how the brain works (p. 28)
- Memory and the brain (p. 29)
- Emotion and the brain (p. 30)
- Heredity (p. 33)
- The genotype and phenotype (p. 34)
- Maturation (p. 35)
- Summary (p. 36)
- Implications for teachers (p. 36)
- Tutorial enquiry and discussion (p. 37)
- Notes (p. 37)
- Further reading (p. 38)
- 3 Attention and Perception (p. 39)
- The meaning of sensation, attention and perception (p. 40)
- Attention (p. 40)
- Broadbent's filter theory (p. 41)
- Attention and the brain (p. 43)
- The factors which influence attention (p. 43)
- Set (p. 46)
- Attention and the teacher (p. 47)
- Perception (p. 50)
- The nature of perception (p. 51)
- Visual illusions and perceptual constancy (p. 53)
- Perceptual style (p. 54)
- The search for meaning (p. 55)
- Perception and the teacher (p. 56)
- Summary (p. 57)
- Implications for teachers (p. 58)
- Tutorial enquiry and discussion (p. 58)
- Notes (p. 59)
- Further reading (p. 59)
- 4 Concept Formation and Cognitive Development (p. 60)
- Concepts (p. 61)
- Theories and definitions (p. 61)
- Imagery (p. 63)
- Abstract concepts (p. 64)
- Propositional and imaginal thought (p. 64)
- Some characteristics of concepts (p. 65)
- Piaget's Theory of Cognitive Development (p. 66)
- Piaget's stages of development (p. 69)
- Some criticisms of Piaget's theory (p. 77)
- Implications of Piaget's work for the teacher (p. 78)
- Information-processing approach to cognitive development (p. 79)
- Concept attainment (p. 80)
- Vygotsky (1896-1934) (p. 80)
- Bruner's strategies (p. 82)
- Summary (p. 84)
- Implications for teachers (p. 85)
- Tutorial enquiry and discussion (p. 85)
- Notes (p. 86)
- Further reading (p. 88)
- 5 Language and Thought (p. 89)
- Characteristics of spoken language (p. 90)
- The functions of spoken language (p. 91)
- Language acquisition (p. 92)
- The onset of language (p. 92)
- Vocabulary growth (p. 96)
- Language and thought (p. 99)
- Origins of language and thought (p. 99)
- Cognitive growth and representation (p. 101)
- Language and meaning (p. 103)
- Non-verbal communication (p. 105)
- Teaching language skills (p. 106)
- In the home (p. 106)
- At school (p. 109)
- Summary (p. 115)
- Implications for teachers (p. 117)
- Tutorial enquiry and discussion (p. 117)
- Notes (p. 117)
- Further reading (p. 118)
- Section 3 Learning
- 6 Learning Theory and Practice (p. 121)
- The task of learning theorists (p. 122)
- Two approaches to learning (p. 123)
- The Behaviourists (or Connectionists) (p. 124)
- J. B. Watson (1878-1958) (p. 124)
- E. L. Thorndike (1874-1949) (p. 124)
- I. P. Pavlov (1849-1936) (p. 125)
- C. L. Hull (1884-1952) (p. 127)
- B. F. Skinner (1904-1990) (p. 128)
- The cognitive approach (p. 130)
- Learning theories and teaching children (p. 132)
- Motivation (p. 132)
- Habits and learning sets (p. 133)
- Knowledge of results (p. 133)
- Whole or part learning (p. 134)
- Schematic v. rote learning (p. 134)
- Mental exercise (p. 135)
- Closure (p. 136)
- 'Insightful' learning (p. 136)
- Computer-based education (p. 137)
- The place of computer-based learning in schools (p. 141)
- Summary (p. 142)
- Implications for teachers (p. 144)
- Tutorial enquiry and discussion (p. 144)
- Notes (p. 144)
- Further reading (p. 145)
- 7 Learning and Memory (p. 146)
- Information-processing model of memory (p. 147)
- Encoding (p. 147)
- Storage (p. 147)
- Sensory register (p. 148)
- Short-term or working memory (STM) (p. 148)
- Long-term memory (LTM) (p. 150)
- Explicit (declarative) and implicit (procedural or non-declarative) memory (p. 152)
- Retrieval (recall, remembering, forgetting) (p. 154)
- Forgetting (p. 155)
- A curve of forgetting (p. 156)
- Access and storage failure (p. 157)
- Reminiscence (p. 158)
- Massed and distributed practice (p. 158)
- Serial learning (p. 159)
- Approaches to learning (p. 160)
- Learning to learn (metacognition) (p. 161)
- Study problems (p. 162)
- Organization (p. 162)
- Place of study (p. 162)
- Time of day and length of study (p. 163)
- For parents (p. 163)
- For pupils--from teachers (p. 165)
- Personal problems (p. 166)
- The peer group (p. 166)
- Meaningfulness of task (p. 167)
- Revision (p. 167)
- 'Whole' and 'part' learning (p. 169)
- Transfer of training (p. 169)
- An overview: Gagne's conditions of learning (p. 170)
- Summary (p. 173)
- Implications for teachers (p. 174)
- Tutorial enquiry and discussion (p. 174)
- Notes (p. 174)
- Further reading (p. 175)
- 8 Human Motivation (p. 176)
- Introduction (p. 176)
- Motivation theories (p. 177)
- Instinct theories (p. 177)
- Drive and need theories (p. 180)
- Cognitive theories (p. 183)
- Common ground between theories (p. 184)
- Motivation applied in education (p. 186)
- A pragmatic view of needs: Maslow's hierarchy (p. 186)
- Changing emphasis from needs to goals (p. 189)
- Extrinsic and intrinsic motivation (p. 190)
- Achievement motivation (p. 195)
- Expectancy (p. 200)
- Attribution theory and expectation (p. 201)
- Drive and performance (p. 204)
- Stress (p. 206)
- Definition (p. 206)
- Stress in teachers (p. 207)
- Stress in pupils (p. 211)
- Summary (p. 213)
- Implications for teachers (p. 214)
- Tutorial enquiry and discussion (p. 214)
- Notes (p. 215)
- Further reading (p. 218)
- Section 4 Individual Differences
- 9 Human Intelligence (p. 221)
- The nature of intelligent behaviour (p. 222)
- Intelligence A, B and C (p. 223)
- Information processing and intelligence (p. 224)
- Multiple intelligences (p. 225)
- Intelligence testing (p. 226)
- The work of Binet (p. 226)
- Modern test design (p. 227)
- Intelligence test items (p. 232)
- Some uses of intelligence tests (p. 234)
- Verbal group tests (p. 235)
- Non-verbal group tests (p. 235)
- Individual tests (p. 235)
- Selection tests (p. 235)
- Tests for babies (p. 236)
- Factors influencing measured intelligence (p. 237)
- Age (p. 237)
- Practice and coaching (p. 238)
- Effects of home and school (p. 239)
- Heredity and environment (p. 241)
- The structure of abilities (p. 244)
- Summary (p. 247)
- Implications for teachers (p. 249)
- Tutorial enquiry and discussion (p. 249)
- Notes (p. 250)
- Further reading (p. 250)
- Answers to intelligence test items (p. 251)
- 10 The Gifted and Talented (p. 253)
- Processes leading to exceptional ability (p. 254)
- Defining and assessing the qualities of giftedness (p. 256)
- Performance on ability tests (p. 256)
- Trait creativity--using divergent thinking tests (p. 259)
- Divergent thinking and intelligence (p. 262)
- Divergent thinking and subject bias (p. 263)
- Talent (p. 264)
- Recent developments (p. 266)
- Educating gifted and talented children (p. 268)
- Summary (p. 270)
- Implications for teachers (p. 271)
- Tutorial enquiry and discussion (p. 271)
- Notes (p. 271)
- Further reading (p. 272)
- 11 Special Educational Needs (p. 273)
- The Warnock Report (p. 274)
- Code of Practice (DFES, 2001) (p. 275)
- SEN in state schools (p. 276)
- Statutory assessment of, and statement for, SEN (p. 278)
- Psychologists in the service of education (p. 278)
- Assessment (p. 279)
- Statements of Special Educational Need (Statementing) (p. 279)
- Communication and interaction (p. 281)
- Cognition and learning (p. 282)
- Mild and moderate learning difficulties (p. 282)
- Severe and special learning difficulties (p. 284)
- Dyslexia and autism (p. 285)
- Behaviour, social and emotional development (p. 286)
- Sensory and physical needs (p. 288)
- Sensory difficulties (p. 288)
- Physical difficulties (p. 288)
- Medical conditions (p. 289)
- Summary (p. 289)
- Implications for teachers (p. 290)
- Tutorial enquiry and discussion (p. 291)
- Notes (p. 291)
- Further reading (p. 292)
- 12 Personality, Learning and Teaching Styles (p. 293)
- Theories of personality (p. 294)
- (a) Naive approaches to personality (p. 295)
- (b) The humanist approaches to personality (p. 297)
- (c) Psychoanalytic theories of personality (p. 299)
- (d) Social learning theories (p. 302)
- (e) Trait theories of personality (p. 303)
- The assessment of personality (p. 308)
- Sheldon's typology of physique and personality (p. 308)
- Physical experiments and personality (p. 309)
- Self-rating inventories of personality (psychometrics) (p. 309)
- Attitude and interest inventories (p. 310)
- Projection techniques (p. 312)
- Self-concept (p. 313)
- Personality and school achievement (p. 314)
- Traits and school achievement (p. 314)
- Type A behaviour (personality) (p. 315)
- Learning and teaching styles (p. 316)
- Styles and pupil performance (p. 318)
- Summary (p. 321)
- Implications for teachers (p. 322)
- Tutorial enquiry and discussion (p. 322)
- Notes (p. 322)
- Further reading (p. 324)
- Section 5 Educational Research and Assessment
- 13 Research in Education (p. 327)
- Studying human behaviour (p. 327)
- Scientific method (p. 327)
- Naturalistic research (p. 328)
- Styles of educational research (p. 329)
- Experimental research (p. 329)
- Correlational research (p. 330)
- Ex post facto research (p. 331)
- Survey research (p. 331)
- Ethnographic research (p. 332)
- Case study research (p. 333)
- Historical research (p. 333)
- Action research (p. 334)
- Limitations of research in educational psychology (p. 334)
- Decision-making from educational research (p. 335)
- Reading the research literature (p. 336)
- Summary (p. 338)
- Implications for teachers (p. 338)
- Tutorial enquiry and discussion (p. 338)
- Notes (p. 338)
- Further reading (p. 339)
- 14 Standardization and Item Analysis (p. 341)
- Standardization of examination marks (p. 341)
- Tabulation (p. 342)
- Graphical representation (p. 343)
- Distributions (p. 344)
- Means (p. 345)
- Standard deviation (p. 347)
- Standardization (p. 349)
- Cumulative frequency (p. 349)
- Standard scores and percentage of a population (p. 351)
- Item analysis (p. 352)
- Test blueprint (p. 352)
- Test item design (p. 353)
- Summary (p. 356)
- Implications for teachers (p. 357)
- Tutorial enquiry and discussion (p. 357)
- Notes (p. 358)
- Further reading (p. 358)
- 15 Educational Assessment (p. 359)
- Classroom assessment practices (p. 360)
- Distinction between assessment and evaluation (p. 361)
- Purposes of assessment in schools (p. 361)
- Evaluating teaching (p. 363)
- Major reasons for assessment (p. 363)
- Attainment (achievement) (p. 363)
- Diagnosis (p. 365)
- Prediction (p. 366)
- Providing and maintaining standards--targets and benchmarks (p. 366)
- Motivation (p. 367)
- Development (p. 367)
- Social (and administrative) engineering (p. 367)
- Problems associated with assessment (p. 368)
- Reliability (p. 368)
- Validity (p. 370)
- Comparability and value added (p. 371)
- The examinee (p. 372)
- Curriculum (p. 373)
- Methods of assessment in use (p. 374)
- Conventional written examinations (p. 374)
- Objective-type examinations (p. 374)
- Continuous (intermittent) assessment (p. 378)
- Oral and practical examinations (p. 379)
- Case history and interpretive questions (p. 379)
- Standardized tests (p. 380)
- Grade-related criterion tests (p. 381)
- Checklists and rating scales (p. 382)
- Impression marking (p. 383)
- Advantages and limitations of objective-type examinations (p. 383)
- Advantages (p. 383)
- Limitations (p. 384)
- Assessing, recording and reporting achievement (p. 386)
- Assessing (p. 386)
- Profiles and records of achievement (p. 386)
- Summary (p. 387)
- Implications for teachers (p. 388)
- Tutorial enquiry and discussion (p. 389)
- Notes (p. 389)
- Further reading (p. 390)
- Answers to test items (p. 391)
- Section 6 Classroom and Curriculum Management
- 16 Effective Classroom Strategies (p. 395)
- Cognitive psychology--models of instruction (Teaching) (p. 395)
- Entry predispositions (p. 397)
- Instruction or teaching process (p. 398)
- Learning outcomes (p. 398)
- Discovery, guided discovery and expository methods of teaching (p. 399)
- Impact of these methods on British education (p. 401)
- Individual learning and diagnosis (p. 402)
- Behaviour modification: social and academic learning (p. 403)
- Reinforcement--rewarding and/or ignoring behaviour (p. 403)
- Modelling (p. 405)
- Shaping methods in the classroom (p. 406)
- Token economies (p. 407)
- Applied behavioural methods in classroom management (p. 407)
- Class management strategies (p. 409)
- Leadership (p. 409)
- Leadership and exercising control (p. 410)
- Group management strategies (p. 411)
- Teacher's clarity of exposition (p. 413)
- Summary (p. 414)
- Implications for teachers (p. 415)
- Tutorial enquiry and discussion (p. 415)
- Notes (p. 415)
- Further reading (p. 416)
- 17 The Curriculum Process (p. 417)
- The meaning of curriculum process (p. 418)
- Curriculum interpretation (p. 420)
- Content-based curriculum (p. 420)
- Process-based curriculum (p. 421)
- Product-based curriculum (p. 421)
- Objectives (p. 422)
- Bloom's taxonomy (p. 422)
- Task analysis (p. 423)
- Defining objectives (p. 424)
- Criticisms of behavioural objectives (p. 425)
- Knowledge or subject content (p. 426)
- Learning experiences (p. 427)
- Evaluation (p. 428)
- Curriculum planning and the teacher (p. 429)
- Curriculum trends (p. 429)
- The National Curriculum (p. 431)
- Summary (p. 432)
- Implications for teachers (p. 433)
- Tutorial enquiry and discussion (p. 433)
- Further reading (p. 433)
- 18 Psychology and Career Choice (p. 434)
- Background to the present position (p. 434)
- Theories of careers development (p. 436)
- Trait-and-factor theories (p. 437)
- Rodger's Seven Point Plan (p. 437)
- Holland's theory (p. 441)
- Developmental theories (p. 442)
- Ginzberg's theory (p. 442)
- Super's view of occupational development (p. 446)
- Person- and goal-centred approaches (p. 448)
- Careers education and guidance in schools (p. 449)
- Careers teachers/co-ordinators (p. 450)
- Summary (p. 452)
- Implications for teachers (p. 453)
- Tutorial enquiry and discussion (p. 453)
- Notes (p. 454)
- Further reading (p. 455)
- References (p. 457)
- Name Index (p. 486)
- Subject Index (p. 496)