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1.
Richard E. Mayer 《Educational Psychology Review》1998,10(4):389-396
Byrnes and Fox (1998) present the case for the relevance of cognitive neuroscience in educational psychology, including both logical and empirical arguments. In this commentary, I begin by briefly reviewing the history of the case for including the brain in educational psychology: Early educational psychology—as reflected in Thorndike's (1926) educational psychology textbook—emphasized the neuronal basis of learning; contemporary educational psychology—as reflected in educational publications—tends to ignore the brain; and future educational psychology will need to overcome the pitfalls encountered in previous misuses of brain research. Next, I examine two logical arguments for Byrnes and Fox's case, namely, that including cognitive neuroscience research makes educational psychology more complete and more plausible. Then, I examine the empirical argument of Byrnes and Fox by focusing on the value of cognitive neuroscience research in attention and memory as well as in reading and arithmetic. Finally, I suggest criteria for evaluating the contributions of cognitive neuroscience research in educational psychology, including the need for research on educationally relevant tasks and issues. 相似文献
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《教育心理学家》2013,48(2):169-183
Contemporary educational psychology has employed models of procedural and semantic (or declarative) memory, but generally it has ignored a third form of memory (i.e., episodic memory) thought by some (e.g., Tulving, 1983,1985) to be especially important for explications of human functioning. Tulving's (1983,1985) ternary theory of memory is presented, with emphasis given to the acquisition, representation, and expression of knowledge in episodic memory. I argue that studies of pupils' episodic memories, their characteristics, and their functions may enhance the power and relevance of educational psychology with respect to understanding how pupils learn from instruction in classroom contexts. A conceptual framework and possible strategies for the conduct of instructional research are described that consider pupils' episodic memories as important mediating variables in learning from teaching. 相似文献
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Ju Hyun Lee 《Journal of Experimental Education》2013,81(3):218-240
In the present study, information processing of test anxiety is explained within the framework of the ACT* model. The author used the speed-accuracy tradeoff method to investigate the effect of test anxiety on each subsystem of working memory. The sample was made up of 119 college students enrolled in an educational psychology course. Test anxiety affected performance on the verbal-analogies task but not on the rhyming-judgment and visual-spatial tasks. The participants' subvocalization of the rhyming words may have drawn attention to the task itself and preempted the effect of test anxiety on task performance. Also, the activation processes for the visual-spatial tasks may have occurred in a different dimension or separate from the verbal processes of test anxiety. 相似文献
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Anton E. Lawson 《科学教学研究杂志》1985,22(7):569-617
A central purpose of education is to improve students' reasoning abilities. The present review examines research in developmental psychology and science education that has attempted to assess the validity of Piaget's theory of formal thought and its relation to educational practice. Should a central objective of schools be to help students become formal thinkers? To answer this question research has focused on the following subordinate questions: (1) What role does biological maturation play in the development of formal reasoning? (2) Are Piaget's formal tasks reliable and valid? (3) Does formal reasoning constitute a unified and general mode of intellectual functioning? (4) How does the presence or absence of formal reasoning affect school achievement? (5) Can formal reasoning be taught? (6) What is the structural or functional nature of advanced reasoning? The general conclusion drawn is that although Piaget's work and that which has sprung from it leaves a number of unresolved theoretical and methodological problems, it provides an important background from which to make substantial progress toward a most significant educational objective. All our dignity lies in thought. By thought we must elevate ourselves, not by space and time which we can not fill. Let us endeavor then to think well; therein lies the principle of morality. Blaise Pascal 1623-1662. 相似文献
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As executive functions play an essential role in learning processes, approaches capable of enhancing executive functioning are of particular interest to educational psychology. Recently, the hypothesis has been advanced that executive functioning may benefit from changes in neurobiological processes induced by physical activity. The present research explored this hypothesis by systematically identifying and reviewing intervention studies targeting the relationship between physical activity and executive functions, distinguishing between different types of intervention and of executive function. The review found considerable evidence for beneficial effects of physical activity on executive functions, with performance benefitting more consistently in inhibition tasks than in dual task coordination, shifting tasks, or combined tasks. Possible physiological explanations are discussed. Open questions for application and future research concern the sustainability of effects, the design of physical activity interventions, and the role of individual differences. Possible interventions applicable to educational settings are discussed. 相似文献
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John A. Codd Ken McIlroy 《International Journal of Disability, Development & Education》1980,27(2):126-133
This study describes a case of developmental expressive aphasia where the acquisition of basic reading skills was associated with a parallel improvement in language functioning generally, suggesting a central nervous system interaction and structural transfer at the syntactic‐symbolic level. The study implies that in cases of expressive aphasia where there is some impairment of syntactic structuring, it may be possible to stimulate the formation of such an organisational capacity by direct teaching intervention through a reading programme that emphasises grammatical features of language. Furthermore, the observed outcomes of the reading program in this case can be explained in terms of Chomsky's theory of language acquisition and Luria's theory of the regulative function of speech on neural organisation. The study, therefore, has implications both for a more complete explanation of the nature of aphasic dysfunction and for the effective use of reading as a form of language therapy. 相似文献
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“基于脑的教育”理论述评 总被引：1，自引：0，他引：1
文章从“基于脑的教育”概念、理论基础及教学思想等方面对“基于脑的教育”进行评述与剖析,认为该模式对于促进脑科学与教育的连接、将认知心理学的研究成果转化为教育实践、批判工厂式教育模式有一定的作用。但“基于脑的教育”在脑结构研究成果的基础上直接推论出学生的学习行为,或者在对脑科学研究成果不恰当解释的基础上提出课堂教学建议的做法,造成了某些“神经科学谬误”的流传。同时,“基于脑的教育”提出的许多概括性主张还没有得到脑科学的证明。 相似文献
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《Infancia y Aprendizaje》2013,36(3):287-308
AbstractA central theoretical issue in evolutionary developmental psychology concerns the relation between evolved systems of folk knowledge and academic learning in modern schools. A model for conceptualizing motivational biases, cognitive competencies (e.g., language), and children's inherent developmental activities that compose these systems of folk knowledge is presented. Implications for children's learning of culture-specific academic competencies, such as reading, and associated motivational and instructional issues are then discussed. The thesis is that the motivational, cognitive, and developmental systems that compose folk knowledge are not sufficient for academic learning, but are the foundation from which academic competencies are built. Implications for educational theory and research are profound 相似文献
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Three male students between 10 and 13 years of age, who possessed WISC‐R Full Scale IQ's of greater than 120 and documented problems in decoding skills were assessed with respect to cognitive processing abilities (Cognitive Assessment System) and found to have marked deficits in successive coding. A process based remedial program, combining global training on tasks requiring successive processing with tasks involving the application of successive processing to decoding in reading, was implemented within approximately six weeks (15 hours) of training. The remedial program included guided practice and verbal mediation to assist students to internalize and generalize the cognitive strategies. Improvements following remediation were manifested uniquely for each of the students. The differences appeared to be related to the entry skill levels and preferred strategies of each student, as well as to the dimensions of attention and motivation. Results offer an extension of cognitive theory regarding the functioning of students, and may also provide an assessment option allowing earlier identification and remediation for such students. 相似文献
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《教育心理学家》2013,48(2):135-145
The conception and theory of agency as self-regulation that is contained within Bandura's social cognitive theory is examined and elaborated in the context of the relevant philosophical history of ideas and through consideration of recent work in theoretical developmental psychology. Implications for self-regulated learning in classrooms are considered. In particular, it is suggested that the understanding of agency contained within social cognitive theory as elaborated herein might be developed as an alternative to conceptions of self-regulation and agency within constructivist and socioculturalist theorizing in educational psychology. However, the classroom application of such an alternative would require a much less dualistic and teacher-directed form of teaching than suggested in much past and current social cognitive work on self-regulation. 相似文献
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This paper describes an exercise in determining the cognitive difficulty of the assessment tasks in six computing courses within an Information Technology (IT) degree, importing Bloom's taxonomy from the field of educational psychology as an analytical framework. Three of the six courses comprise a Programming stream and three a Data Communications and Networking stream. Bloom's taxonomy is described and we present other studies within computer science based on it. Next, we introduce the courses that were selected for the study and describe the process of analysis. The aggregated results are then presented and some inferences made. The results indicate that the programming courses required a relatively higher cognitive level in assessment tasks compared to the data communications and networking courses. This outcome suggests the need for alternative approaches to assessment. 相似文献
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Barry J. Zimmerman 《Contemporary educational psychology》1978,3(1):11-19
A social learning explanation for children's conceptual development is proposed. Recent training research on conservation is discussed, and it is concluded that it fails to support three key assumptions underlying Piaget's theory (a) Children are able to learn to conserve without being “in transition,” (b) nonconservation experiences are successful in promoting developmentally immature cognitive functioning, and (c) there is evidence of inconsistencies in children's cognitive functioning across tasks assessing the same cognitive stage. Two aspects of children's conservation responding are explained according to a social learning position: decalages and the shift from perceptual cues to quantitative cues. This explanation involves consideration of cognitive factors such as prior rule learning as well as impinging social experience. 相似文献
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阅读教学中的交互教学研究述评 总被引：1，自引：3，他引：1
交互教学是一种用于促进阅读理解的教学模式,备受认知学习理论和建构主义推崇。交互教学从发展初期受认知主义主导到近期受社会建构主义引领。本文回顾了交互教学的发展历程,对以往研究进行了梳理,并对交互教学今后的发展作了展望,对解决阅读困难的问题具有一定意义。 相似文献
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认知结构理论的扩展化时期,众多认知心理学家不断扩充认知结构理论,对认知结构的过程和机制进行了具体而细微的研究,为真正的课堂教学提供了广泛而具体的指导。自我调节学习近20年来得到了广泛关注,成为教育心理学的研究热点,自我调节学习是有效地进行学习和解决问题的主要方面,能够促进学习在新情景中的迁移。学生的自我调节学习过程中存在三个影响因素即个人、环境和行为。自我调节学习的建构主义理论是认知结构理论在扩展化时期发展的重要代表之一,是指在学习活动中建构自我调节学习的理论。这些理论包括四方面的内容：即自我能力理论、努力程度理论、学习任务理论和学习策略理论。 相似文献
17.
Lin Norton 《Assessment & Evaluation in Higher Education》2004,29(6):687-702
In this paper it is argued that the current trend of making assessment criteria more explicit in higher education may have a deleterious effect on students' learning. Helping students to concentrate on assessment criteria paradoxically means that they may take a strategic approach and end up focusing on the superficial aspects of their assessment tasks, rather than engaging in meaningful learning activity. One solution might be to re‐conceptualize assessment criteria as ‘learning criteria’ using Biggs' principle of constructive alignment in curriculum development and delivery. To illustrate how this can work in practice, a case study is presented detailing the development of a counselling psychology module over several years to progressively incorporate a text‐based adaptation of the problem‐based learning approach. Student evaluations of the approach are presented together with some examples of feedback given on students' work to demonstrate the effects on students' understanding and functioning knowledge 相似文献
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Michele Gregoire 《Educational Psychology Review》2003,15(2):147-179
What accounts for well-meaning teachers' lack of implementation of subject-matter reforms, such as making one's classroom centered on problem solving, even when they positively value the reform and believe they are implementing it in their classrooms? Teachers' subject-matter beliefs may constrain them from adopting practices that conflict with those beliefs. The purpose of this article is to propose a theoretical model, the Cognitive–Affective Model of Conceptual Change, that integrates key findings from overly cognitive models of belief change with motivational and affective factors found in social psychology theory and research. This model explains why teachers' beliefs about instruction are resistant to reforms that challenge their existing beliefs, and it provides a conceptual framework within which to devise a better means of advancing teachers' beliefs and supporting them in the process of implementation. 相似文献
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Type I diabetes mellitus (T1DM) is one of the most common chronic illnesses in children and youth, with many affected students requiring individualized services and supports within educational settings. This article systematically reviews the research regarding the implications of this illness for students' cognitive and academic functioning to clarify the ways in which this disease may limit children's learning and school performance. The authors synthesize the findings, summarize the related literature regarding school‐based supports, and provide recommendations for school psychologists to support the unique psychoeducational needs of this population. Results highlight the need for more research on effective school‐based interventions to ensure academic success for children with T1DM. © 2011 Wiley Periodicals, Inc. 相似文献