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The Cambridge Handbook of Cognition and Education

£44.99

Part of Cambridge Handbooks in Psychology

John Dunlosky, Katherine A. Rawson, Keith Sawyer, Daniel H. Robinson, Joel R. Levin, Diane F. Halpern, Heather A. Butler, David Klahr, Corinne Zimmerman, Bryan J. Matlen, Nora S. Newcombe, Julie L. Booth, Elizabeth Gunderson, Bethany Rittle-Johnson, Pooja G. Sidney, Clarissa A. Thompson, John E. Opfer, Tamara van Gog, Nikol Rummel, Alexander Renkl, Elizabeth M. Wakefield, Susan Goldin-Meadow, Anne E. Cook, Edward J. O'Brien, Perry D. Klein, Aartje van Dijk, Gigi Luk, Judith F. Kroll, Stephen T. Peverly, Amie D. Wolf, Jean-François Rouet, M. Anne Britt, Anna Potocki, Elizabeth A. Stevens, Sharon Vaughn, Paulo F. Carvalho, Robert L. Goldstone, Elizabeth J. Marsh, Emmaline E. Drew, Richard E. Mayer, Mark A. McDaniel, Jeri L. Little, Timothy J. Nokes-Malach, Cristina D. Zepeda, Elizabeth Richey, Soniya Gadgil, Alexander Eitel, Melody Wiseheart, Carolina E. Küpper-Tetzel, Tina Weston, Alice S. N. Kim, Irina V. Kapler, Vanessa Foot, Roger Azevedo, Nicholas V. Mudrick, Michelle Taub, Amanda E. Bradbury, Thomas D. Griffin, Marta K. Mielicki, Jennifer Wiley, Douglas J. Hacker, Linda Bol, Keith W. Thiede, Steven Oswalt, Jonathan L. Brendefur, Michele B. Carney, Richard D. Osguthorpe, Philip H. Winne, Zahia Marzouk
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  • Date Published: February 2019
  • availability: In stock
  • format: Paperback
  • isbn: 9781108401302

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About the Authors
  • This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement.

    • Showcases the strength of evidence on how to improve various aspects of education
    • Each chapter offers ideas on where each field should go next so as to inform education practices
    • Supplies an overview of the origins of each field and where it will be moving in the future
    • Scientists, instructors, and students will find the chapters accessible, easy to read, and informative
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    Reviews & endorsements

    'What does cognitive psychology have to offer for those who want to make instruction and education more effective? This Handbook provides expert and up-to-date analyses of the many strands in this complex interdisciplinary field. Edited by two of the most dynamic and respected researchers working in the area, the Handbook should be very useful for those working in this burgeoning field and for those hoping to join the field.' Hal Pashler, University of California, San Diego

    'Cognitive factors are critical in determining the effectiveness of our teaching. With a stellar cast of researchers within its pages, The Cambridge Handbook of Cognition and Education edited by Dunlosky and Rawson, two leaders in our field, provides comprehensive coverage. This Handbook will remain current for many years. It deserves pride of place in any library committed to educational excellence.' John Sweller, Emeritus Professor of Educational Psychology, University of New South Wales, Australia

    'This volume imparts a magnificent overview of current research on many topics bridging between cognitive psychology and education. The chapters provide authoritative summaries of central issues written by leaders in the field. The book will be of great interest to researchers and educators - and should be widely read.' Henry L. Roediger, III, James S. McDonnell Distinguished University Professor, Washington University, St Louis

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    Product details

    • Date Published: February 2019
    • format: Paperback
    • isbn: 9781108401302
    • length: 748 pages
    • dimensions: 253 x 177 x 41 mm
    • weight: 1.36kg
    • contains: 79 b/w illus. 31 tables
    • availability: In stock
  • Table of Contents

    How cognitive psychology can inform evidence-based education reform: an overview of The Cambridge Handbook of Cognition and Education John Dunlosky and Katherine A. Rawson
    Part I. Foundations:
    1. How the learning sciences can inform cognitive psychology Keith Sawyer and John Dunlosky
    2. Quackery in educational research Daniel H. Robinson and Joel R. Levin
    Part II. Science and Math:
    3. Teaching critical thinking as if our future depends on it, because it does Diane F. Halpern and Heather A. Butler
    4. Improving students' scientific thinking David Klahr, Corinne Zimmerman and Bryan J. Matlen
    5. Spatial skills, reasoning, and mathematics Nora S. Newcombe, Julie L. Booth and Elizabeth Gunderson
    6. Iterative development of conceptual and procedural knowledge in mathematics learning and instruction Bethany Rittle-Johnson
    7. Development of fraction understanding Pooja G. Sidney, Clarissa A. Thompson and John E. Opfer
    8. Learning how to solve problems by studying examples Tamara van Gog, Nikol Rummel and Alexander Renkl
    9. Harnessing our hands to teach mathematics: how gesture can be used as a teaching tool in the classroom Elizabeth M. Wakefield and Susan Goldin-Meadow
    Part III. Reading and Writing:
    10. Fundamental components of reading comprehension Anne E. Cook and Edward J. O'Brien
    11. Writing as a learning activity Perry D. Klein and Aartje van Dijk
    12. Bilingualism and education: connecting cognitive science research to language learning Gigi Luk and Judith F. Kroll
    13. Note-taking Stephen T. Peverly and Amie D. Wolf
    14. Multiple text comprehension Jean-François Rouet, M. Anne Britt and Anna Potocki
    15. Interventions to promote reading for understanding: current evidence and future directions Elizabeth A. Stevens and Sharon Vaughn
    Part IV. General Learning Strategies:
    16. When does interleaving practice improve learning? Paulo F. Carvalho and Robert L. Goldstone
    17. Correcting student errors and misconceptions Elizabeth J. Marsh and Emmaline E. Drew
    18. How multimedia can improve learning and instruction Richard E. Mayer
    19. Multiple-choice and short-answer quizzing on equal footing in the classroom: potential indirect effects of testing Mark A. McDaniel and Jeri L. Little
    20. Collaborative learning: the benefits and costs Timothy J. Nokes-Malach, Cristina D. Zepeda, Elizabeth Richey and Soniya Gadgil
    21. Self-explaining: learning about principles and their application Alexander Renkl and Alexander Eitel
    22. Enhancing the quality of student learning using distributed practice Melody Wiseheart, Carolina E. Küpper-Tetzel, Tina Weston, Alice S. N. Kim, Irina V. Kapler and Vanessa Foot
    Part V. Metacognition:
    23. Self-regulation in computer-assisted learning systems Roger Azevedo, Nicholas V. Mudrick, Michelle Taub and Amanda E. Bradbury
    24. Improving students' metacomprehension accuracy Thomas D. Griffin, Marta K. Mielicki and Jennifer Wiley
    25. Calibration and self-regulated learning: making the connections Douglas J. Hacker and Linda Bol
    26. Teachers' judgments of student learning of mathematics Keith W. Thiede, Steven Oswalt, Jonathan L. Brendefur, Michele B. Carney and Richard D. Osguthorpe
    27. Learning strategies and self-regulated learning Philip H. Winne and Zahia Marzouk.

  • Editors

    John Dunlosky, Kent State University, Ohio
    John Dunlosky is a Professor of Psychology in the Department of Psychological Sciences and Director of the Science of Learning and Education Center at Kent State University, Ohio. He received the Distinguished Scholar Award in 2010 from Kent State University and is a founder of the International Association for Metacognition.

    Katherine A. Rawson, Kent State University, Ohio
    Katherine A. Rawson is a Professor of Psychology in the Department of Psychological Sciences at Kent State University, Ohio. She has received numerous awards for her research, including the US Presidential Early Career Award for Scientists and Engineers, the Outstanding Research and Scholarship Award from Kent State University, Ohio, and the Outstanding Early Career Award from the Psychonomic Society.

    Contributors

    John Dunlosky, Katherine A. Rawson, Keith Sawyer, Daniel H. Robinson, Joel R. Levin, Diane F. Halpern, Heather A. Butler, David Klahr, Corinne Zimmerman, Bryan J. Matlen, Nora S. Newcombe, Julie L. Booth, Elizabeth Gunderson, Bethany Rittle-Johnson, Pooja G. Sidney, Clarissa A. Thompson, John E. Opfer, Tamara van Gog, Nikol Rummel, Alexander Renkl, Elizabeth M. Wakefield, Susan Goldin-Meadow, Anne E. Cook, Edward J. O'Brien, Perry D. Klein, Aartje van Dijk, Gigi Luk, Judith F. Kroll, Stephen T. Peverly, Amie D. Wolf, Jean-François Rouet, M. Anne Britt, Anna Potocki, Elizabeth A. Stevens, Sharon Vaughn, Paulo F. Carvalho, Robert L. Goldstone, Elizabeth J. Marsh, Emmaline E. Drew, Richard E. Mayer, Mark A. McDaniel, Jeri L. Little, Timothy J. Nokes-Malach, Cristina D. Zepeda, Elizabeth Richey, Soniya Gadgil, Alexander Eitel, Melody Wiseheart, Carolina E. Küpper-Tetzel, Tina Weston, Alice S. N. Kim, Irina V. Kapler, Vanessa Foot, Roger Azevedo, Nicholas V. Mudrick, Michelle Taub, Amanda E. Bradbury, Thomas D. Griffin, Marta K. Mielicki, Jennifer Wiley, Douglas J. Hacker, Linda Bol, Keith W. Thiede, Steven Oswalt, Jonathan L. Brendefur, Michele B. Carney, Richard D. Osguthorpe, Philip H. Winne, Zahia Marzouk

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