Memory in Education Ed Psych Insights Series
Auteurs : Zheng Robert Z., Gardner Michael K.
As our understanding of the human memory system broadens and develops, new opportunities arise for improving students? long-term knowledge retention in the classroom. Written by two experts on the subject, this book explores how scientific models of memory and cognition can inform instructional practices. Six chapters guide readers through the information processing model of memory, working and long-term memory, and Cognitive Load Theory (CLT) before addressing instructional strategies. This accessible, up-to-date volume is designed for any educational psychology or general education course that includes memory in the curriculum and will be indispensable for student researchers and both pre- and in-service teachers alike.
1. Introduction 2. Information Processing Model of Human Memory 3. Practical Educational Implications from Research on Memory 4. Working Memory, Cognitive Load and Learning 5. Designing Instructional Strategies for Effective Learning 6. Conclusions
Robert Z. Zheng is Professor of Educational Psychology at the University of Utah, USA.
Michael K. Gardner is Professor of Educational Psychology at the University of Utah, USA.
Date de parution : 11-2019
12.9x19.8 cm
Date de parution : 11-2019
12.9x19.8 cm
Thèmes de Memory in Education :
Mots-clés :
Low Prior Knowledge Learners; High Prior Knowledge Learners; Ed Psych Insights; High Extraneous Cognitive Load; Patricia A; Alexander; Facial Nerve; Robert Z; Zheng; Extraneous Cognitive Load; Michael K; Gardner; Intrinsic Cognitive Load; Memory in Education; Germane Cognitive Load; educational psychology; Working Memory; cognitive load theory; Working Memory Encoding; Mayer’s Cognitive Theory; memory; Subvocal Rehearsal Mechanism; cognition; Cognitive Load; information processing; High Element Interactivity; long-term memory; Semantic Information; learning; Visuo Spatial Sketchpad; cognitive science; High Intrinsic Cognitive Load; learning sciences; Visual Sensory Memory; Keyword Mnemonic; information processing model; Cognitive Prompts; human cognitive process; Pegword Method; spatial-related learning; Phonological Loop; long-term knowledge retention
