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Cognitive Psychology and Instruction

Overview of attention for book
Cover of 'Cognitive Psychology and Instruction'

Table of Contents

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    Book Overview
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    Chapter 1 Learning
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    Chapter 2 A Building Block Model of Cognitive Learning
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    Chapter 3 Cognition and Instruction: Toward a Cognitive Theory of Learning
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    Chapter 4 Learning by Example
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    Chapter 5 Notes Toward a Theory of Complex Learning
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    Chapter 6 Comprehension and Information Structure
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    Chapter 7 Memory Processes and Instruction
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    Chapter 8 Schema-Directed Processes in Language Comprehension
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    Chapter 9 Structurally Integrated Versus Structurally Segregated Memory Representations: Implications for the Design of Instructional Materials
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    Chapter 10 Knowledge Transfer in Learning from Texts
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    Chapter 11 On Remembering How to Get There: How We Might Want Something Like a Map
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    Chapter 12 Some Reflections Concerning the Role of Imagery in Memory and Learning Processes
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    Chapter 13 Perceptual and Memory Processes in Reading
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    Chapter 14 Speech Processing During Reading
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    Chapter 15 Assessment of Perceptual, Decoding, and Lexical Skills and Their Relation to Reading Proficiency
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    Chapter 16 A Functional Analysis of Reading Disability: The Utilization of Intraword Redundancy by Good and Poor Readers
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    Chapter 17 Learning to Read: Visual Cues to Word Recognition
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    Chapter 18 Studying Individual Differences in Reading
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    Chapter 19 Memory for On-Going Spoken Discourse
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    Chapter 20 Precursors of Reading: Pattern Drawing and Picture Comprehension
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    Chapter 21 Developmental Changes in Hemispheric Processing for Cognitive Skills and the Relationship to Reading Ability
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    Chapter 22 Problem Solving and Components of Intelligence
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    Chapter 23 Theoretical Advances of Cognitive Psychology Relevant to Instruction
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    Chapter 24 Progress Towards a Taxonomy of Strategy Transformations
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    Chapter 25 Teaching Problem Solving: The Effect of Algorithmic and Heuristic Problem-Solving Training in Relation to Task Complexity and Relevant Aptitudes
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    Chapter 26 Componential Investigations of Human Intelligence
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    Chapter 27 Eye Fixation and Strategy Analyses of Individual Differences in Cognitive Aptitudes
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    Chapter 28 Hypothesis Testing Strategies and Instruction
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    Chapter 29 The Characteristic Demands of Intellectual Problems
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    Chapter 30 Mental Arithmetic: Short-Term Storage and Information Processing in a Cognitive Skill
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    Chapter 31 Cognitive Styles and Differential Learning Capacities in Paired-Associate Learning
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    Chapter 32 Cognitive Development
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    Chapter 33 Development of Cognitive Skills
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    Chapter 34 The Influence of Environmental Structure on Cognitive Development During Adolescence: A Theoretical Model and Empirical Testing
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    Chapter 35 Cognition, Instruction, Development, and Individual Differences
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    Chapter 36 On the Meaning of Nonconservation
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    Chapter 37 Children’s Understanding of Measurement
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    Chapter 38 Teaching Strategies and Conservation Training
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    Chapter 39 Imagery and Children’s Associative Learning
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    Chapter 40 Approaches to Instruction
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    Chapter 41 Implications of Developmental Psychology for the Design of Effective Instruction
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    Chapter 42 On the Reciprocal Relationship Between Previous Experience and Processing in Determining Learning Outcomes
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    Chapter 43 Cognitive Research Applied to Literacy Training
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    Chapter 44 Some Directions for a Cognitive Psychology of Instruction
Attention for Chapter 5: Notes Toward a Theory of Complex Learning
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Chapter title
Notes Toward a Theory of Complex Learning
Chapter number 5
Book title
Cognitive Psychology and Instruction
Published by
Springer, Boston, MA, January 1978
DOI 10.1007/978-1-4684-2535-2_5
Book ISBNs
978-1-4684-2537-6, 978-1-4684-2535-2
Authors

Donald A. Norman, Norman, Donald A.

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X Demographics

X Demographics

The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
 Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 10 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Italy 1 10%
Unknown 9 90%

Demographic breakdown

Readers by professional status Count As %
Student > Doctoral Student 2 20%
Student > Master 2 20%
Student > Ph. D. Student 2 20%
Student > Bachelor 1 10%
Professor 1 10%
Other 2 20%
Readers by discipline Count As %
Psychology 3 30%
Social Sciences 2 20%
Economics, Econometrics and Finance 1 10%
Computer Science 1 10%
Design 1 10%
Other 0 0%
Unknown 2 20%

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