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)