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| INTERNATIONAL ENCYCLOPEDIA OF DEVELOPMENTAL & INSTRUCTIONAL PSYCHOLOGY
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Edited By
E. De Corte, Centre for Instructional Psychology and Technology (CIP&T), University of Leuven, Belgium
F. Weinert, Max-Planck-Institut für Psychologische Forschung, München, Germany
Included in series
Resources in Education Series, 6
Description
This Encyclopedia intends to provide a research-based overview in an educational perspective of the present state-of-the-art of our knowledge
and understanding of the conditions, processes, and modifiabilities of human development and learning. The Encyclopedia focuses on both
developmental psychology and instructional psychology.
Over the past decade the boundaries between these two separate research domains
have become increasingly obscure. Indeed, developmental psychologists have shown a growing interest in the impact of environmental factors
on development, this has led to the study of educational and instructional variables, the pre-dominantly environmental factors. Meanwhile,
instructional psychology has become a major subdomain of research on human cognition and development. A substantial contribution to the
synergy between both domains derives from the robust research finding that developmental changes are very important conditions, as well
as consequences, of the acquisition of knowledge and (meta)cognitive strategies. The resulting changes have inspired the decision to
combine both developmental and instructional psychology into one single volume.
The trend toward the integration of both domains
notwithstanding, the systematic discussion of their research findings requires a certain delimitation of the two fields. The Encyclopedia
is divided into 16 areas in order to reflect the specific nature, as well as the integration, of both domains. In the first section,
which is most representative of the integrative tendency, a general framework of research on human development, learning and instruction
is outlined. The next six chapters are concerned with the various aspects of human development and learning. The remaining nine sections
represent an overview of the research findings on learning and instruction which are relevant to education.
Articles include updated
and revised material from the International Encyclopedia of Education, 2nd Edition (described by Choice as being "a
premier resource when judged on virtually every criteria applied to a reference work"). The Encyclopedia provides an informative
introduction to aspects of developmental psychology and instructional psychology that significantly influence education.
Audience
Recommended reading for educational administrators, students, teachers and researchers in the field as well as scholars from outside the
field. The content of the entries and the extensive bibliographies also make the International Encyclopedia of Developmental and
Instructional Psychology essential reading for scholars already well versed in these fields.
Contents
Section Headings and Selected Papers. A General Framework of Human Development, Learning, and Instruction in Educational Perspective.
Education and Development (L.J. Saha, I. Fägerlind).
Translating Research into Practice (F.E. Weinert, E. De Corte).
General
Issues of Human Development.
Cross-cultural Approaches to Human Development (H.J. Kornadt).
Developmental Disabilities: Severe
(D. Ferguson).
Basic Cultural Conceptions and Scientific Theories of Human Development.
Cultural and Religious Concepts
of Human Development (R.M. Thomas).
Ecological Models of Human Development, (U. Bronfenbrenner).
Periods, Stages and Sequences
of Human Development.
Children and Youth at Risk (D.J. Davis, E. McCaul).
Lifespan Development (J. Heckhausen).
Biological
Approaches to Human Development.
Genetics and Human Development (P. Borkenau).
Prenatal Development (D.E. Hutchings, G. Gottlieb).
Personality Development in Social Context.
Development and Socialization of Aggression (D.G. Perry).
Problems and Crisis
in Human Development (L. Montada).
Cognitive Development.
Cognitive Development and the Acquisition of Expertise (G.
Hatano).
Development of Gifted Children (F.J. Mönks).
Theories and Models of Learning in Educational Settings.
Paradigms in Instructional Psychology (A.M.P. Knoers).
Human Learning, Evolution of Anthropological Perspectives (B. Bogin).
Processes
and Outcomes of Learning.
Architecture of Cognition (J.J. Elshout).
Language and Learning in Education (J.U. Ogbu).
Metacognitive
Strategies, Teaching and Testing (R.J. Simons).
Curriculum and the Psychology of Learning and Instruction.
Educational
Psychology: Impact on Curriculum (G.D. Haertel).
Expert Level of Understanding (C.M.Zeitz, R. Glaser).
Written Compostion, Teaching and
Testing for (K. Freedman).
Social, Cultural, and Affective Aspects of Learning.
Affect, Emotions, and Learning (M. Boekaerts).
Culture, Cognition, and Education, Perspectives on (E.J. Jacob).
Individual Differences and Learning and Instruction.
Abilities and Aptiudes (J.W. Pellegrino).
Student Diversity and Classroom Teaching (M. Wang).
Classroom Learning Environments.
Academic Learning Time (K.W. Fisher).
Time, Allocated and Instructional (L. Anderson).
Computers, Media, and Learning.
Computer-managed Learning (P.K. Komoski).
Problem-solving and Learning: Computer Modeling (K. Opwis, H. Spada)
Learning in Adults.
Experiential and Open Learning (R.H. Paul).
Learning in Industrial Settings (J. Lowyck).
Learning in Children with Special Needs.
Learning Characteristics of Students with Special Needs (M. Wang, E. Habelow).
Neurological Bases of Learning Problems (G. Coles).
Assessment
and Learning.
Assessment in the Service of Learning (S. Lane, R. Glaser).
Learning Potential and Learning Potential Tests (A.
Ruijssenaars, J.H.M. Hamers).
| Bibliographic details |
Hardbound, 0 pages, publication date: OCT-1996
ISBN-13: 978-0-08-042980-9
ISBN-10: 0-08-042980-7
Imprint: PERGAMON
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