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.
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.
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).
- © Pergamon 1996
- 24th October 1996
- Hardcover ISBN:
Centre for Instructional Psychology and Technology (CIP&T), University of Leuven, Belgium
Max-Planck-Institut für Psychologische Forschung, München, Germany
@from:Robert S. Siegler @qu:This impressively-comprehensive volume brings together leading European and North American researchers who study instructional and developmental psychology. The more than 170 chapters address essentially all of the central issues in these fields. Especially important, the book integrates two fields, instructional and developmental psychology, that are intrinsically related but that usually are discussed separately. For graduate students attempting to obtain a basic understanding of the fundamental issues in these fields, for faculty in other areas trying to expand their general understanding, and for experts on instructional and developmental psychology who are interested in the current thinking of other experts in the field, this volume is a most valuable resource. @source: @from:Bob Glaser, University of Pittsburgh, USA @qu:This encyclopedia is an unparalleled resource for students and advanced scholars. The extent of its coverage of significant topics in human development and learning relevant to education is outstanding and as complete as can be found anywhere in one volume. It considers biological, cognitive, and social conceptions of development; theories and models of learning; processes and outcomes of instruction; curriculum, educational settings, and technology; and, individual differences in learning. The scope of the encyclopedia is wide-ranging not only in its content and presentations of points of view, but also in the range of international contributors from 16 countries. Its 17 major sections and over 170 detailed entries are introduced by an excellent section offering a general framework of human development, learning, and instruction from an educational perspective. @source: @from:Peter Tomlinson, School of Education, University of Leeds @qu:...a welcome enterprise in that we have here a much more affordable and very useful resource that is focused, up to date and authoritative. Any institution concerned with education or training will find it most useful to have this item amongst its reference materials. Its up to date authoritativeness is apparent in the very high quality of the entries generally and the pre-eminence of a good proportion of its contributiors...The references and further reading typically include very recent items and whilst the topics range considerably, current psycho-pedagogical themes are very much in evidence, including the nature and implications of skilled expertise, neo-Vygotskyan and situated cognition/cognitive apprenticeship emphases on both social and constructive dimensions of knowledge and its development, and the need for attention to the interaction of influences, such as cognitive, affective and conative factors, in the promotion of learning. The form and organisational structure of the sections and their several entries also give the book very useful potential for direct but also critical access to this modern range of pedagogical resources, even for the relatively uninitiated user...Thus entries can generally be accessed relatively speedily as a first base from which to explore in more depth....this carefully compiled work offers immense utility both as and up-to-date reference work for anyone already working in the field of pedagogy and as an introductory resource for those coming into it...this encyclopedia makes very clear what useful resources developmental and instructional psychology now have to offer, as well as providing an excellent means of access to them. @source:International Journal of Technology and Design Education