Learning and cognition : (Record no. 2425)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03987nam a2200325Ia 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260803094034.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 251212s2010 xx 000 0 und d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 978-0-205-50724-5 |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | 153 M36 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Martinez, Michael E. |
| 245 1# - TITLE STATEMENT | |
| Title | Learning and cognition : |
| Remainder of title | the design of the mind / |
| Statement of responsibility, etc. | Michael E. Martinez. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Upper Saddle River, NJ : |
| Name of publisher, distributor, etc. | Pearson Education, |
| Date of publication, distribution, etc. | 2010. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xix, 382 p. : ill.: |
| 300 ## - PHYSICAL DESCRIPTION | |
| Dimensions | 28 cm. |
| 336 ## - CONTENT TYPE | |
| Content type term | Text |
| 337 ## - MEDIA TYPE | |
| Media type term | Unmediated |
| 338 ## - CARRIER TYPE | |
| Carrier type term | Volume |
| 546 ## - LANGUAGE NOTE | |
| Language note | English |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | CHAPTER 1: Introduction Four Paradigms Where is Education? What is Education? The Design of Educational Experience SECTION I: THE MIND,S ARCHITECTURE CHAPTER 2: Behaviorism Why Study Behavior? Classical Conditioning Early Behaviorism in America Classical Conditioning and Education Operant Conditioning Behaviorism,s Enduring Impact Behaviorism Challenged Is There a Downside to Behaviorism? Learning Strategies Conclusion CHAPTER 3: The Cognitive Architecture The Computer Metaphor The Sensory Register Short-Term/Working Memory Long-Term Memory Summarizing the Cognitive Architecture Basic Cognitive Processes The Funnel of Information Chunking and Automaticity Laws of Learning Learning Strategies Conclusion CHAPTER 4: Theories of Knowledge Philosophy Semiotics Linguistics Artificial Intelligence Psychology Anthropology Learning Strategies Conclusion CHAPTER 5: Complex Cognition Metacognition Problem Solving Critical Thinking Inferential Reasoning Creativity The Nature of Higher-Order Thought The Social Origins of Complex Cognition Learning Strategies Conclusion CHAPTER 6: Motivation Volition and Emotion The Trilogy of Mind Emotions Motivation Theories Based on Global Motives Motivation Theories Based on Beliefs About Events Motivation Theories Based on Beliefs About Self Goals Self-Regulation New Directions Learning Strategies Conclusion SECTION II: DEVELOPING MINDS CHAPTER 7: Cognitive Development and Expertise What is Development? Cognitive Development: Piaget Neo-Piagetian Theories Vygotskyan Theory Language Development Development Toward Expertise The Timeline for Expertise Beyond Expertise Educating for Expertise Learning Strategies Conclusion CHAPTER 8: The Brain and Cognition Mind and Brain Brain Anatomy and Function Neuron Anatomy and Adaptation Brain Development Exercise and Nutrition A Bridge Too Far Learning Strategies Conclusion SECTION III: HOW MINDS DIFFER CHAPTER 9: Assessment and Individual Differences Reliability Validity How Tests Influence Learning Classroom Assessment Standardized Testing Quantitative Research Education and Individual Differences Aptitude-Treatment Interactions: ATIs Diversification of Instruction Time and Learning Group Differences Learning Strategies Conclusion CHAPTER 10: Intelligence What is Intelligence? Intelligence and Achievement One Intelligence or Many? Hierarchical Theories of Intelligence Emergent Theories of Intelligence Measuring Intelligence Can Intelligence Change? Environmental Influences on Intelligence Learning Strategies Conclusion |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | "What is the design of the mind? What does that design imply for education? This comprehensive and engaging introduction to human learning and its applications to education focuses on these vital questions by exploring the theories of knowledge, complex cognition, and human intelligence while presenting an overview of the human mind through multiple theoretical lenses in a clear and interesting way. Written in narrative form, it holds the reader`s attention, telling a story that is both interesting and important to the improvement of the mind through education."--BOOK JACKET. |
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| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Learning, Psychology of |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Cognition |
| 943 ## - EQUIVALENCE OR CROSS-REFERENCE--COLLECTIVE TITLE [OBSOLETE] [CAN/MARC only] | |
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| Date of treaty signing | 0 |
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| Date of a work | 0 |
| Miscellaneous information | 4 |
| Medium | 0 |
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| 953 ## - | |
| -- | HED1582 |
| 953 ## - | |
| -- | CollLib |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Books |
| Institution code [OBSOLETE] | rizal |
| -- | 2015-04-07 23:18:14 |
| -- | rizal |
| Edition | 2015-04-07 23:18:14 |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
| MyRDA biblio | 2436 |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | FEU - Cavite Higher Education | FEU - Cavite Higher Education | HED Library | 12/21/2025 | 153 M36 | HED1582 | 06/02/2026 | 12/21/2025 | Books |