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Learning theory, instructional theory, and psychoeducational design [by] Glenn E. Snelbecker.


New York, McGraw-Hill [1974] .
ISBN 9780070594500, 0070594503

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Subjects Apprentissage, Psychologie de l'
Educational psychology.
Learning, Psychology of.
Leertheorieen.
Lernpsychologie.
Lerntheoretische Didaktik.
Lerntheorie.
Lesgeven.
Padagogische Psychologie.
Psychologie.
Psychopedagogie.
Theorie.
Description xvi, 527 pages illustrations 24 cm.
Copyright Date [1974]
Notes Bibliography: pages 501-515.
Contents Part One: Focus -- Chapter 1: Psychology and Education: Problems of Application -- "Application" of Psychological Principles -- Why Learning Theory? -- Toward a Definition of Learning -- Why Instructional Theory -- Why Psychoeducational Design? -- Some Observations about Educational Change -- Education as Art, Science, and Technology -- Historical Trends in Psychology Theory Construction and Application -- Chapter Two: An Introduction to Theory and Theory Construction -- An Introduction to Scientific Theories -- The Need for Theory -- Definitions of Terms -- The Construction of Theories -- The Verification of Theories -- Special Problems of Psychological Theories and Instructional Theories -- Chapter 3: Psychology Theories and Learning: Part 1 -- Philosophical Origins -- Emergence of Psychology as a Science -- Scientific Theory Construction in Psychology -- The Era of "Schools" of Psychology -1900-1930 -- The Era of Comprehensive Learning Theories- 1930-1950 -- Comprehensive Learning Theories in Retrospect -- Chapter 4: Psychology Theories and Learning: Part 2 -- Theoretical Crisis at Mid-Century? -- Theorizing Patterns Since Mid-Century -- Present and Future Learning Theories -- Chapter 5: Emergence of Instructional Theories -- Instructional Theories, Technology, Science, Psychology -- Applying Psychology Theories -- Pragmatic versus Theoretical Emphasis in Education -- Illustrative Efforts to Produce Instructional Theories -- Instructional Theories: Current Status and Future Prospects -- Chapter 6: Psychoeducational Design -- Psychoeducational Design -- Need for Intermediary Position between Theory and Practice in Education -- Educational R&D and Psychoeducational Design -- Psychoeducational Design Strategies and Techniques -- Emergence of Formalized Educational R&D Activities -- Suggestions for Using a Psychoeducational Design Approach -- Part 2: Focus -- Chapter 7: Edward L. Thorndike and Connectionism -- Background -- The Theory -- The Theory Applied to Specific Topics -- Observations about Thorndike's Influence on Learning Theory -- Attempts to Apply the Learning Theory in Education -- Educational R&D Implications -- Chapter 8: Ivan P. Pavlov and Classical Conditioning -- Background -- The Theory -- Basic Research in the Pavlovian Tradition -- Extent of Practical Applications -- Educational R&D Implications -- Chapter 9: Clark L. Hull and Hyphothetico- Deductive Behavior Theory -- Background -- essentials of the Theory -- Hull's Modifications and Contemporary Neobehaviorism --Extent of Emphasis on Practical Applications -- Educational R&D Implications -- Chapter 10 -- B.F. Skinner and Operant Conditioning -- Background -- Essentials of the Theory -- Animal Data and Human Operant Principles -- Practical Applications -- Educational R&D Implications -- Chapter 11: Information of Processing Theories -- Information Theory and Learning Theories -- Information Processing and Computer Simulation -- Other Information Processing Theories -- Practical Implications Derived from Information Processing Theories -- Educational R&D Implications -- Chapter 12: Mathematical Learning Theory -- An Educator's Use of Mathematical Model -- What is Mathematical Learning Theory? -- Background Factors -- Some General Characteristics of Mathematical Learning Models -- Theoretical Contributions from Mathematical Models -- Practical Applications in Education -- Educational R&D Implications -- Part 3: Focus -- Chapter 13: Behavior Modification and Instructional Technology -- Operant Conditioning and Behavior Modification -- Four Facets of Operant Behavior Modification -- Behavior Modification and Instructional Principles -- Behavior Modification Applications -- An Example: Keller's Conceptions of Course Procedures -- Critique: Current Status and Future Prospects -- Chapter 14: Cognitive Construct Instructional Theories -- Jerome Bruner and Cognitive Construct Instructional Theory -- Other Conceptions of Instruction within This Tradition -- Typical Characteristics of Cognitive Construct Approaches to Instruction -- Discovery Learning and Other Educational Applications -- Critique: Current Status and Future Prospects -- Chapter 15: Principles of Learning Instructional Theories -- Rationale for Use of an eclectic Collection of Learning Principles -- Bugelski's Principle of Learning Instructional Theory -- Critique: Current Status and Future Prospects -- Chapter 16: Task Analysis Instructional Theories -- Emergence of Task Analyses and Taxonomies for Training and Education -- Gagne's Learning Types and Their Implications for Instructions -- Briggs' System for Instructional Design -- Critique: Current Status and Future Prospects -- Chapter 17: Humanistic Psychology and Instructional Theory -- Emergence of Humanistic Psychology -- Humanistic Psychology and Educational Implications -- Roger's Freedom to Learn Instructional Principles -- Educational Applications -- Critique: Current Status and Future Prospects -- Index
Network Numbers (OCoLC)ocm00730831
(OCoLC)730831
WorldCat Search OCLC WorldCat
WorldCat Identities Snelbecker, Glenn E., 1931-
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