Handbook of Academic Learning: Construction of Knowledge (Educational Psychology)

633 Pages·1997·30.66 MB·English

by  Gary D. Phye

HANDBOOK OF
Academic
Learning
Construction of
Knowledge
This is a volume in the Academic Press
EDUCATIONAL PSYCHOLOGY SERIES
Critical comprehensive reviews of research knowledge, theories, principles, and practices
Under the editorship of Gary D. Phye
HANDBOOK O F
Academic
Learning
Constmction
of
Knowledge
EDITED BY
Gary D,P hye
Department of Psychology
Iowa State University
Ames, Iowa
ACADEMIC PRESS
San Diego London Boston New York Sydney Tokyo Toronto
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Copyright (cid:14)9 1997 by ACADEMIC PRESS
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Library of Congress Cataloging-in-Publication Data
Handbook of academic learning / edited by Gary D. Phye.
p. cm. -- (The educational psychology series)
Includes bibliographical references and index.
ISBN 0-12-554255-0 (case: aik. paper) ISBN 0-12-665256-9 (paper: alk. paper)
1. Learning, Psychology of. 2. Constructivism (Education)
3. Thought and thinking--Study and teaching. I. Phye, Gary D.
II. Series: Educational psychology.
LB 1060.H3456 1996 96-8681
CIP
PRINTED IN THE UNITED STATES OF AMERICA
96 97 98 99 00 01 BC 9 8 7 6 5 4 3 2 1
Contents
Contributors xix
Preface xxiii
Academic Learning
Perspectives, Theory, and Models
1. THE SOCIAL CONSTRUCTION OF LEARNING
Eric Bredo
Introduction 3
Functional Psychology 6
James 7
Dewey 10
Mead 12
Implications 14
Behaviorism 16
Watson 17
Skinner 18
Implications 20
Cognitivism 22
Chomsky 23
Bruner 25
Simon 26
vi Contents
Implications 29
Situated Learning 31
Dreyfus 32
Vygotsky 34
Lave 36
Implications 38
Conclusions 39
References 42
2. LEARNING AND REMEMBERING: THE BASIS FOR
PERSONAL KNOWLEDGE CONSTRUCTION
Gary D. Phye
Theory and Practice 47
Classroom Learning 49
Academic Content and Classroom Learning 49
Learning Episodes 49
Remembering 50
Personal Knowledge Construction 50
The Student-Environment Fit 50
What is Knowledge? 51
Knowledge Processing 52
What Is a Knowledge Domain? 53
Knowledge Assessment 54
Remembering 55
Is Remembering Automatic? 57
Using Knowledge 57
Automatization 58
Remembering and Academic Problem Solving 58
Classroom Scenario 59
Developing a Problem-Solving Environment 60
Training-for-Transfer 60
Training 61
Delayed Transfer Task 61
Promoting Personal Knowledge Construction 62
References 64
3. SCHOOL LEARNING AND MOTIVATION
Myron H. Dembo and Martin J. Eaton
Perspectives on Motivation 66
Contents vii
Overview of the Model 68
Social and Cultural Factors 70
Classroom Contextual Factors 73
Internal Factors 79
Teacher-Directed Interventions 85
Task Dimension 86
Authority Dimension 88
Recognition Dimension 88
Grouping Dimension 90
Evaluation Dimension 90
Time Dimension 90
Student Self-Regulation Strategies
Mood Control (Self-Talk) 91
Goal Setting 93
Concentration and Attention 95
Time Management 96
Procrastination 97
Summary 98
References 99
4. SELF~REGULATORY DIMENSIONS OF ACADEMIC
LEARNING AND MOTIVATION
Barry J. Zimmerman and Rafael Risemberg
Self-Regulation of Achievers and Underachievers 106
Dimensions of Academic Self-Regulation 107
Research on Self-Regulatory Beliefs and Processes 110
Self-Motivational Techniques 111
Self-Regulatory Methods and Time Management 113
Self-Regulation of Performance 117
Regulating One's Own Physical and Social Environment 118
Conclusion 121
References 121
5. CONSTRUCTING THE CONCEPT OF APTITUDE:
IMPLICATIONS FOR THE ASSESSMENT OF
ANALOGICAL REASONING
Paul D. Nichols and David J. Mittelholtz
Changing Conceptualization of Aptitude 128
Aptitude before the 20th Century 129
Aptitude in the Early 20th Century 129
viii Contents
Aptitude in the Late 20th Century 130
Aptitude in the 21 st Century 13 I
Current Approaches to the Assessment of Analogical Reasoning 135
EPM Conceptualization and Measurement of Analogical Reasoning 135
IP Conceptualization and Measurement of Analogical Reasoning 136
New Directions in Assessing Analogical Reasoning 139
New Conceptualization of Analogical Reasoning 139
Emerging Conceptualization of Analogical Reasoning 140
Revised Assessment of Analogical Reasoning 142
Conclusion 143
References 144
II
Teaching "How to Learn" within Domains
6. ELEMENTARY READING INSTRUCTION
Michael Pressley, Ruth Wharton-McDonald, Joan Rankin,
Pamela B. EI-Dinary, Rachel Brown, Peter Afflerbach, Jennifer Mistretta,
and Linda Yokoi
Excellent Reading as Constructively Responsive Reading 152
The Information Processing Components That Interact to Produce
Constructively Responsive Reading 153
Brain Mechanisms 153
Articulating the Components of Constructive Information Processing 159
Constructively Responsive Reading as an End in the Development
of Reading 160
Emergent Reading during the Preschool Years: Promoting the
Development of Language Competence 161
Phonemic Awareness: An Important Metalinguistic Competence
That Can Be Developed through Instruction during Kindergarten
and Grade 1 163
Experimental Research on Primary-Grades Instruction:
Whole Language versus Explicit Teaching of Decoding 165
Whole Language 165
Explicit Decoding Instruction 166
The Great Debate Continues 168
Comprehension Strategies Instruction 168
Instructional Studies of Individual Comprehension Strategies 168
Contents ix
Instructional Studies of Repertoires of Comprehension Strategies 170
Descriptive Studies of Educator-Devised Comprehension
Strategies Instruction 173
Summary 175
What Excellent Elementary Literacy Teachers Do 176
Primary-Grades Teaching 177
Grade 5 Instruction 181
Summary 185
Postscript for the Elementary Years 186
References 188
7. A COGNITIVE PERSPECTIVE ON THE ASSESSMENT,
DIAGNOSIS, AND REMEDIATION OF READING SKILLS
James M. Royer
An Overview of the LATAS Model of Assessment and
Educational Intervention 200
The Theoretical Underpinnings of the LATAS Diagnoses
and Interventions 202
Five Characteristics of Teacher-Useful Reading Diagnosis
and Remediation 204
Reliability and Validity of LATAS Procedures 204
Consistency between Reading Development Theory and
LATAS Assessments 206
Profiles of Reading Skills Provided by LATAS Assessments 208
The Results of Instructional Interventions Based on
LATAS Assessments 215
Case Study 1: JS 216
Case Study 2: GC 222
Case Study 3: JB 226
Other Intervention Strategies Used at LATAS 229
User-Friendly Properties of the LATAS Procedures 230
Teacher-Friendly Properties of SVT Tests 230
The Open-Ended Architecture of CAAS 230
Final Comments 231
References 232
8. PSYCHOLOGICAL FOUNDATIONS OF ELEMENTARY
WRITING INSTRUCTION
Stephen L. Benton
Endogenous Development 236