Learning and Cognition

285 Pages·2011·3.566 MB·English

by  Vibeke Grøver Aukrust

LEARNING AND
COGNITION IN
EDUCATION
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LEARNING AND
COGNITION IN
EDUCATION
EDITOR
VIBEKE GR(cid:1)VER AUKRUST
Faculty of Education
University of Oslo
Norway
Amsterdam • Boston (cid:129) Heidelberg (cid:129) London (cid:129) New York (cid:129) Oxford
Paris (cid:129) San Diego (cid:129) San Francisco (cid:129) Singapore (cid:129) Sydney (cid:129) Tokyo
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PREFACE
The3rdeditionofTheInternationalEncyclopediaofEducationappearedrecently,witharticleshavingacomprehensive
viewofup-to-dateknowledgeandaglobalperspective,relevanttoanyonewhoisconcernedabouteducation.Whilethe
Encyclopediaisprimarilymeantforlibraries,wedobelievethatresearchoverviewswrittenbydistinguishedscholarsin
their areas of specialization should be made available to larger groups of readers. This volume presents a selection of
articlesonlearningandcognitionfromtheEncyclopedia.Leadingresearchershavebeenaskedtoreviewcriticallyand
presentinaneasilyunderstandablemannerthecurrentstateofknowledgeintheirfieldsofexpertiseandhaveputmuch
effort into drafting, writing, and revising thorough and balanced overview articles intended for a broad readership,
spanning parents, policy makers, students, teachers, and researchers who want to be updated on areas outside their
particularrealmofspecialization.Theresultoftheirworkisacomprehensiveoverviewofthemajorresearchinlearning
andcognition,offeringasourceofreferenceforreaderswhowanttoobtainanintroductionthatisauthoritativewithout
reducingorunderstatingthecomplexitiesanduncertaintiesthatcharacterizemostoftheavailableknowledge.
In the last few decades, there has been a growing interest in learning and cognition. There is an increasing
understandingamongteachersaswellaspolicymakersthattoimproveeducationaloutcomesamajorfocusshouldbe
on learning and transforming, and what makes students change, learn, and acquire knowledge. Obviously, this is an
enormously challenging task involving perspectives from brain research and neuroscience as well as from research
addressingtheindividual,social,technological,institutional,andculturalaspectsoflearningandcognition.Theauthors
ofthisvolumecomefromavarietyofacademicdisciplinesfromseveraluniversitiesaroundtheworld,buttheysharean
interestinhowissuesoflearningandcognitioncanbemaderelevanttoandusefulforeducation.
AseditoroftheLearningandCognitionsectionintheEncyclopedia,Iidentifiedthekeydomainsandconceptsinthe
fieldoflearningandcognitionthathadbothastrongresearchbaseandhighrelevancetoeducationandrecruitednotable
researchers to cover them. Manyof the articles in this volume have been chosen from the Encyclopedia’s section on
learning and cognition (while there are also a few articles from other sections), addressing issues ranging from
neuroscience bases of learning to cross-cultural perspectives; from self-regulated learning to learning as inquiry and
cooperation;fromproblemsolvingandknowledgedomainstolearninginspecificcontextsandthroughouttheages;and
from attention, memory, and intelligence to relationships between cognition and emotion. Language (reading and
writing) is essential to cognitive processes and to learning in and outside schools and is covered from a variety of
perspectives.Whilethishandbookoffersabroadspectrum,clearlynoteveryeducationallyrelevanttopicinthefieldof
learning and cognition is included. For example, readers who are interested in learning and knowledge building in
particularareassuchasthelearningofhistory,math,ormusicarereferredtotheEncyclopedia.
The scholars contributing to this volume present a diversity of research approaches to learning and cognition. A
sincere‘thankyou’toalltheauthorswho,withintheformatandguidelinestheywereoffered,haveputmucheffortinto
presenting in a thorough and readable way the knowledge base of their research area. In doing this, they have also
demonstrated why research on learning and cognition, which acknowledges the complexities of these processes, is so
crucialtothefieldofeducationandtostudentoutcomes.
VibekeGrøverAukrust
(ã2011,ElsevierLimited. Allrightsreserved.)
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CONTENTS
Preface v
Contents vii–ix
Contributors xi–xii
LEARNING AND COGNITION: INTRODUCTION
Cognition:OverviewandRecentTrends
JWileyandBDJee 3
NeuroscienceBasesofLearning
MHImmordino-YangandKWFischer 9
LearninginaCross-CulturalPerspective
L-FZhangandRJSternberg 16
COGNITION AND LEARNING: THEORY
ConnectionismandLearning
TRShultz 25
Self-RegulatedLearningandSocio-CognitiveTheory
PHWinneandAFHadwin 34
VygotskyandRecentDevelopments
JVWertsch 40
TheoreticalBasesofComputerSupportedLearning
SRLudvigsenandAIMørch 46
PersonalEpistemologyinEducation
IBra˚ten 52
LearninginaSocioculturalPerspective
RSa¨ljo¨ 59
SituativeViewofLearning
ACollinsandJGGreeno 64
COGNITION: RECENT TRENDS
AttentioninCognitionandEarlyLearning
MHeimann,TTjus,andKStrid 71
CognitionandEmotion
FPons,MdeRosnay,andFCuisinier 78
Memory
SMagnussenandTBrennen 85
vii
viii Contents
Intelligence
RJSternberg 92
ConceptLearning
SJUnsworthandDLMedin 99
ProblemSolvingandHumanExpertise
TJNokes,CDSchunn,andMTHChi 104
ProblemSolvingandReasoning
REMayer 112
KnowledgeDomainsandDomainLearning
LMaggioniandPAAlexander 118
Metacognition
LBaker 128
LEARNING: RECENT TRENDS
LearningStrategies
CEWeinstein,JJung,andTWAcee 137
TechnologyandLearning
BMeansandJRoschelle 144
LearningasInquiry
SRGoldman,JRadinsky,STozer,andDWink 154
CooperativeLearning
RESlavin 160
LEARNING – LANGUAGE, READING, AND WRITING
LanguageandLiteracyinEducationalSettings
VGAukrust 169
NeuroscienceofReading
UGoswami 179
LearningtoRead
MSBurnsandJKKidd 185
ReadingComprehension:ReadingforLearning
CESnow 192
FirstLanguageAcquisition
NBRatner 198
SecondLanguageLearning
JSArnfast,JNJørgensen,andAHolmen 205
Writing,Early
BEHagtvet 212
Writing,Advanced
RAndrews 220
LEARNING IN CONTEXTS AND THROUGHOUT THE AGES
GenderandSchooling
LYatesandJMcLeod 229
OrganizationalLearning
P-EEllstro¨m 235
TheAdultDevelopmentofCognitionandLearning
EALStine-MorrowandJMParisi 241
Contents ix
LifelongLearning
JField 247
ClassroomDiscourseandStudentLearning
LHemphill 254
LearningOutsideofSchool
TNunes 260
Index 267