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During the past twenty-five years, researchers have made impressive advances in pinpointing effective learning strategies (namely, activities the learner engages in during learning that are intended to improve learning). In Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding, Logan Fiorella and Richard E. Mayer share eight evidence-based learning strategies that promote understanding: summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting. Each chapter describes and exemplifies a learning strategy, examines the underlying cognitive theory, evaluates strategy effectiveness by analyzing the latest research, pinpoints boundary conditions, and explores practical implications and future directions. Each learning strategy targets generative learning, in which learners actively make sense out of the material so they can apply their learning to new situations. This concise, accessible introduction to learning strategies will benefit students, researchers, and practitioners in educational psychology, as well as general readers interested in the important twenty-first-century skill of regulating one's own learning.

Learning ability. --- Learning strategies. --- Strategies, Learning --- Learning, Psychology of --- Ability --- Active learning. --- Action learning --- Activity learning --- Activity teaching --- Learning --- Experiential learning --- Active learning --- Learning ability --- Learning strategies

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"This book takes Euripides tragedy of Medea as its starting point. Our unconscious fantasies can be embedded in age-old myths, and many modern works about Medea reflect our ever-present interest in such myths. The Danish film director T.H. Dreyer had plans to produce a film about the story of Medea, while his countryman Lars von Trier did in fact make his own version of Medea, based on Dreyer`s previous work on the theme. In this remarkable new book the `Medea fantasy is introduced as an unconscious determinant of psychogenic sterility, a fantasy that may form an unrecognized and dissociated part of the self-representation. The book describes how this can lead women to believe that their lovers (like Jason in the original myth) will deceive and abandon them, and that this anxiety might cause them to react violently towards their children. For such women it is imperative to forgo any creative femininity. The carefully written chapters study the so called dark continent` - hidden or unknown areas of womanhood, that are often felt to be difficult to approach, understand, or conceptualise.The areas covered in the book include pregnancy, abortion, maternal ambivalence, loving and hating the baby, shame, ideals and idealisation of motherhood, as well as such issues as sister fantasy, sisterly and lesbian love, the problems between mother and daughter, and female destructiveness, as reflected in fairy-tales. The book also examines a particular type of female masochism that has a strong influence on the life of couples, often destroying the possibility of genuine mutuality between spouses. This masochistic element can be manifested in the way the woman abandons her own world and possibilities of creativity, in order to immerse herself in her partners world. Lastly, it studies what factors might lead to happy and satisfactory relationships, and what factors may lead to failure in establishing such lasting and mutually beneficial relationships in life."--Provided by publisher.

Learning, Psychology of. --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Psychological aspects --- Medea, --- Μήδεια, --- Mēdeia,

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Learning by Expanding challenges traditional theories that consider learning a process of acquisition and reorganization of cognitive structures within the closed boundaries of specific tasks or problems. Yrjö Engeström argues that this type of learning increasingly fails to meet the challenges of complex social change and fails to create novel artifacts and ways of life. In response, he presents an innovative theory of expansive learning activity, offering a foundation for understanding and designing learning as a transformation of human activities and organizations. The second edition of this seminal text features a substantive new introduction that illustrates the development and implementation of Engeström's theory since its inception.

Active learning. --- Learning, Psychology of. --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Action learning --- Activity learning --- Activity teaching --- Experiential learning --- Psychological aspects

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Attribution theory has attracted considerable attention in recent years, especially in the field of language learning. A great share of the research conducted in this area has attempted to uncover factors that could influence learners' perceptions of success and failure in foreign language learning. Particular emphasis has been given to factors like age, gender, perceived level of success, and language studied, and some suggestions that learners' cultures also play a part have been made, although conclusions based on researchers' assumptions of learners' culture characteristics can run the ris

Second language acquisition. --- Learning, Psychology of. --- Educational anthropology. --- Campus cultures --- Culture and education --- Education and anthropology --- Anthropology --- Culture --- Education --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Second language learning --- Language acquisition --- Philosophy --- Psychological aspects

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This book reports an in-depth case study and the student teaching experience of four preservice teachers during practical and clinical experiences in classroom in an urban community in New York. It examines the associations between preservice teachers’ self-regulatory skills and motivational beliefs and their clinical experience both in the college training classroom and in the school settings. The experiences of the students are examined from the perspective of social cognitive theory and self-regulation theory. The authors present a concise summary of an in-depth case study with practical applications across a wide spectrum of fields. They also summarize and give an overview of theories, issues, core concepts related to the self-regulatory experience and motivation of the four case studies. In an effective blend of theory and case histories, Bembenutty, White, and Vélez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction. Stuart A. Karabenick, Research Professor, University of Michigan This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration. Ivar Bråten, Professor, University of Oslo, Norway This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share it with many of my students and colleagues. Anastasia Kitsantas, Professor, George Mason University  .

Education. --- Educational Psychology. --- Teaching and Teacher Education. --- Educational psychology. --- Education --- Psychopédagogie --- Social Sciences --- Theory & Practice of Education --- Teachers --- Teaching. --- Learning, Psychology of. --- Training of. --- Psychology, Educational --- Learning --- Psychology of learning --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Teacher education --- Teacher training --- Teachers, Training of --- Psychology --- Psychological aspects --- Psychology. --- Child psychology --- Instructional systems --- Pedagogical content knowledge --- Training --- Educational psychology --- Comprehension --- Learning ability --- Education—Psychology.