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Psychology of Learning and Motivation
Psychology of Learning and Motivation
Current Catalog
First multi-year cumulation covers six years: 1965-70.
Psychological and Biological Approaches to Emotion
First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.
Conversation
The papers in this volume were originally presented at the Symposium on Conversation, held at the University of New Mexico in July 1995. The symposium brought together scholars who work on face-to-face communication from a variety of perspectives: social, cultural, cognitive and communicative. Our aim for both the symposium and this volume has been to challenge some of the prevailing dichotomies in discourse studies: First, the cleavage between the study of information flow and the study of social interaction. Second, the theoretical division between speech-situation models and cognitive models. Third, the methodological split between the study of spontaneous conversation in natural context ...
Emotion
This volume represents a range of approaches, both theoretical and applied, to the topic of emotion by neuroscientists, developmentalists, social and personality psychologists, and clinical psychologists. Readers should appreciate the diversity of questions and methods presented, as well as note the common ground that emerges in these discussions. Chapter coverage ranges from the neural bases of emotion to the role of emotion in psychotherapy. There are vigorous discussions regarding the concept of emotion, its role in development, and its application to contemporary problems such as violence and war. The papers in this volume begin a dialogue about possible intersections in the study of emotion from scholars who embrace sharply different perspectives on this complex topic -- a fitting tribute in memory of G. Stanley Hall.
Developmental Cognitive Science Goes to School
This book addresses core issues related to school learning and the use of developmental/cognitive science models to improve school-based instruction. The contributors comprise a veritable "who's who" of leading researchers and scientists who are broadly trained in developmental psychology, cognitive science, economics, sociology, statistics, and physical science, and who are using basic learning theories from their respective disciplines to create better learning environments in school settings. Developmental Cognitive Science Goes to School: presents evidence-based studies that describe models of complex learning within specific subject-area disciplines focuses on domain knowledge and how this knowledge is structured in different domains across the curriculum gives critical attention to the topic of the ability to overcome errors and misconceptions addresses models that should be used to begin instruction for populations of children who normally fail at schooling. This is a must-read volume for all researchers, students, and professionals interested in evidence-based educational practices and issues related to domain-specific teaching and learning.
Conversation
The papers in this volume were originally presented at the Symposium on Conversation, held at the University of New Mexico in July 1995. The symposium brought together scholars who work on face-to-face communication from a variety of perspectives: social, cultural, cognitive and communicative. Our aim for both the symposium and this volume has been to challenge some of the prevailing dichotomies in discourse studies: First, the cleavage between the study of information flow and the study of social interaction. Second, the theoretical division between speech-situation models and cognitive models. Third, the methodological split between the study of spontaneous conversation in natural context ...
Narration, Identity, and Historical Consciousness
Until now psychology has barely dealt with the topics of historical consciousness and historical thought. The contributions in this volume seek to remedy this.
