¥ wv 2% Psychology of Learning for Instruction THIRD EDITION Marcy P. Driscoll Ford State Univesity Boston New Yok San Frnceco MecicoGiy Monteal fornto, Condon ‘Madrid Murch Fst ong Kong Singapore Tokyo ‘Capetown SyabeyPart I: Introduction Introduction to Theories of Learning and Instruction ie — [sores] ‘Ropes pcre ede aly it carota ren ne Cor ohare we Sopot ee Inout oe‘Dati fanning Theay ewig Thor and intrucon Leming i tito he Gone Plan Aprosch of This zwei cttoneg Bek iy Bei om ond he sho Bag 180-1800) Refecin Qurione CCuven leun angunge ina remashably ie period of tine, but an atte tiny take years fo develops powerhouse serve in ene Stent in school [Eten how to tlve complex problems in mathematcy and tales tsneet let how omy ate asters Coss add players tnt) ati poloder lear licen states fr pach lk cates Those frealleauyples of what we cal esuning But what slaming and how does Testing i lieong activity Learning occurs intemal in formal ‘nszutional stings and incidentally through experience Lestng encom passe a mlitide of ompetencis om knowledge of simple eso prea [illin complex and dca procedures Leann sometines eure grat {fou and sometimes prosede with relative rase These ae 9 fe of the things we know about ering But laring is complex atts Theesals llnsning ore often obuesble in Reman prfonrance, but the process of Jesining if mach less obvious As a coneaquence, diferent theoses have been developed to esplsin learning, These aos represent dierent pe peciven diferent aasumptons, spd dient bel aout lean is {Rasfoe worthwhile to consider bah how leaning thee develop and ‘what hstoal oot nee the pec cries issued inthis book What Is a Theory of Learning? Most people have an ntve answer otis question theory shout ei git setae principles shout leamning But what do these princes involve? What thet purpose! Whete do they come fom? Lets eat thelestqoetion fst These about anything fell criginate with questions Why dos ‘he beach emwin siny when ater sumine Dvndrstorms are wide CHAPTER | + intreuction i Tones of Learning and rstracton 3 (Mand = dese to understand the woud ound es With fe expansion of ree eee eae ee re er ce er naa 2 eee Ss ie apna nee ee ages rt ners4 PARTI + tetroduction hough to be important in understanding te event (nking/osting) The ‘ngelhess ah Spesfes the prasuned relonlup between the vars ‘the bserved event Thats he can thr-sark should contain ore iguid than the ca that sted Toner ty examine de iby of hypotheses, 3st of patil ob secvations mut ow be condi, hich im this ease consisted ofthe st {Tres pousing the sniente of ech can io 2 measuring cap end then eBtsling the amocnts i te two cupe The results of thee servations SSUEd dn be compared with the precicson that was hypothesized. The ‘een to whe ess and pdicton ages determines whether he hypo ‘is nasen verified o eluted If etd shen ober, ernie expla (ons must be conser The oscrvaone made in ay invertigation enable reseschers oc sssut of vey prepestionsabost what going cn These propesions oem the beso thers Inthe sod ean ample the tent can Be said 1 oEcca thee of tation nwehch the amount of qu contained in the ‘Sav etermineswhethes i sinks oF Nlosts Their subeequent observing oweves reves tat both the rus and dit soda cans contained the POR Tlume of tqud. Theor, he stadent were forced fo abandon ths (iiiuie separ thes they and fo conser allrative ones I evfae coe how theory balding might coca nan exaination cfsedocr tac andlenrang Although the vestigation would not proceed ‘fom specie Hypotheses i Uhly that moenrcors would begin with 2 (Guestion such 2 how do textbooks induneelscrng? In anwering Ns BSRon, hey might fst examine the depres to wach sadens actly EGP cnsaad thor ethos, oth he ssumption thet dose who cid 20 SAG MEEN ewe tien those who sever opened thir books. Suppose tht [Qatar wrened a general tendeny of this sort bat tht, even among {Fe tetoood woes tere wan considerable vasabty in peaformance Ts ‘aid gest nthe rlaonshop between foxttook use and Inning i [SONG ine than ust me spent seacing or sucdying the text. The orig ‘Smplion st how be sneer mah, for ample, nla thea Stace uae of bet stents do when Phey read or stady the tex ‘a Ehentaly «comple pct, or tecy, of fotbook ase woul be scan be soon in these two examples, the proces of theory bling it recut The ents each phase fii nfncesubsequen pase (Shih evetally feo back to modi origi] ascunptions or hypoteses its way theory eonaantyundergoce mottos as new resus ae munedated Figte |i iasetes ths pronase In the Figure we aloo ihe esenl purposes of thy fo expan He occurence of sme pe omen end predic i occurene he furee A leaning tes, he este ssid with arr and pret the cn ot Should expiin ‘fin andr whch lasing wil cose again Ib obiowaly the go j elation rie Ling ad tracton 5 ne “ Fypances tan eo ri a RicriePraes or Bung struction o aly this kore in te provision ofsppropsit conditions for factating octive arare “Ahough theory building a Ihave descbed i 0 fr, seems ory sn ect i neces eter Take, sees poi 0 “Shooing what vecaler ace anporant to iesgate 1 ou assume tat Ie cn of et ceri hw mown sere learing sys you could expan th feces of textbook use on pe formance erm of how motvatd students were os he infomation Dr wheter they peesencd a vrbalesning syle in othr od, more not “ated sents wou be expected to learn tre than lew otras t= ‘eats and ose with Verb Inning sys would be expected eatn DOE than tha counterparts with «veal inning sje Adopting this pepe Hs mpharze the ceadet and how hoo ahe approaches he lesring se Phung support rts explanation would probly mvoe severing6 PARE» wonton crude asking then to think aloud a hey sad eo tet cater oF crude aon CTprument to masse motivation and/or losing He natwould then be conrlted with perouance tet scald asume tat properties ofthe text ial rere spate rater lenge mag vggest at some rock sponse fy rer) shoud facie lerng more effectively then he same sabe apts ojstves chapter sunmaties, practice gue Fn ox oer fates st insane how students md and ae egg thi perspactive epasizes the textbook and 0 Sd Fae Capleton wok! equ textbook analyse with bse ie tan oe fetes and stunt pvormance, How coc re Fe re ace to aacpt sone more tv han the other? Or 6 desde which Pere pat egnizes the importance oF both peepee ta nga more complete unserstanding the phencrenc Hann tions fucka these fundamentally stem from dscipnasy nan pte tat investigators hve abet the phenomena ey Son poloi fo evap goes abo the stay of Fite cal sy a nce om how = payehelog would approsch he same inveeation nee they efi the cet i dai fool de op nth cig foe a er Sitemeter steer a, ‘echase tho ety of eating fe not sc discpine, thas been > pruned by eaters epresenigs vain of iepinry Pept Proc Siri the resling totes of leaning that have Been Po Oo ed aeholgit for evampl, argue tat Tsering pansto provide with seapectto the sory Whataspcto the explanation do Sos ind compeling? Ofwhst aspects are you sepia, a why? "The took ents witha brief chapor efiled, "Toward « Pesoral “Dueory 6 Letming and inetrvcion Any book on lesring necesnyroles its author's unique perspective and indvidust bets about the ature of wedge endow re come too tings My slat te. tes to dicun, the sequence in which Ihave places the, the evarsptes ‘ave used to lutte them, and the conssions Ihave dawn om the seal uc omy view of lesring By the tine you ash this book, however you should have developed fine tuned your own informed view of lesen. You shold be rash a fake a and on tho ments or fle of paticuls theory ay it might be ‘pple to various instactnalprobeme: You should bein x postion to ‘deny gape in theory and to eugget whew future research mgs pre hipboconducted in asence, thi books elles you wll ave become ‘rfl praciione” whether your practice if the dnsroom, be tang cane o he nboaty Kermit and the Keyboard Thrwe years ago, Kel desided shat he wanted to lenun to ply the by lard Many yess ago, he studi! music formally and he exeled 4 music performance major aa local university He became proficient scat ‘et and stephone and played mboth the cotmury symphony arde Be Pece dance and However the repetitive nature of concert playing the Sai pees te and spain eventually bere Kermit and he doped oot school before caning «dope Kermitheeame atnactd tothe beyboard bese he led the ide of ‘neman and. The wetonic capabilities of these inshuments ate Waly [azing One person atthe contls can indend sound ike men iste ments phying in farmony The internet Kermit bought hed many bulin feanaes (egy prerecorded backgounds and’ acompanimena, ecrent ‘oie and yun, te abit play and record maple Hck Deby toslow down or speed up the sccampaniments) As oe might imagine, the instrument also came with lengthy anal lasnsting an dex ing al ‘various features and how to use hem ‘Although Kermit lsrned to read» musi score when he was aking foxmal lessons, he hat never played keyboard belre, to he specs ine ‘hunting ane pecking onthe keys fo falasiae hinwef withthe yout He hats oot some oid music neuen books with slngle eves them and he buysa coupe af fake hook tat sont amg popu songs Fake {aks show what chords ate to be payed dung each measute of song These chords corsespond with shoreut ke onthe eyo othe page: aso pay only ont hey instead of teenie chor. Ker elects wre x ress fo practice and makes» tof degen crs ange tat he woul ke {olearntaply Every day Kermit play or aout anhout On se dy, he pays or lengeron shots he might qu fr 30 nutes Sone day, he page mere CHAPTER | + introduction to Theories of Learning and Instrwc ei net time He poy afew sons bunt he ke 0 «afoul many diesen ones an ccompaiment then how df Eide tee sure using ech om He sts ei cing ip with Se amis maa and olsone ot lng Een rSicates butt sounds ne with the ihy tno! hat pare Flay ome pays he song using tat secompaniment agin ne makes the Se Ping te sag wh cer Tacgounds ough ep eat once a week, Kent sads a ction of the Keooard ara obiy soll event The group ser Mu: people send a thei sche Symphony days ital Focus Questions about “Keri and he Keyhosrd” 4 Whats Keni leaning thie stony? , 2 What appen toe the nputsorpreconon to escring in history 3 What eppen fo be ho processes of leaningin i sa? 4 Whats Keri sole dry he ana pros? 5 What instuction appears be prsent in hs story, and what ts 46 Wha ae the inplictons of Ebinghau' frpting curve for Keri’ 1, Boyou ee any ample of Thora’ Law of Eifectin this try? Anno the Sos Cox Proton: Regular oda is much dense than di oda ‘een of the sugar it contin comapaned withthe very sal mount ofa ‘ical seetenescontuned inde sodssngestdRoadngs___—_ om SSP nt ate rt ret es es eee eae Reflective Questions and Activites _ 1 Unger Despeand Ferg (1986) repre hat ste sour ktecge and ap ofkrow'ng tak up Ongret ls nde Bie i nie ey re Grek mg al ‘pal ets men eps of vue Brg snes ape 2 Pabienafn e ewces bose? ‘Aes Sonne: 00 epitope ens Dl my cpt fa Seca sie ign sude stress pied snp oe ‘Trang Wht do Ssocee cing por een Shula SGprencenpeht rt ons gy) 8 ‘t I: Learning and Behavtor le motoxsely we eee = Papspes Fak Pao arti 2