schraw

In this latest edition of a text first published in 1990, Bruning (educational psychology, U. of Nebraska-Lincoln) introduces the field of cognitive psychology which treats learners as active processors of information and its implications for education. Chapters present historical background, key concepts, processes, and models, e.g., of memory, building knowledge through reading, writing, and metacognition. The text features recent research on memory; developments in cognitive and motivational theory; methods and guidelines for their applications in the "reflective classroom"; chapter sections focusing on assessment; suggested readings; and a glossary of highlighted terms. Annotation 穢2011 Book News, Inc., Portland, OR (booknews.com)