| View Larger Image | Perspectives on Thinking, Learning, and Cognitive Styles (The Educational Psychology Series) | Paperbackby Robert J. Sternberg (Editor), Li-fang Zhang (Editor)
| List Price: | $49.95 | | Price: | $42.46 | | You Save: | $7.49 (15%) | | | Available: | Usually ships in 24 hours |
| | Binding: | Paperback | | Publisher: | Lawrence Erlbaum | | Edition: | 1st Edition | | Page Count: | 288 Pages | | Publication Date: | January 01, 2001 | | Sales Rank: | 785,358th |
|
EDITORIAL REVIEWS |
Product Description
This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations. International representation is emphasized, with chapters from almost every major leader in the field of styles. Each chapter author has contributed serious theory and/or published empirical data--work that is primarily commercial or that implements the theories of others. The book's central premise is that cognitive, learning, and thinking styles are not abilities but rather preferences in the use of abilities. Traditionally, many psychologists and educators have believed that people's successes and failures are attributable mainly to individual differences in abilities. However, for the past few decades research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies. Cognitive, learning, and thinking styles are of interest to educators because they predict academic performance in ways that go beyond abilities, and because taking styles into account can help teachers to improve both instruction and assessment and to show sensitivity to cultural and individual diversity among learners. They are also of interest in business, where instruments to assess styles are valuable in selecting and placing personnel. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings. |
SIMILAR PRODUCTS |
| Cognitive Styles and Learning Strategies: Understanding Style Differences in Learning and Behavior
by Riding (Author)
This volume reviews and integrates research on style differences in learning behaviour and describes the "cognitive styles analysis" which provides a simple and effective method of assessing style in children and adults. As both a textbook and a source of reference for professionals working in a range of contexts, it aims to help teachers and trainers reflect on and assess their effectiveness. The authors provide insights into personal and professional behaviour for cousellors and personnel...
| 
| Thinking Styles
by Robert J. Sternberg PhD (Author), Robert J. Sternberg (Author)
In our society, the recognition of talent depends largely on idealized and entrenched perceptions of academic achievement and job performance. In Thinking Styles, psychologist Robert Sternberg argues that ability often goes unappreciated and uncultivated not because of lack of talent, but because of conflicting styles of thinking and learning. Using a variety of examples that range from scientific studies to personal anecdotes, Dr. Sternberg presents a theory of thinking styles that aims to...
| 
| How People Learn: Brain, Mind, Experience, and School: Expanded Edition
by Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice (Author), National Research Council (Author)
(National Research Council) Text is a result of work of two committees of the Commission on Behavioral and Social Sciences and Education of the National Research Council. Original volume, c1999, was a product of a 2-year study conducted by the Committee on Developments in the Science of Learning. Expands on the findings, conclusion, and research agenda of the original volume. Softcover.
| 
| Multiple Intelligences: New Horizons in Theory and Practice
by Howard E. Gardner (Author)
Gardner's seminal 1993 account of the practical applications of Multiple Intelligences theory is now completely updated and expanded to reflect the latest developments in the field Howard Gardner's brilliant conception of individual competence has changed the face of education in the twenty-three years since the publication of his classic work, Frames of Mind. Since then thousands of educators, parents, and researchers have explored the practical implications and applications of Multiple...
| 
| So Each May Learn: Integrating Learning Styles and Multiple Intelligences
by Harvey F. Silver (Author), Richard W. Strong (Author), Matthew J. Perini (Author)
One of the greatest challenges faced by every school and every educator is encouraging and accommodating a full range of student diversity while simultaneously promoting a uniformly high level of academic achievement for all students. Two powerful learning models--multiple intelligences and learning styles--provide us with the best means of rising to this challenge. Yet each model has particular strengths and weaknesses that directly correspond to the strengths and weaknesses of the...
|
|
|
