Child, Dennis. <br/><br/>
Psychology and the teacher /  
Dennis Child. 
 - 8th ed. 
 - London :  New York :  Continuum,  2007 
 - xvii, 609 p.   ill. ;  25 cm. 
<br/><br/> Includes bibliographical references and indexes. 
<br/><br/>1.	Contents<br/>2.	Preface to first edition							 	<br/>3.	Preface to eighth edition						<br/>4.	Section 1 introduction<br/>1.	Psychology and education 							<br/>a.	the study of psychology <br/>5.	Approaches to psychology<br/>6.	Branches of psychology<br/>7.	Educational psychology<br/>8.	a definition<br/>9.	What this book is about<br/>10.	Section 2 development<br/>2.	The nervous system <br/>11.	Organization of the nervous system <br/>12.	Receptors<br/>13.	Vision<br/>14.	Hearing<br/>15.	Touch<br/>16.	Transmission<br/>17.	The brain<br/>a.	overall structure<br/>i.	the brain stem<br/>ii.	hypothalamus<br/>18.	Thalamus<br/>19.	The limbic system<br/>i.	cerebellum (or little brain)<br/>ii.	cerebral hemispheres<br/>20.	Brain size and laterality<br/>21.	Size<br/>22.	Laterality<br/>i.	language functioning<br/>23.	Sex differences<br/>24.	Discovering how the brain works<br/>25.	memory and the brain<br/>26.	emotion and the brain<br/>27.	heredity and environments<br/>28.	Inheritance<br/>29.	Environments ? Physical and social<br/>i.	the impact of nature and nurture<br/>ii.	sex and gender<br/>30.	maturation<br/>3.	Attention and perception<br/>31.	The meaning of sensation, attention and perception<br/>32.	Attention<br/>a.	broadbent?s filter theory<br/>33.	attention and the brain<br/>a.	the factors which influence attention<br/>1.	external factors<br/>34.	internal factors<br/>35.	Set<br/>i.	attention and the teacher ? Getting ?set?<br/>36.	Meeting a class for the first time<br/>37.	Starting a lesson or new topic	<br/>38.	Keeping attention<br/>a.	perception<br/>i.	the nature of perception<br/>1.	localization<br/>39.	recognition<br/>i.	visual illusions and perceptual constancy<br/>ii.	perceptual style<br/>40.	the search for meaning<br/>i.	perception and the teacher<br/>41.	4 concept formation and cognitive development<br/>a.	concepts<br/>42.	theories and definitions<br/>i.	imagery<br/>ii.	abstract concepts<br/>iii.	propositional and imaginal thought<br/>43.	some characteristics of concepts<br/>44.	piaget?s theory of cognitive development<br/>i.	piaget?s stages of development<br/>1.	i: the sensori-motor stage<br/>2.	iia: pre-conceptual stage<br/>3.	iib: intuitive stage<br/>4.	iii: concrete operations<br/>5.	iv: formal operations<br/>ii.	some criticisms of piaget?s theory<br/>b.	implications of piaget?s work for the teacher<br/>45.	information-processing approach to cognitive development<br/>a.	concept attainment<br/>i.	vygotsky (1896?1934)<br/>1.	social constructivism<br/>46.	vygotsky and concept formation<br/>1.	scaffolding<br/>ii.	bruner?s strategies<br/><br/>47.	5 language, literacy and numeracy<br/>48.	characteristics of spoken language <br/>49.	the functions of spoken language<br/>1.	egocentric and socialized speech<br/>b.	language acquisition<br/>i.	the onset of language<br/>1.	language learning and operant conditioning<br/>2.	the inheritance of linguistic competence<br/>3.	a middle way in language acquisition<br/>ii.	vocabulary growth<br/>1.	signs, signals and symbols<br/>2.	speed of vocabulary growth<br/>3.	sex differences in language performance<br/>50.	language and thought<br/>i.	origins of language and thought<br/>ii.	cognitive growth and representation<br/>51.	language and meaning<br/>a.	non-verbal communication<br/>b.	teaching language skills - literacy<br/>i.	in the home<br/>1.	social differences<br/>2.	speech problems<br/>ii.	at school<br/>1.	talking and listening<br/>2.	reading<br/>3.	decoding methods of teaching reading<br/>4.	?Reading for meaning? Methods of teaching reading<br/>5.	the ?searchlights? Model<br/>6.	reading recovery (marie clay)<br/>7.	writing<br/>8.	numeracy<br/><br/>52.	Section 3 learning<br/>53.	6 learning theory and practice<br/>54.	the task of learning theorists for teachers<br/>55.	two approaches to learning<br/>56.	the behaviourists (or connectionists)<br/>57.	j. B. Watson (1878?1958)<br/>58.	e. L. Thorndike (1874?1949)<br/>i.	P. Pavlov (1849?1936)<br/>b.	L. Hull (1884?1952)<br/>c.	F. Skinner (1904?1990)<br/>d.	the cognitive approach<br/>e.	learning theories and teaching children<br/>i.	motivation<br/>59.	habits and learning sets<br/>i.	knowledge of results<br/>60.	whole or part learning<br/>61.	schematic v. Rote learning<br/>i.	mental exercise<br/>ii.	closure<br/>1.	cognitive closure<br/>2.	social closure<br/>iii.	?Insightful? Learning<br/>iv.	computer-based education<br/>1.	linear programs<br/>2.	branching programs<br/>3.	recent developments<br/>v.	the place of computer-based learning in schools<br/>62.	7 learning and memory<br/>a.	information-processing model of memory<br/>b.	encoding<br/>63.	storage<br/>i.	sensory register<br/>ii.	short-term or working memory (stm)<br/>iii.	long-term memory (ltm)<br/>64.	explicit (declarative) and implicit (procedural or non-declarative) memory<br/>a.	retrieval (recall, remembering, forgetting)<br/>i.	forgetting<br/>ii.	a curve of forgetting<br/>65.	access and storage failure<br/>i.	reminiscence<br/>ii.	massed and distributed practice<br/>66.	serial learning<br/>a.	approaches to learning<br/>67.	learning to learn (metacognition)<br/>a.	study problems<br/>68.	organization<br/>69.	place of study<br/>i.	time of day and length of study <br/>ii.	for parents<br/>70.	for pupils ? From teachers<br/>i.	personal, social and academic problems<br/>ii.	the peer group<br/>iii.	meaningfulness of task<br/>iv.	revision<br/>v.	?Whole? And ?part? Learning<br/>vi.	transfer of training<br/>71.	an overview: gagnż?s conditions of learning<br/>72.	8 human motivation<br/>73.	introduction<br/>74.	motivation theories<br/>75.	instinct theories<br/>a.	social anthropology and instincts<br/>b.	ethology ? Animal behaviour in natural environments<br/>76.	drive and need theories<br/>a.	physiological and social needs<br/>77.	Critical and sensitive periods ? Physical, psychological and social contexts<br/>78.	cognitive theories<br/>a.	social cognition<br/>b.	cognitive dissonance<br/>79.	common ground between theories<br/>80.	motivation applied in education<br/>81.	a pragmatic view of needs: maslow?s hierarchy<br/>82.	changing emphasis from needs to goals<br/>83.	extrinsic and intrinsic motivation<br/>a.	extrinsic motivators: incentives<br/>b.	intrinsic motivators: challenge, curiosity, control and fantasy<br/>c.	play<br/>d.	play and socio-cultural interaction<br/>e.	play and formal education <br/>84.	achievement motivation<br/>a.	need to achieve<br/>b.	level of aspiration<br/>85.	expectancy<br/>86.	attribution theory and expectation<br/>a.	self-concept and achievement: expectations of pupils<br/>b.	the self-fulfilling prophecy: expectations of teachers<br/>87.	drive and performance<br/>88.	Stress<br/>89.	definition<br/>90.	stress in teachers<br/>a.	stressors: the source of stress<br/>b.	the symptoms<br/>c.	managing stress<br/>91.	stress in pupils<br/>a.	bullying<br/><br/>92.	Section 4 individual differences<br/>93.	9 general cognitive ability (intelligence)<br/>a.	defining intelligent behaviour <br/>i.	intelligence a, b and c<br/>ii.	information processing and intelligence<br/>iii.	multiple intelligences<br/>94.	intelligence testing<br/>i.	the work of binet<br/>ii.	modern test design<br/>1.	norm-referenced testing<br/>2.	criterion-referenced testing<br/>95.	intelligence test items<br/>96.	some uses of intelligence tests<br/>i.	verbal group tests<br/>ii.	non-verbal group tests<br/>iii.	individual tests<br/>97.	selection tests<br/>i.	tests for babies<br/>b.	factors influencing measured intelligence<br/>i.	brain size and other biological factors <br/>98.	age<br/>a.	sex and gender differences in psychometric intelligence<br/>99.	practice and coaching<br/>i.	race, home and school<br/>ii.	comparing genetic and cultural influences - heredity and environment<br/>b.	the structure of abilities<br/>100.	10 the gifted and talented<br/>101.	processes leading to exceptional ability<br/>102.	defining and assessing the qualities of giftedness<br/>103.	performance on ability tests<br/>a.	longitudinal research: terman<br/>b.	current achievements of children<br/>104.	trait creativity ? Using divergent thinking tests<br/>105.	divergent thinking and intelligence<br/>106.	divergent thinking and subject bias<br/>107.	talent<br/>a.	biographical details from investigations<br/>b.	biographical details from introspection<br/>108.	recent developments<br/>a.	neurophysiology<br/>b.	information processing<br/>c.	why are we creative?<br/>d.	how are gifted children different?<br/>109.	Educating gifted and talented children<br/>110.	11 special educational needs<br/>111.	The warnock report<br/>112.	Code of practice (dfes, 2001)<br/>113.	Sen in state schools<br/>114.	Statutory assessment of, and statement for, sen<br/>115.	Psychologists in the service of education<br/>116.	Assessment<br/>117.	Statements of special educational need (statementing)<br/>118.	communication and interaction<br/>119.	cognition and learning<br/>120.	mild and moderate learning difficulties<br/>a.	learners who are retarded<br/>121.	severe and special learning difficulties<br/>122.	dyslexia and autism<br/>a.	dyslexia and dyscalculia<br/>b.	autism<br/>123.	Behaviour, social and emotional development<br/>124.	Sensory and physical needs <br/>125.	Sensory difficulties<br/>126.	Physical difficulties<br/>127.	Medical conditions<br/>128.	12 personality, learning and teaching styles<br/>129.	theories of personality<br/>(a)	nażve approaches to personality<br/>130.	Interviews<br/>131.	Inadequacies of the nażve approach<br/>132.	(b) the humanist approaches to personality<br/>133.	Kelly?s personal construct theory and the repertory grid<br/>134.	(c) psychoanalytic theories of personality<br/>135.	Some basic principles relating to freud?s work<br/>136.	(d) social learning theories<br/>137.	(e) trait theories of personality<br/>138.	Eysenck?s work<br/>139.	R. B. Cattell<br/>140.	The ?big five?: costa and mccrae<br/>141.	The inheritance of personality traits<br/>142.	the assessment of personality<br/>143.	Sheldon?s typology of physique and personality<br/>144.	Physical experiments and personality<br/>145.	Self-rating inventories of personality (psychometrics)<br/>146.	Attitude and interest inventories<br/>147.	Projection techniques<br/>148.	self-concept<br/>149.	personality and school achievement<br/>150.	Traits and school achievement<br/>151.	Type a behaviour (personality)<br/>152.	learning and teaching styles<br/>i.	cognitive style<br/>ii.	affective style<br/>153.	styles and pupil performance<br/>154.	13 psychology and career choice<br/>155.	Background to the present position<br/>156.	Theories of careers development<br/>157.	Trait-and-factor theories<br/>158.	rodger?s seven point plan<br/>a.	physical make-up<br/>b.	attainments<br/>c.	general cognitive ability<br/>d.	special aptitudes<br/>e.	interests<br/>f.	disposition<br/>g.	circumstances<br/>159.	holland?s theory<br/>160.	developmental theories<br/>161.	ginzberg?s theory<br/>a.	occupational choice as a developmental process<br/>b.	the irreversibility of occupational choice<br/>c.	occupational choice: the outcome of compromise<br/>162.	super?s view of occupational development<br/>163.	Person- and goal-centred approaches<br/>164.	Careers education and guidance in schools<br/>i.	government guidance<br/>ii.	careers, sex and gender issues<br/>165.	careers teachers/co-ordinators<br/>166.	Section 5 classroom and curriculum management and assessment<br/>167.	14 effective classroom strategies<br/>a.	cognitive psychology ? Models of instruction (teaching)<br/>168.	entry predispositions<br/>169.	instruction or teaching process<br/>170.	learning outcomes<br/>171.	discovery, guided discovery and expository methods of teaching<br/>i.	impact of these methods on british education<br/>172.	individual learning and diagnosis<br/>a.	behaviour modification: social and academic learning<br/>i.	reinforcement ? Rewarding and/or ignoring behaviour<br/>ii.	modelling<br/>iii.	shaping methods in the classroom<br/>iv.	token economies<br/>v.	applied behavioural methods in classroom management<br/>b.	class management strategies<br/>i.	leadership<br/>ii.	leadership and exercising control<br/>iii.	group management strategies<br/>1.	anticipation<br/>2.	?Withitness?<br/>3.	smoothness<br/>4.	do not stay on a topic too long<br/>5.	overlapping<br/>iv.	teacher?s clarity of exposition<br/>173.	15 the curriculum process<br/>174.	the meaning of curriculum process<br/>175.	curriculum interpretation<br/>176.	content-based curriculum<br/>177.	process-based curriculum<br/>178.	product-based curriculum<br/>179.	objectives<br/>180.	Bloom?s taxonomy<br/>181.	task analysis<br/>182.	defining objectives<br/>183.	criticisms of behavioural objectives<br/>184.	knowledge or subject content<br/>185.	learning experiences<br/>186.	evaluation<br/>187.	curriculum planning and the teacher<br/>188.	curriculum trends<br/>189.	the national curriculum<br/>190.	16 educational assessment<br/>191.	classroom assessment practices<br/>192.	distinction between assessment and evaluation<br/>193.	purposes of assessment in schools<br/>194.	evaluating teaching<br/>195.	major reasons for assessment<br/>196.	attainment (achievement)<br/>197.	diagnosis<br/>a.	the pupil<br/>b.	evaluation of the teacher and the topic<br/>198.	prediction<br/>199.	providing and maintaining standards ? Targets and benchmarks<br/>200.	motivation<br/>201.	development<br/>202.	social (and administrative) engineering<br/>203.	problems associated with assessment<br/>204.	reliability<br/>205.	validity<br/>a.	content validity<br/>b.	predictive validity<br/>206.	comparability and value added<br/>a.	comparing examination marks<br/>b.	school performance (league) tables<br/>207.	the examinee<br/>208.	curriculum<br/>209.	sex differences in academic achievement<br/>210.	methods of assessment in use<br/>211.	conventional written examinations<br/>212.	objective-type examinations<br/>a.	recall items<br/>b.	recognition items<br/>213.	continuous (intermittent) assessment<br/>214.	oral and practical examinations<br/>215.	case history and interpretive questions<br/>216.	standardized tests<br/>a.	ability tests<br/>b.	achievement tests<br/>c.	diagnostic tests<br/>217.	grade-related criterion tests<br/>218.	checklists and rating scales<br/>219.	impression marking<br/>220.	advantages and limitations of objective-type examinations<br/>221.	advantages<br/>222.	limitations<br/>223.	Assessing, recording and reporting achievement<br/>224.	assessing<br/>225.	profiles and records of achievement<br/>226.	Section 6 educational research and test design<br/>227.	17 research in education<br/>228.	studying human behaviour<br/>229.	scientific method<br/>230.	naturalistic research<br/>231.	styles of educational research<br/>232.	experimental research<br/>233.	correlational research<br/>234.	ex post facto research<br/>235.	survey research<br/>236.	ethnographic research<br/>237.	case study research<br/>238.	historical research<br/>239.	action research<br/>240.	meta-analysis<br/>241.	limitations of research in educational psychology<br/>242.	decision-making from educational research<br/>243.	reading the research literature<br/>244.	18 standardization and item analysis<br/>245.	standardization of examination marks<br/>246.	tabulation<br/>247.	graphical representation<br/>248.	distributions<br/>249.	means<br/>250.	modes and medians<br/>251.	standard deviation<br/>252.	Standardization<br/>253.	cumulative frequency<br/>254.	standard scores and percentage of a population<br/>255.	item analysis<br/>256.	test blueprint<br/>257.	test item design<br/>258.	Appendix 1<br/>259.	Name index<br/>260.	Subject index<br/> 
<br/><br/><label>ISBN: </label>9780826487155 (hardcover) 0826487157 (hardcover) 9780826487162 (pbk.) 0826487165 (pbk.) 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Educational psychology.<br/>Child psychology.
<br/><br/><label>Dewey Class. No.: </label>370.15  / C5361