skip to main content

Learning theories, A to Z

David C Leonard 2002

Available at GFC MSU Weaver Library  Reference  (LB15.L4695 2002 REF )()

  • Title:
    Learning theories, A to Z
  • Author: David C Leonard
  • Subjects: Education -- Dictionaries; Éducation -- Dictionnaires anglais; Education; Lerntheorie; Dictionaries
  • Description: Academic rationalism (humanism) -- accommodation (constructivism) -- accretion (cognitivism) -- ACT theory (cognitivism) -- action learning (organizational learning) -- action research (organizational learning) -- active learning (constructivism) -- active processing (cognitivism) -- activity theory (constructivism) -- adaptive coping (organizational learning) -- adaptive response (educational technology) -- adult education (humanism) -- advance organizers (cognitivism) -- Adventures of Jasper Woodbury (educational technology) -- affordance (humanism) -- agents (educational technology) -- algo-heuristic theories of emotion (cognitivism) -- altered states of consciousness (behaviorism) -- analogical learning (cognitivism) -- anchored instruction (cognitivism) -- andragogy (cognitivism) -- appraisal theories of emotion (constructivism) -- apprenticeship learning (humanism) -- aptitude-treatment interaction (constructivism) -- artificial intelligence (cognitivism) -- artificial life (cognitivism) -- ASK systems (educational technology) -- assimilation (constructivism) -- assistive technology (educational technology) -- asynchronous learning (educational technology) -- Atkinson-Shriffrin memory model (cognitivism) -- audio-conferencing (educational technology) -- autoclitic behavior (cognitivism) -- automatic subgoaling (new) -- barriers to learning (constructivism) -- behavior control (behaviorism) -- behavior modeling (behaviorism) -- behavior modification (behaviorism) -- behavioral repertoire (behaviorism) -- bodily kinesthetic intelligence (constructivism) -- bounded rationality (cognitivism) -- brain-based learning (cognitivism) -- building shared vision (organizational learning) -- business transformation (organizational learning) -- Cabri-geometry (educational technology) -- case-based reasoning (constructivism) -- categorization (cognitivism).
    Cell assembly (cognitivism) -- Chain of Response model (constructivism) -- change adept organization (organizational learning) -- chaos theory (constructivism) -- chat (educational technology) -- chunking (cognitivism) -- class Web site (educational technology) -- classical conditioning (behaviorism) -- CMN-GOMS (cognitivism) -- co-emergence (constructivism) -- cognition (cognitivism) -- cognitive apprenticeship (constructivism) -- cognitive architecture (cognitivism) -- cognitive array model (behaviorism) -- cognitive artifacts (humanism) -- cognitive behaviorism (behaviorism) -- cognitive coaching (constructivism) -- cognitive complexity theory (cognitivism) -- cognitive consistency (humanism) -- cognitive dissonance (humanism) -- cognitive flexibility (constructivism) -- cognitive load (cognitivism) -- cognitive load theory (cognitivism) -- cognitive map (behaviorism) -- cognitive overhead (educational technology) -- cognitive processes (cognitivism) -- cognitive psychology (cognitivism) -- cognitive robotics (cognitivism) -- cognitive structure (constructivism) -- cognitively guided instruction (cognitivism) -- cognitivism -- cohort groups (constructivism) -- collaboration (constructivism) -- collaborative learning (constructivism) -- common sense reasoning (cognitivism) -- communication rules (organizational learning) -- community of practice (constructivism) -- complete rationality (cognitivism) -- complex systems (constructivism) -- component display theory (cognitivism) -- computational linguistics (cognitivism) -- computer-assisted instruction (educational technology) -- computer-based training (educational technology) -- computer-lexicography (cognitivism) -- computer-mediated communication (educational technology) -- concept acquisition (cognitivism) -- concept mapping (constructivism).
    Conceptual dependency theory (cognitivism) -- conceptual landscape (constructivism) -- conceptual map (constructivism) -- conceptualization (cognitivism) -- conditions of learning (cognitivism) -- connectionism (behaviorism) -- consciousness (cognitivism) -- constructionism (constructivism) -- constructivism -- constructivist learning environment (constructivism) -- contextual awareness (humanism) -- contextual dependency theory (cognitivism) -- contiguity theory (behaviorism) -- contingency schedule (behaviorism) -- continuity-noncontinuity controversy (behaviorism) -- contribution (organizational learning) -- control of variables strategy (cognitivism) -- conversation theory (constructivism) -- cooperative learning (constructivism) -- CoRT thinking (organizational learning) -- CPM-GOMS (cognitivism) -- creativity (organizational learning) -- crisscross landscape (cognitivism) -- criterion-referenced instruction (organizational learning) -- critical consumerism (organizational learning) -- critical theory (constructivism) -- critical thinking (organizational learning) -- crystallized intelligence (cognitivism) -- cultural reproduction (humanism) -- culture of mathematics (humanism) -- curriculum design (cognitivism) -- curriculum as experience (constructivism) -- curriculum as prescription (cognitivism) -- cybernetics (constructivism) -- data chunking (cognitivism) -- data mining (cognitivism) -- decentering (educational technology) -- decision making (organizational learning) -- decision support systems (organizational learning) -- declarative knowledge (cognitivism) -- declarative memory (cognitivism) -- deductive learning (cognitivism) -- deschooling (constructivism) -- developmental learning (constructivism) -- dialectic method (constructivism) -- differentiation (constructivism) -- digital age educational paradigm (organizational learning).
    Digital library (educational technology) -- digital objects (educational technology) -- digitize (educational technology) -- direct attention thinking tools (organizational learning) -- direct instruction (organizational learning) -- directed behavior (cognitivism) -- disconfirmation (organizational learning) -- discourse theory (cognitivism) -- discovery learning (constructivism) -- disequilibrium hypothesis (behaviorism) -- disorientation (educational technology) -- distance learning (educational technology) -- distributed network system (educational technology) -- double loop learning (organizational learning) -- drive reduction theory (behaviorism) -- drive stimulus reduction theory (behaviorism) -- dual coding theory (cognitivism) -- dynamic assessment (constructivism) -- dynamic memory (cognitivism) -- Ebbinghaus experiments (behaviorism) -- echoic behavior (behaviorism) -- echoic memory (cognitivism) -- educational technology -- elaboration theory (cognitivism) -- elaborative rehearsal (cognitivism) -- electronic campus (educational technology) -- electronic learning environment (educational technology) -- electronic performance support system (organizational learning) -- elicited behavior (behaviorism) -- e-mail (educational technology) -- embedded training (educational technology) -- emitted behavior (behaviorism) -- emotion control (behaviorism) -- emotion theory (constructivism) -- empiricism (behaviorism) -- enactivism (constructivism) -- enactment effect (organizational learning) -- enculturation (humanism) -- engaged learning (constructivism) -- enterprise-wide learning (organizational learning) -- episodic memory (cognitivism) -- epistemology (humanism) -- equilibration (constructivism) -- error factor theory (behaviorism) -- experience-based learning (constructivism) -- experiential learning of Carl Rogers (humanism).
    Immediate feedback (behaviorism) -- implicit memory (cognitivism) -- incremental learning (behaviorism) -- inductive learning (cognitivism) -- industrial age educational paradigm (organizational learning) -- inert knowledge (organizational learning) -- infoglut (organizational learning) -- informatics (cognitivism) -- information architecture (organizational learning) -- information design (organizational learning) -- information pickup theory (humanism) -- information processing theory (cognitivism) -- information theory -- inhibitory potential (behaviorism) -- innate categories of thought (cognitivism) -- inquiry-based learning (constructivism) -- insightful learning (constructivism) -- instructional design (cognitivism) -- instructional events (cognitivism) -- instructional sequence (cognitivism) -- instructional technology (educational technology) -- instructional transaction theory (cognitivism) -- instructionism (constructivism) -- instructor-centric (cognitivism) -- instrumental conditioning (behaviorism) -- instrumentalism (humanism) -- intellectual capital (organizational learning) -- intelligence (cognitivism) -- intelligence augmentation (cognitivism) -- intelligent tutoring systems (educational technology) -- interiorization (constructivism) -- Internet (educational technology) -- interpersonal intelligence (constructivism) -- intervening variable (behaviorism) -- intrapersonal intelligence (constructivism) -- invariants (humanism) -- just-in-time training (organizational learning) -- keystroke level model (cognitivism) -- kinematics (cognitivism) -- knowledge acquisition (organizational learning) -- knowledge assets (organizational learning) -- knowledge base (organizational learning) -- knowledge construction (organizational learning) -- knowledge management (organizational learning) -- knowledge mapping (organizational learning).
    Knowledge media design (constructivism) -- knowledge objects (cognitivism) -- knowledge representation (cognitivism) -- knowledge sharing (organizational learning) -- knowledge sources (organizational learning) -- knowledge space (educational technology) -- knowledge structure (cognitivism) -- latent learning (behaviorism) -- lateral thinking (organizational learning) -- law of effect (behaviorism) -- law of exercise (behaviorism) -- law of frequency (behaviorism) -- law of Pragnanz (humanism) -- law of readiness (behaviorism) -- laws of association (behaviorism) -- layers of necessity (cognitivism) -- learner-centric (contructivism) -- learner control (educational technology) -- learning and performance (behaviorism) -- learning by being told (cognitivism) -- learning environment (educational technology) -- learning objectives (cognitivism) -- learning objects (cognitivism) -- learning organization (organizational learning) -- learning outcomes (cognitivism) -- learning paradigms -- learning styles (cognitivism) -- learning web (constructivism) -- legitimate peripheral participation (constructivism) -- level of competence (educational technology) -- level of processing (cognitivism) -- lifelong learning (humanism) -- life space (humanism) -- logic theorist (cognitivism) -- logical deductive (behaviorism) -- logical-mathematical intelligence (constructivism) -- long-term memory (cognitivism) -- machine learning (cognitivism) -- machine tractable dictionary (cognitivism) -- magical number seven (cognitivism) -- mail list (educational technology) -- maintenance rehearsal (cognitivism) -- management thinking (organizational learning) -- mands (behaviorism) -- mastery learning (cognitivism) -- mathematical metacognition (cognitivism) -- mathematical problem solving (cognitivism) -- maximum rationality hypothesis (cognitivism).
    Means-ends analysis (cognitivism) -- Memex (educational technology) -- memory (cognitivism) -- mental constructs (constructivism) -- mental models (organizational learning) -- metacognition (organizational learning) -- metadata (educational technology) -- metamathematics (constructivism) -- mind mapping (cognitivism) -- mindtools (constructivism) -- minimalism (constructivism) -- minimalist model (constructivism) -- Model Human Processor (cognitivism) -- modes of learning (cognitivism) -- molar behavior (humanism) -- molecular behavior (humanism) -- motivation (behaviorism) -- multimedia (educational technology) -- multimedia applications (educational technology) -- multiple intelligences (constructivism) -- musical intelligence (constructivism) -- natural GOMS language (cognitivism) -- natural language (cognitivism) -- natural language processing (cognitivism) -- naturalist intelligence (constructivism) -- navigation (educational technology) -- negotiated belief structures (organizational learning) -- negotiation (organizational learning) -- network model (cognitivism) -- neural networks (cognitivism) -- neuron (cognitivism) -- nonlinearity (educational technology) -- Nurnberg funnel (constructivism) -- objects with attributes and values (cognitivism) -- observational learning (constructivism) -- olfactory system (behaviorism) -- one-trial learning (behaviorism) -- on-the-job training (organizational learning) -- operant chamber (behaviorism) -- operant conditioning (behaviorism) -- operative rules (organizational learning) -- originality theory (cognitivism) -- organizational cognition (organizational learning) -- organizational learning -- organizational memory (organizational learning) -- originality theory (behaviorism) -- overt responding (behaviorism) -- pansophism (constructivism) -- parallel processing (educational technology) -- parallel thinking (organizational learning) -- passive learning (cognitivism).
    PDP memory model (cognitivism) -- pedagogy (constructivism) -- perceptual field (humanism) -- perceptual learning (humanism) -- perceptual organization (humanism) -- performance objectives (educational technology) -- performance tracking (educational technology) -- personal curriculum design (constructivism) -- personal mastery (organizational learning) -- phase sequence (cognitivism) -- phenomenonology (humanism) -- physical artifacts (humanism) -- PIGS (constructivism) -- place learning (behaviorism) -- power law of practice (cognitivism) -- practice field (organizational learning) -- Premack principle (behaviorism) -- primary reinforcer (behaviorism) -- principle of closure (humanism) -- probability differential hypothesis (behaviorism) -- problem-based learning (constructivism) -- problem solving (organizational learning) -- problem spaces (cognitivism) -- procedural knowledge (cognitivism) -- procedural memory (cognitivism) -- production rules (cognitivism) -- productions (cognitivism) -- productive thinking (humanism) -- programmed learning (behaviorism) -- progressive education (humanism) -- project zero (constructivism) -- psychological tools (constructivism) -- purposive behaviorism (behaviorism) -- puzzle box (behaviorism) -- radical behaviorism (behaviorism) -- rational analysis (cognitivism) -- reaction potential (behaviorism) -- reactive system (educational technology) -- recency principle (behaviorism) -- reception learning (cognitivism) -- reciprocal determinism (constructivism) -- reductive bias (constructivism) -- reflective mode of cognition (humanism) -- reinforcement theory (behaviorism) -- reinforcer (behaviorism) -- relaxed alertness (cognitivism) -- repair theory (cognitivism) -- response learning (behaviorism) -- scaffolded knowledge integration framework (constructivism) -- scaffolded learning (constructivism).
    Scenario planning (organizational learning) -- schema (cognitivism) -- schemata (constructivism) -- script theory (cognitivism) -- search controls (cognitivism) -- secondary reinforcer (behaviorism) -- self-directed learning (constructivism) -- self-efficacy theory (constructivism) -- self-pacing/self-paced instruction (behaviorism) -- self-reflection (constructivism) -- self-regulated learning -- (constructivism) -- self-regulation (cognitivism) -- semantic encoding (cognitivism) -- sensory memory (cognitivism) -- sequencing of instruction (cognitivism) -- serial processing (educational technology) -- shaping (behaviorism) -- shared cognition theory (constructivism) -- shared cognitive maps (organizational learning) -- short-term memory (cognitivism) -- signatures (cognitivism) -- single loop learning (organizational learning) -- situated cognition theory (constructivism) -- situated learning (constructivism) -- Six Thinking Hats (organizational learning) -- skills management (organizational learning) -- Skinner box (behaviorism) -- small steps (behaviorism) -- Soar (cognitivism) -- social and cultural artifacts (cognitivism) -- social cognitive theory (constructivism) -- social development theory (constructivism) -- social learning theory (constructivism) -- socio-cognitive conflict (constructivism) -- socio-constructivist theory (constructivism) -- sociocultural theory (constructivism) -- solo taxonomy theory (constructivism) -- spatial intelligence (constructivism) -- spatial reasoning (constructivism) -- speed up learning (cognitivism) -- spiraled organization (constructivism) -- spoken language systems (educational technology) -- spreading activation (cognitivism) -- staged self-directed learning model (constructivism) -- Stanford-Binet Intelligence Scale (cognitivism).
    Stimulus array (humanism) -- stimulus intensity dynamism (behaviorism) -- stimulus-response association (behaviorism) -- stimulus sampling theory (behaviorism) -- structuralism (humanism) -- structural learning theory (cognitivism) -- structure of intellect model (cognitivism) -- structuring (cognitivism) -- subsumption theory (cognitivism) -- survival anxiety (organizational learning) -- symbol systems theory (cognitivism) -- symbolic concept acquisition (cognitivism) -- symbolic interaction (constructivism) -- synchronous learning (educational technology) -- systems thinking (organizational learning) -- tabula rasa (behaviorism) -- tacit knowledge (organizational learning) -- tact (behaviorism) -- taskability (cognitivism) -- taxonomy (organizational learning) -- taxonomy of educational objectives (cognitivism) -- teachback (constructivism) -- team learning (organizational learning) -- technical curriculum design (organizational learning) -- technology integration (educational technology) -- telecommuting (educational technology) -- theory of action (organizational learning) -- theory of teaching in context (cognitivism) -- Theory X/Y (organizational learning) -- Theory Z (organizational learning) -- think aloud protocol (cognitivism) -- thinking mathematically (humanism) -- thought control (behaviorism) -- tractable (cognitivism) -- transactive memory (organizational learning) -- transformational learning (organizational learning) -- trial-and-error learning (behaviorism) -- triarchic theory (cognitivism) -- tuning (cognitivism) -- unified theories of cognition (cognitivism) -- universal campus network (organizational learning) -- verbal behavior (behaviorism) -- verbal-linguistic intelligence (constructivism) -- vestibule training (organizational learning) -- videoconferencing (educational technology).
    Virtual learning community (educational technology) -- virtual learning environment (organizational learning) -- visual texture perception (humanism) -- voice recognition (educational technology) -- voluntarism (humanism) -- Waterlogic (organizational learning) -- Web-based education (educational technology) -- Web-based knowledge transfer (organizational learning) -- Web-based training (educational technology) -- Wechsler Adult Intelligence Scale (cognitivism) -- working memory (cognitivism) -- Xanadu (educational technology) -- zone of proximal development (constructivism).
    Publisher description: Swift changes in educational technology are transforming the landscape of our society and how we transfer knowledge in a digital world. Teachers, administrators, and education students need to stay abreast of these developments. Yet while the new educational software, technologies, and networks may be available, the learning theories and methods required to take complete advantage of the tools are often neglected. Learning theories are a crucial element of education studies for anyone involved with students from pre-school to higher education and business training. This book is a substantive dictionary of over 500 terms relating to learning theories and environments. Definitions range from approximately 100 to 700 words, and each term is identified by the primary type of learning theory to which it applies: cognitivism, constructivism, behaviorism, humanism, or organizational learning. An annotated bibliography provides further resources to the most important writings about learning theories.
  • Publisher: Westport, Conn. : Oryx Press
  • Creation Date: 2002
  • Format: xiv, 249 pages ; 27 cm.
  • Language: English
  • Identifier: ISBN1573564133 (alk. paper);ISBN9781573564137 (alk. paper)
  • OCLC Number: 48613239
  • Institution Zone MMS ID: 991000307889703376$$I01TRAILS_MSU_GFC
    991000211999703379$$I01TRAILS_LBHC
    991001426969703375$$I01TRAILS_MSU_NORTH
    9911571543403367$$I01TRAILS_UM
    991000790359703382$$I01TRAILS_UGF
  • Network Zone MMS ID: 9910222802703366
  • CKEY: 909909$$I01TRAILS_MSU_GFC909909$$I01TRAILS_LBHC909909$$I01TRAILS_MSU_NORTH909909$$I01TRAILS_UGF
  • Source: 01TRAILS ALMA

Searching Remote Databases, Please Wait