A01=Michael K. Gardner
A01=Robert Z. Zheng
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Author_Michael K. Gardner
Author_Robert Z. Zheng
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Category1=Non-Fiction
Category=JMR
Category=JNC
Category=JNT
classroom learning optimization
cognition
cognitive architecture
Cognitive Load
cognitive load theory
Cognitive Prompts
cognitive science
COP=United Kingdom
Delivery_Delivery within 10-20 working days
Ed Psych Insights
educational intervention methods
educational psychology
effective memory retention techniques
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
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Extraneous Cognitive Load
Facial Nerve
Germane Cognitive Load
High Element Interactivity
High Extraneous Cognitive Load
High Intrinsic Cognitive Load
High Prior Knowledge Learners
human cognitive process
information processing
information processing model
instructional design strategies
Intrinsic Cognitive Load
Keyword Mnemonic
Language_English
learning
learning sciences
long-term knowledge retention
long-term memory
Low Prior Knowledge Learners
Mayer's Cognitive Theory
Mayer’s Cognitive Theory
memory
Memory in Education
Michael K. Gardner
PA=Available
Patricia A. Alexander
Pegword Method
Phonological Loop
Price_€20 to €50
PS=Active
Robert Z. Zheng
schema theory
Semantic Information
softlaunch
spatial-related learning
Subvocal Rehearsal Mechanism
teacher professional development
Visual Sensory Memory
Visuo Spatial Sketchpad
Working Memory
Working Memory Encoding
Product details
- ISBN 9780367028572
- Weight: 320g
- Dimensions: 129 x 198mm
- Publication Date: 01 Nov 2019
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
- Language: English
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As our understanding of the human memory system broadens and develops, new opportunities arise for improving students’ long-term knowledge retention in the classroom. Written by two experts on the subject, this book explores how scientific models of memory and cognition can inform instructional practices. Six chapters guide readers through the information processing model of memory, working and long-term memory, and Cognitive Load Theory (CLT) before addressing instructional strategies. This accessible, up-to-date volume is designed for any educational psychology or general education course that includes memory in the curriculum and will be indispensable for student researchers and both pre- and in-service teachers alike.
Robert Z. Zheng is Professor of Educational Psychology at the University of Utah, USA.
Michael K. Gardner is Professor of Educational Psychology at the University of Utah, USA.
