"Teaching, Learning and Psychology" offers comprehensive coverage of contemporary psychological issues and new directions in education. With its focus on the non-deficit nature of human behaviours and positive psychology, the book emphasises the importance of appropriate pedagogical practices for effective learning. Comprehensive and…

Providing a comprehensive survey of cutting-edge work on second language learning, this "Handbook," written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are…

This fascinating and inventive book surveys the UDL research field in comprehensive detail while pointing in--imaginative and necessary ways--to crucial research undertakings yet to come. In recent years there has been heightened interest in Universal Design for Learning (UDL), particularly within the worlds of education policy and practice. As a…

Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as…

In this landmark book, Scott Page redefines the way we understand ourselves in relation to one another. "The Difference" is about how we think in groups--and how our collective wisdom exceeds the sum of its parts. Why can teams of people find better solutions than brilliant individuals working alone? And why are the best group decisions…

This three-part book, a collection of articles by some of the foremost researchers in language comprehension, examines the thought processes involved in listening to conversation or in reading a page of text. The first part of the book deals with what the reader stores from a page during and after comprehension; it investigates the reader's use of…

This volume provides an informed and accessible overview of the whole area of children's thinking. The book reviews children's thinking in detail by discussing the ways children remember and organize information in general; the acquisition of skills such as reading, writing, and arithmetic; and the development of more complex reasoning as children…

Cognitive style identifies the ways individuals react to different situations. Cognitive styles include stable attitudes, preferences, or habitual strategies that distinguish the individual styles of perceiving, remembering, thinking, and solving problems. Intended for researchers, psychologists, child development specialists, and early childhood…

This consideration of learning style and the minority student analyzes and synthesizes the research that reveals the similarities and differences among the learning styles of culturally diverse populations and describes how to teach and counsel adolescents with different learning styles. Research suggests that students whose instruction is not…

This collection provides a number of perspectives on the central role that language plays in reading comprehension. Following an introduction by the editor, entitled "Attention and Individual Differences in Comprehension," the following papers are presented: (1) "The Line of Sight Approach," by Norman H. Mackworth; (2)…

Issues in the testing of bilinguals are examined, particularly in the context of poor results attained on standardized tests by bilingual children. Discussion begins with an examination of definitions and classification of bilingualism, citing some evidence of confusion in use of terminology. Causes for this confusion are seen in popular…

An examination of second language learning focuses on how universal cognitive processes in language learning and individual differences account for differences in language learning patterns. An introductory section gives background information suggesting that psycholinguistic factors in language learning should receive more attention for two…