Studying Student Cognition During Classroom Learning

  • Ronald W. Marx
  • Philip H. Winne
  • John Walsh
Chapter
Part of the Springer Series in Cognitive Development book series (SSCOG)

Abstract

Instructional psychology has been a field of study at least since William James (1907) based his Talks to Teachers on Psychology on the current theories of his time. Carried forward by researchers such as Cattell, Hall, Thorndike, Skinner, Gagne, and others, the field has blossomed in the last two decades. In concert with the cognitive revolution currently underway in the general field of psychology, instructional psychology has relied increasingly on a cognitive paradigm to interpret and explain instructional phenomena (see Calfee, 1981; Winne, in press a,b).

Keywords

Cognitive Activity Classroom Instruction Classroom Setting American Educational Research Association Teacher Behavior 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Copyright information

© Springer-verlag New York Inc. 1985

Authors and Affiliations

  • Ronald W. Marx
  • Philip H. Winne
  • John Walsh

There are no affiliations available

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