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Author Index

Aberasturi, S. M., 230 Aronson, E., 350 Bates, A., 179
Abramson, L. Y., 381 Asarnow, J., 249, 250, 424 Baumrind, D., 470
Ach, N., 432 Ashkenazi, A., 184 Baxter, G. P., 19
Ackerman, P. L., 172 Ashton, P. T., 153 Beach, D. R., 461
Ackerman, S., 37 Asoko, H., 233 Beal, C. R., 336
Ackerson, G., 218 Assor, A., 17 Becker, A. D., 371
Acord, J., 7 Atkinson, J. W., 358, 359, 421 Becker, M. H., 154
Adams, J. A., 131 Atkinson, R. C., 165, 184, 421, Becker, W. C., 100
Adams, N. E., 155, 156 Beery, R. G., 364
Adescope, O. O., 296 455, 456 Begley, S., 47
Adkins, M., 439 Atkinson, R. K., 158, 296, 316, Belfiore, P. J., 102, 402, 403
Adler, T. F., 464 Bellini, S., 137
Ainley, 432 333, 334 Belmont, J. M., 244, 289
Akamatsu, T. J., 136 Austin, G. A., 293, 376 Belsky, J., 484
Akullian, J., 137 Austin, J. L., 208 Bempechat, J., 370, 380
Alderman, M. K., 392 Ausubel, D. P., 212, 218 Ben-Avie, M., 471
Alexander, J. E., 288, 290, 461 Avard, J., 155 Benight, C. C., 156
Alexander, P. A., 289, 386 Axelrod, S., 212 Benjamin, L. T., 7, 109, 446–449
Alibali, M. W., 294, 338, 440 Ayllon, T., 100 Bereiter, C., 234, 243, 334–336
Alterman, E. R., 476 Ayres, P., 46 Bergin, D. A., 322, 323
Ames, C., 20, 256, 358, 366, 376, 378, Azevedo, R., 148, 286, 327, 416, Berk, L. E., 248, 250
Berkeley, G., 6
379, 388, 395 424, 427 Berlyne, D. E., 388
Ames, L., 452 Azrin, N., 100 Bernard, R. M., 324, 328–330
Ames, W., 218 Bernier, M., 155
Anand, P., 112 Baddeley, A. D., 167, 169, 170, 183, Besner, D., 199
Anand, P. G., 112, 325 184, 197, 199, 201 Betz, N. E., 147
Anderman, E. M., 374, 376, 379, Beyer, J., 155
Bailey, T., 247 Biddle, B. J., 484, 485
414, 441 Bailey, U. J. O., 467 Bierman, K. L., 467
Anders, J. A., 187 Baker, L., 286, 287, 290, 424 Biggs, J., 425
Anderson, B. J., 212 Baker-Ward, L., 289 Binney, R., 37
Anderson, D. R., 472 Ball, D. L., 337, 341 Birch, D., 359
Anderson, J. R., 19, 169, 170, 180, Bandura, A., 23, 46, 118–123, 125, Birnbaum, J. C., 336
Bisanz, J., 339
186, 188, 189, 191–193, 127, 128, 131–138, 140, 141, Bitterman, M. E., 81
195–200, 203, 211, 233, 234, 143, 145–149, 152–157, 160, Bjorklund, D. F., 426
279, 299, 302, 309, 310, 318, 231–233, 246, 252, 257, 298, Black, J. B., 207
321, 323, 331–333 349, 363, 364, 367, 370–372, Blankenship, V., 361
Anderson, L. M., 335 374, 376, 379, 380, 385, 388, Block, J. H., 107, 108
Anderson, L. W., 107, 108 391, 403, 405, 407, 408, Blok, H., 292
Anderson, R., 174 410–412, 430, 454, 475 Blom, D. E., 238
Anderson, R. C., 174, 190, 206 Banfield, J. T., 379 Bloom, B. S., 107
Anderson, W., 109 Bangert, R. L., 108, 110 Blumenfeld, P. C., 374, 377, 434
Andre, T., 196, 293, 294, 303, 309, Bangert-Drowns, R. L., 107, 439 Bobko, P., 141
316, 418 Barbaranelli, C., 149, 154, 156 Boekaerts, M., 440
Andrews, G. R., 382, 393, 410 Bargh, J. A., 89, 126 Boersma, E. J., 382
Andrist, C. G., 173 Barnes, P., 330 Bogen, J., 37
Angell, J., 9 Barnett, S. M., 319 Boggiano, A. K., 374
Anthony, H. M., 335 Barnett, T., 179 Boire, M., 327
Applebee, A. N., 290 Barron, K. E., 378 Bolus, R., 146, 383, 384
Archer, J., 376, 378, 379 Barry, C. M., 476 Bong, M., 370
Aristotle, 6, 432 Bartlett, F. C., 189
Armbruster, B. B., 291 Bartz, W. H., 169 539
Armstrong, D. G., 272 Basden, B. H., 187
Basden, D. R., 187
Bassok, M., 19, 333

540 Author Index

Bonitatibus, G. J., 336 Brunstein, J. C., 439 Chapman, J. W., 382, 384
Bonner, S., 407 Bryan, J. H., 120, 157 Charness, N., 20
Borgogni, L., 154 Bryan, T., 382, 395 Chartrand, T. L., 126
Borkowski, J. G., 289, 290, 298, 322, Bryan, T. H., 120 Chase, M. A., 152, 153
Bryant, N. R., 243 Chater, N., 211
323, 424, 426 Buenning, M., 142 Chen, C., 440
Bornstein, M. H., 465 Burchinal, M., 468 Chen, M., 469
Borowsky, R., 199 Burns, R. B., 107, 108 Chen, P. P., 440
Bouffard-Bouchard, T., 412 Burton, R. R., 76, 339 Chen, Z., 302
Bourne, L. E. Jr., 196, 199 Bussey, K., 136 Cherry, E. C., 171
Bousfield, W. A., 182 Butkowsky, I. S., 382 Cheung, A., 292
Bouton, M. E., 81 Butler, D. L., 376, 425 Chi, M. T. H., 159, 279, 283, 299, 303,
Boutwell, R. C., 295 Butler, R., 374
Bowen, N. K., 469 Byrd-Craven, J., 339 310, 333
Bower, G. H., 4 Byrne, R. M. J., 314, 315 Chiesi, H. L., 195, 207
Bowers, J., 231, 233 Byrnes, A., 362 Childs, C. P., 247
Bowers, J. S., 39 Byrnes, J. P., 30, 31, 33, 37, 39, 43, Chinsky, J. M., 461
Boykin, A., 154 Chomsky, N., 205, 452, 455, 456
Boyle, R. A., 298 49–51, 56, 58, 60, Church, M. A., 358, 361
Braaksma, M. A. H., 372 62–64, 237–239, 290, 334, 337, Church, R. B., 294
Bradford, H. F., 31 338, 427, 430, 440, 441 Churchill, W., 305
Bradley, R. H., 465, 466 Clark, E. V., 205
Bragioner, P., 374 Cain, K. M., 381 Clark, H. H., 202, 205, 208
Brainerd, C. J., 236–238 Cain, T. R., 258 Clark, J. M., 186, 216
Bransford, J. D., 24, 169, 180, 189, Caldwell, K. A., 476 Clark, K., 324
Calfee, R., 185, 198 Clark, R., 371
194, 302 Cameron, J., 390 Clark, R. A., 358
Brawley, L. R., 152, 154 Campbell, F. A., 468 Clark, R. E., 204, 235, 330
Bray, M. A., 137 Campbell, G., 324 Cleary, T. J., 378, 388, 412, 414
Bredo, E., 10, 229, 231, 241–243 Campbell, J., 327 Clifford, R. M., 467
Brewer, W. F., 23, 81, 196, 349 Campione, J. C., 243, 246 Coates, B., 250
Briggs, L. J., 223 Canizzo, S. R., 250 Coatsworth, J. D., 465, 470
Brigham, T. A., 102, 405 Caprara, G. V., 149, 154, 156, 412 Cobb, P., 231, 233, 244, 246, 257,
Britton, B. K., 105, 437 Carey, L., 221
Broadbent, D. E., 171 Carlson, R., 299, 315 341, 342
Broadhurst, P. L., 348 Carmine, D., 342 Cofer, C. N., 182
Brody, G. H., 136 Carney, R. N., 215 Cohen, B. H., 182
Brodzinsky, D. M., 480, 481 Carnine, D., 326 Cohen, E. G., 246
Bronfenbrenner, U., 454 Carpenter, P. A., 204, 207 Cohen, N. J., 185, 193, 196
Brooks, J. G., 261, 262 Carpenter, T. P., 198, 338, 340 Cohen, P. A., 112
Brooks, M. G., 261, 262 Carr, M., 288 Collins, A., 170, 186, 192, 195, 268
Brophy, J. E., 173, 259, 366, 484, 485 Carran, D. T., 131 Collins, J. L., 146
Brown, A. L., 243, 269, 286, 287, 290, Carretero, M., 280 Collins, K. W., 423
Carroll, J. B., 105–107 Collins, W. A., 465, 469
291, 308, 419, 424 Carroll, W. R., 132 Comer, J. P., 471, 472
Brown, B. B., 468 Carryl, E., 106 Connell, J. P., 17, 378, 380, 388, 389
Brown, B. R., 105 Carter, S. M., 378 Cook, T. D., 471, 472
Brown, G. D. A., 211 Carver, C. S., 378, 414, 417 Cooper, A. J. R., 182
Brown, I. Jr., 147, 149 Case, R., 482, 483 Cooper, H., 148
Brown, J. S., 76, 324, 331, 339 Cavanaugh, J. C., 289, 290, 322, 323, Cooper, H. M., 258–260, 323
Brown, S. C., 201 Cooper, L. A., 214
Brown, S. D., 148, 156 424, 426 Cooper, R. P., 189
Brownell, M. T., 102 Ceci, S. J., 280, 319 Cooper, W. H., 361
Bruce, D. R., 182 Cervone, D., 148, 152, 411, 412 Corballis, M. C., 204
Bruner, J. S., 25, 232, 241, 244, Chan, W., 153 Corkill, A. J., 322
Chan, Y., 339 Corno, L., 425, 432–434, 481
246, 266, 280, 293, 454, Chandler, P., 299, 327 Corpus, J. H., 389, 475
457–459, 477 Chapin, M., 393 Corwyn, R. F., 465, 466
Bruning, R. H., 144, 183, 223, 229, Chapman, E., 440 Cosden, M., 395
231, 232, 242, 244, 245, 310,
315, 332, 335, 340, 438

Author Index 541

Courage, M. L., 54 Dewey, J., 9, 10, 449 Ebbinghaus, H., 8, 181, 209
Courey, S. J., 322 Dewsbury, D. A., 7 Eccles, J. S., 133, 145, 357, 362,
Courtney, D. P., 371 Dialdin, D., 391
Covey, S. R., 208 Diaz, R. M., 248, 250 364, 365, 371, 378, 397, 434,
Covington, M. V., 364, 365, 378, 395 Dick, W., 221, 222 464, 475
Cowey, A., 37 DiClemente, C. C., 154, 155 Egeland, B., 469
Cox, B. D., 323 Diener, C. I., 371, 382 Einstein, A., 214
Cox, P. D., 150, 393, 394, 410, 440 Dillon, A., 327 Eisen, M., 384
Cox, P. W., 478 Dinsmore, D. L., 289 Elkind, D., 265
Craft, S. A., 469, 470 DiPardo, A., 246 Elliot, A. J., 358, 361, 374, 376,
Craik, F. I. M., 168, 169, 201 Dishman, R. K., 152 378, 432
Craven, R. G., 385 DiStefano, C., 440 Elliott, E. S., 377
Crick, F., 214, 300 DiVesta, F. J., 480 Ellis, S., 136
Crisafi, M. A., 308 Doan Holbein, M. F., 469 Elstein, A. S., 310
Cromley, J. G., 327 Dodson, J. D., 348 Emmons, C. L., 471
Cross, D. R., 22 Dole, J. A., 315 Engle, R. W., 183
Crouse, J. H., 209 Dollard, J., 118, 125 Englert, C. S., 335
Crowder, R. G., 179 Donohue, M., 382 Englund, M. M., 469
Crowley, K., 322 Donovan, S. S., 342 Ennemoser, M., 472
Csanyi, A. P., 112 Dorfman, A., 50 Ennis, R. H., 311
Csikszentmihalyi, M., 389 Dornbusch, S. M., 370, 468 Epstein, J. L., 255, 256
Cummings, R., 230 Douglas, G., 378 Erickson, F., 12
Cummins, D. D., 340 Douglass, S., 333 Erickson, G. A., 201
Cunningham, L., 253, 428 Dow, G. T., 327 Ericsson, K. A., 20, 187, 220
Cuny, H., 78 Dowda, M., 152 Erikson, E., 453
Downer, J. T., 4 Ertmer, P. A., 219, 223, 324, 330,
D’Andrade, R. C., 361 Dowrick, P. W., 137 372, 377, 407, 412, 413, 431,
Dansereau, D. F., 216, 423, 436, 437 Drabman, R., 97 436, 440
Darlington, R., 467 Dragoi, V., 89 Estes, W. K., 180, 212
Darwin, C., 10, 347 Drake, M., 391 Evans, J. D., 169
Darwin, C. J., 179 Dray, E., 364 Evans, R. B., 7
Davelaar, E. J., 184 Driscoll, M. P., 219 Evenson, D. H., 317
Davidson, E. S., 408, 446–449 Driver, R., 233, 298 Eylon, B., 283, 298
Dawson, K., 324 Drogosz, L. M., 440
de Beaugrande, R., 334 Drum, P., 198 Fabos, B., 328, 329
Debus, R. L., 149, 382, 385, 393, 410 Drummond, F., 382 Falmagne, R. J., 314
de Charms, R., 392 Dubey, D. R., 405 Fan, X., 469
Deci, E. L., 386, 388–390 DuBois, D. L., 148 Fantuzzo, J. W., 158, 269
Decourcey, W., 389 Dubois, N. F., 436 Farmer, A. W., 142
DeGrandpre, R. J., 88 Duchastel, P., 105 Farmer, L., 327
De Groot, E. V., 148, 434 Duda, J. L., 257, 396 Farmer-Dougan, V. A., 94
De Houwer, J., 197 Duell, O. K., 287–290 Farnham-Diggory, S., 165, 196, 197,
de Jong, P. F., 197, 204 Dufresne, R., 310
de Jong, T., 326 Duncan, R. M., 236, 238, 247 199, 200
Delaney, H. D., 421 Duncker, K., 197, 300, 302 Farr, M. J., 310
De La Paz, S., 439 Dunham, P., 94 Faw, H. W., 104, 218
DeLeeuw, K. E., 223 Dunkin, M. J., 484, 485 Feather, N. T., 359
Dembo, M. H., 153 Dunsmore, K., 189 Fehrenbach, P. A., 149
Dempster, F. N., 322 Durkin, M., 7 Feldman, N. S., 374
Denckla, M. B., 49, 55 Dusek, 258 Feltovich, P. J., 283
Denney, D. R., 249, 250 Dweck, C. S., 98, 109, 257, 258, 370, Feltz, D. L., 152, 153
Denney, N. W., 249, 250 Fennell, S., 327
Dermitzaki, I., 287 371, 376–380, 382, 393, 410, Fennema, E., 371
Derry, S. J., 158, 230–233 431 Ferguson, M. J., 89
Descartes, R., 6, 7 Dyck, D. G., 393 Ferrara, R. A., 243
Devecchio, E., 187 Ferrer, E., 460
DeVellis, B. M., 154 Early, D. M., 467 Ferster, C. S., 95
Ebbeck, V., 131 Festinger, L., 350, 372, 408
Fillmore, L. W., 204

542 Author Index

Finch, H., 361 Gallistel, C. R., 234, 341 Gonzalez-DeHaas, A. R., 469
Fincham, F. D., 381 Ganson, H. C., 14, 106 Good, T. L., 173, 258–260, 485
Fincham, J. M., 333 Garcia, J., 81 Goodenough, D. R., 478
Finelli, R., 322 Garcia, T., 378, 435 Goodman, J., 130, 131, 481
Firschein, O., 331 Garcia y Robertson, R., 81 Goodnow, J., 293
Fischer, N., 440 Garland, J. C., 423 Goshen-Gottstein, Y., 184
Fischler, M. A., 331 Garrod, A. C., 336 Gottfried, A. E., 388
Fish, M. C., 131 Gates, A. I., 76, 77 Gottfried, A. W., 388
Fitts, P. M., 187 Gaulin, J. P., 308 Gould, D., 152
Fitzgerald, J., 336 Gavelek, J. R., 189 Grabe, C., 328
Flavell, E. R., 286 Gavins, M., 439 Grabe, M., 171, 173, 174, 328
Flavell, J. H., 124, 250, 286–289, 461 Gazzaniga, M., 35, 37 Graham, Sandra, 148, 258, 366, 368,
Fleming, J. S., 388 Geary, D. C., 231, 234, 243, 246, 339,
Floden, R. E., 19 370, 371, 378, 379
Flower, L., 334, 336 341, 441, 452 Graham, Steve, 292, 334, 438, 439
Foehr, U. G., 472 Gebhardt, W., 154 Graves, A. W., 404
Foley, M. A., 235 Gebreyesus, S., 471 Graves, M. F., 105
Forget, J., 107 Gelade, G., 172 Gray, C. R., 217
Fouad, N. A., 146 Gelman, R., 234, 341 Gredler, M. E., 241
Fox, N. A., 30, 39, 58, 62, 63 Gentner, D., 321 Green, C. D., 10
Francis, W. D., 368 George, T. R., 152 Green, F. L., 286
Franks, J. J., 169, 180 Gerjets, P., 327 Greenberg, D., 437
Frauenglass, M. H., 248, 250 Gersten, R., 326, 340 Greene, B. A., 190
Frautschi, N. M., 149 Geschwind, N., 50 Greene, D., 389, 390
Frederick, E., 141 Gesell, A., 449, 452 Greene, J. A., 416, 424, 427
Freedman, S. W., 246, 334 Gheen, M. H., 435 Greenfield, P. M., 247, 457
Freud, S., 453 Gibson, S., 153 Greeno, J. G., 230, 233, 257, 340
Frieberg, H. J., 355 Gick, M. L., 307 Griffin, M. M., 233, 323
Friebert, S. E., 173 Gilbertini, M., 155 Grigorenko, E. L., 478, 481
Friedman, D. E., 383 Gimpert, N., 235 Groen, G., 338
Friedrichs, A. G., 288 Gingras, I., 389 Grolnick, W. S., 389
Friend, R., 371 Ginsburg, H., 236 Grossen, B., 307
Frieze, I. H., 368, 369 Ginsburg-Block, M. D., 158, 269 Grouzet, F. M. E., 475
Froebel, 446, 447 Girgus, J. S., 382 Guay, F., 361
Fry, R. A., 149 Gitomer, D. H., 415 Gummerman, K., 217
Fryer, J. W., 432 Glaser, C., 439 Gunn, T. P., 250
Fuchs, D., 270, 292, 322, 439 Glaser, R., 19, 220, 279, 283, 299, 303, Gunnar, M. R., 62
Fuchs, L. S., 270, 322 Gupta, P., 185, 193, 196
Furth, H. G., 236 310, 333, 415 Gupta, S., 289
Fuson, K. C., 248, 249, 341 Glasgow, K. L., 370 Gurland, S. T., 389
Futterman, R., 371 Glasgow, R. E., 155 Gurtner, J., 330
Glass, D. C., 380 Guskey, T. R., 153
Gaa, J. P., 142 Glenn, C. G., 207 Guthrie, E. R., 72, 84–88, 100, 114
Gabbard, R., 327 Glenn, J., 317 Guthrie, J. T., 292, 327
Gaelick, L., 123, 407, 411 Glover, J. A., 169, 332
Gage, F., 32 Glynn, S. M., 105 Haber, R. B., 217
Gage, N. L., 18 Goble, F. G., 353 Haber, R. N., 217
Gagné, E. D., 214 Goddard, R. D., 153, 154 Hacker, D. J., 315
Gagné, F., 107 Godden, D. R., 201 Hackett, G., 147, 156
Gagné, R. M., 186, 219, 220, 222–224, Godding, P. R., 155 Hadwin, A. F., 416, 425
Goetz, T. E., 206 Hagen, J. W., 287
293, 294, 311, 318 Goff, S. B., 371 Hakel, M. D., 323
Gaither, S. M., 393 Goicoechea, J., 230 Halgren, E., 60
Galanter, E., 416 Golan, S., 148, 258, 378, 379 Hall, G. S., 7, 447–449
Galbreath, J., 326 Goldin-Meadow, S., 294, 426 Hall, R. H., 216
Galindo, C., 467 Gollub, L., 100 Hall, V., 371
Gallimore, R., 248 Gonsalves, J., 314 Hall, V. C., 9
Gonzales, M. A., 112

Hallahan, D. P., 102, 249, 404 Hitchcock, C. H., 137 Author Index 543
Halliday, A. M., 55 Hitler, A., 305
Halpern, D. F., 307, 323, 440 Hmelo-Silver, C. E., 268, Ivry, R., 35
Hamilton, R. J., 104 Iyengar, S. S., 389, 475
Hamlett, C. L., 322 316, 317
Hamre, B. K., 18, 19 Hoa, L. W., 434 Jacklin, C. N., 136
Hancock, C. R., 204 Hoard, M. K., 339 Jackson, D., III, 481
Hannafin, M. J., 326, 330 Hodell, M., 326, 389, 390 Jackson, S. J., 339
Hannus, M., 299 Hofer, B. K., 436 Jacob, K. F., 389
Hansen, C., 307 Hoff, 468 Jacobson, L., 258, 259
Hanson, A. R., 137, 150, 409, 412 Hogan, D., 153 Jacoby, L., 168
Hanusa, B. H., 368 Hogan, D. M., 270 Jacoby, L. L., 169
Harackiewicz, J. M., 141, 361, 378 Hoke-Sinex, L., 469 Jagacinski, C. M., 366, 379
Harari, O., 365, 395 Holland, J. G., 89, 109 James, W., 7, 9, 124, 432
Hardiman, P. T., 310 Hollandsworth, J. G., 425 Jannings, L. R., 289
Harkins, S. G., 413 Holley, C. D., 423 Janson, M., 37
Harlow, S., 230 Hollis, K. L., 81, 82 Jensen, E., 31, 33, 37, 43, 51–55, 58,
Harris, A., 88 Holyoak, K. J., 303, 307, 308
Harris, J. A., 79, 382 Hom, H. L. Jr., 141 59, 66
Harris, J. R., 465 Homme, L., 112 Jensen, S., 79
Harris, K., 439 Honzik, C. H., 122 Jitendra, A. K., 440
Harris, K. R., 248, 290, 292, 334, Hooper, S., 330 Jiwani, N., 412
Hopkins, S. L., 339 Johnsen, E. P., 142
426, 439 Horn, C., 438 Johnson, A., 79, 376
Harter, S., 378, 386–388 Horner, S. L., 129, 393 Johnson, C. I., 327
Hartley, E. T., 137 Hornyak, R. S., 402, 403 Johnson, M. K., 194
Hartup, W. W., 250 Horowitz, F. D., 72 Johnson, W. B., 159
Hastings, J. T., 107 Horton, G. P., 85 Johnson-Laird, P. N., 311, 313–315
Hattie, J., 142, 149, 378, 383, 425 Horvath, J. A., 282 Johnston, M. B., 426
Hau, K., 384 Hosford, R. E., 137 Joiner, R., 330
Haviland, S. E., 202, 208 Houts, R., 484 Jonassen, D. H., 110, 322, 324, 325
Hayes, J. R., 334, 336, 438 Howard, C. B., 184, 293 Josberger, M., 250
Hayes, S. C., 403 Howard, J. H. Jr., 216 Jourden, F. J., 379
Hayes-Roth, B., 193, 211 Howe, A., 371 Jussim, L., 258, 259
Haynes, N. M., 471 Hoy, W. K., 153, 154 Just, M. A., 204, 207
Haywood, H. C., 242, 245, 252 Hoyle, R. H., 377 Justice, E. M., 289
Hebb, D. O., 46, 47, 62 Hoyt, J. D., 288 Justice, L. M., 4
Heckhausen, H., 432 Hübscher, R., 243, 245, 246
Hegarty, M., 340 Hudley, C., 371 Kaczala, C. M., 371
Heidbreder, E., 4, 6, 9, 72 Hull, C. L., 348 Kagan, J., 480
Heider, F., 349, 367–369 Hume, D., 6 Kail, R., 210
Henderlong, J., 389 Hume, L. M., 436 Kail, R. B., Jr., 287
Henderson, J. G., 272 Humphrey, G., 125 Kail, R. V., 460
Henderson, R. W., 252, 428 Hung, W., 321 Kaiser, M., 283
Henson, R. K., 153 Hunt, E., 196, 198, 311, 313 Kalish, D., 143, 144
Hersen, M., 402 Hunt, H. D., 471 Kanfer, F. H., 123, 172, 407, 409,
Hetherington, E. M., 465 Hunt, J., 388
Hidi, S. E., 174, 432 Hunt, M., 4, 72, 78 411, 412
Higgins, E. T., 373 Hurley, M. M., 439 Kanfer, R., 172, 409, 412, 433
Highet, G., 18 Hutchinson, J. M., 102 Kant, I., 5–6
Hilbert, T., 333 Hyönä, J., 299 Kaplan, H. B., 383
Hilgard, E. R., 4, 46, 73, 75, 76 Hyslop-Margison, E. J., 230 Kardash, C. A. M., 190
Hill, N. E., 469, 470 Kardash, C. M., 139
Hill, T., 467 Ilg, F., 452 Karoly, P., 88, 156
Hippocrates, 37 Inhelder, B., 236 Karpov, Y. V., 242, 245, 252
Hirsch, E. D., Jr., 318 Inouye, D. K., 147, 149 Katona, G., 187, 300
Hirt, E. R., 201 Isaksen, S. G., 303, 308 Katzir, T., 64
Keating, T., 412
Keele, S. W., 180
Keeney, T. J., 250

544 Author Index Kürschner, C., 223 Lloyd, J., 404
Kurth-Nelson, Z., 79 Lloyd, J. W., 102
Keeney-Benson, G. A., 461 Locke, E. A., 112, 113, 138–141, 374,
Kehle, T. J., 137 Lajoie, S. P., 281, 282
Kekulé, F. A., 214 Lampert, M., 233, 341 409, 434
Kelleher, R. T., 99 Lan, W. Y., 402, 407, 436 Locke, J., 6
Keller, F. S., 100 Lange, P. C., 110 Lockhart, R. S., 168
Kempermann, G., 32 Langer, J. A., 290 Loebl, J. H., 374
Kerr, M. M., 102 Lanzi, R. G., 467 Loewenstein, J., 321
Kerst, S. M., 216 Larivee, S., 412 Loftus, E. F., 170, 195
Kester, L., 224 Larkin, J. H., 283 Logan, G. D., 172
Kiewra, K. A., 436 Larose, S., 361 London, P., 380
Kihlstrom, J. F., 384 Larrauri, J. A., 79 Long, A., 371
Kilgour, A. R, 72 Larreamendy-Joerns, J., 324, 330 Long, G. M., 179
King, J., 207 Latham, G. P., 112, 113, 138–141, 374, Lord, H., 106
Kintsch, W., 191, 206, 207, 340 Loughlin, S. M., 289
Kirkland, K., 425 409, 434 Lovaas, O. I., 100
Kirkorian, H. L., 472, 473 Lattal, K. A., 89 Love, S. Q., 155
Kirschner, F., 224, 235, 266, 268 Lau, S., 153 Lowell, E. L., 358
Kirschner, P. A., 224 Lauer, P. A., 106 Lubienski, S. T., 337
Kister, J. A., 370 Lawson, M. J., 339 Luchins, A. S., 300, 302
Kistner, J. A., 120, 382, 383, 395 Lazar, I., 467 Luckner, A. E., 469
Kitsantas, A., 415, 438 Leach, J., 233 Ludtke, O., 384
Kjellgard, M. M., 413 Leask, J., 217 Luiten, J., 218
Klahr, D., 266, 284 Lebiere, C., 192, 193, 196, 199 Luria, A. R., 241, 248
Klassen, R., 439 Lederman, N., 371 Lutkehaus, N. C., 457
Klauda, S. L., 362, 434, 475 Lee, C., 141 Lynch, E. B., 293
Klauer, K. J., 313 Lee, F. J., 332 Lyxell, B., 184
Klausmeier, H. J., 294 Lee, J., 469
Klint, K. A., 133 Leeper, R., 176 Maag, J. W., 94
Kneedler, R. D., 102 Leewis, M. W., 333 Mabbott, D. J., 339
Koelling, R. A., 81 Lefcourt, H. M., 367 Mabry, J., 100
Koestner, R., 389 LeFevre, J., 207, 469 MacArthur, C. A., 439
Koffka, K., 175, 176 Leggett, E. L., 257, 376, 378, 379, 382 Maccoby, E. E., 136, 465
Köhler, W., 175, 176, 241, 301 Leinhardt, G., 324, 330 MacDonald, M. C., 207
Kolodner, 307 Lemonick, M. D., 50, 62, 300 Mace, F. C., 102, 400–405
Kopp, C. B., 428 Lent, R. W., 148, 156 Madaus, G. F., 107
Kosiewicz, M. H., 404 Leontiev, A. N., 241 Maddux, J. E., 154
Kosslyn, S. M., 191, 216, 217 Lepper, M. R., 325, 326, 330, 351, Maehr, M. L., 374, 376, 378, 414
Koussa, R., 136 Maes, S., 154, 156
Kovach, R., 407 389–391, 403, 475 Mager, R., 104
Kovalchick, A., 324 Lesgold, A. M., 90, 198 Mahoney, J. L., 106
Kowalski, P. S., 378, 383 Levin, J. R., 215, 421 Maier, S. F., 381
Kozma, R. B., 22 Lewandowsky, S., 211 Malczynski, R. J., 109
Kozulin, A., 242 Lewin, K., 484 Malone, T. W., 330
Kramarski, B., 342 Licht, B. G., 120, 370, 382, 383, 395 Manderlink, G., 141
Krampe, R. T., 20 Lienemann, T. O., 439 Mandinach, E. B., 433
Krasner, L., 100, 101 Light, P., 330 Mandler, J. M., 207, 216
Kratochwill, T. R., 401 Lignugaris-Kraft, B., 158 Mangun, R., 35
Krisak, N., 112 Lim, S., 153 Mantone, P. D., 327
Kubovy, M., 178 Link, M., 7 Marchant, H., III, 339
Kuhl, J., 361, 432–434 Linn, M. C., 283, 298 Marcus, N., 46
Kuhn, D., 286, 287 Linnenbrink, E. A., 378 Marinkovic, K., 60
Kukla, A., 365, 368 Lippitt, R., 484 Markham, L., 336
Kulhavy, R. W., 109, 218 Lipson, M. Y., 186 Markman, A. B., 180
Kulik, C. C., 107, 108, 112 Lirgg, C. D., 152 Marks, M. B., 426
Kulik, J. A., 107, 108, 112 Littlefield, J., 189 Markus, H., 384, 434
Kupers, C. J., 408 Littleton, K., 330

Author Index 545

Marsh, H. W., 384, 385 Merrill, P. F., 221 Murdock, T. B., 379
Marshall, H. H., 254 Messer, D., 330 Murphy, C. C., 144
Martin, J., 405, 430 Messer, S., 481 Murphy, M. D., 141
Martinez-Pons, M., 257, 289, Messick, S., 478, 481 Murphy, P. K., 386
Mestre, J. P., 310 Murphy, R. F., 471
412–414, 435 Mevarech, Z. R., 342 Murray, D. J., 72
Marx, R. W., 298 Mewborn, D. S., 337 Murray, H., 467
Mashburn, A. J., 4 Meyer, D. E., 195 Murray, H. A., 358
Maslow, A., 351–353 Meyer, D. K., 378, 389 Muth, K. D., 105
Mason, L. H., 292, 334 Meyer, W., 368 Myers, I. B., 478
Masten, A. S., 465, 470 Mickelson, R., 145 Myers, M. II, 288
Master, 431 Midgley, C., 434, 435, 464 Myers-Briggs, 478
Mathes, P. G., 270 Miliotis, D., 470
Matlin, M. W., 164, 165, 168, 172, Mill, J. S., 6–7 Naglieri, J., 424
Miller, A. T., 378, 395 Nagy, G., 384
179, 180, 187–189, 196, 198, Miller, G. A., 166, 183, 187, 209, 416, Nairne, J. S., 168, 170, 184, 212
201, 204, 213, 214, 286, National Research Council, 47, 56
306, 461 481 Neal, D. T., 85
Matthews, J. S., 461 Miller, M. D., 102, 371 Neale, J., 371
Mautone, P. D., 218, 327 Miller, N. E., 118, 125 Neath, I., 211
Mayer, R. E., 73, 76, 164, 165, 199, Miller, S. D., 135, 292 Neisser, U., 172, 178
200, 203, 218, 223, 224, 268, Miller, T. R., 158 Neitzel, C., 469
298, 306, 308, 310, 326, 327, Miller-Johnson, S., 468 Nelson, J. B., 81
333, 334, 337, 340, 417, 418, Miyake, A., 204 Nelson, R. O., 403
420, 422, 425, 437 Moerk, E. L., 456 Nelson, T. O., 169
Mayer, S., 327 Molden, D. C., 257, 379 Nesbit, J. C., 296
Mayers, R. S., 106 Molfese, D. L., 55 Neumeister, K. L. S., 361
McCandliss, B. D., 42 Moll, L. C., 245, 246, 252, 257 Newcombe, N. S., 337
McCarthy, J., 331 Moller, A. C., 389 Newell, A., 186, 303, 304, 310, 314,
McCaulley, M. H., 478 Mondale, S., 446
McClelland, D. C., 358 Monk, A., 182 315
McClelland, J. L., 199 Monk, C. A., 340 Newman, R. S., 435, 436
McCloskey, M., 283 Montemayor, R., 384 Nicholls, J. G., 257, 258, 365, 366,
McCormick, C. B., 279, 426 Monty, R. A., 370
McCormick, D., 112 Moore, C. A., 478 376, 378, 379, 395, 396
McCullagh, P., 131, 132 Moore, M. T., 311 Nie, Y., 153
McCutchen, D., 334–336 Moors, A., 197 Nisbett, R. E., 390
McDermott, J., 283 Moos, D. C., 148, 427 Nokes, J. D., 315
McDonald, B. A., 423 Moray, N., 179 Nolen, S. B., 258, 378
McDonald, H. E., 201 Moreno, R., 224, 326, 327 Nolen-Hoeksma, S., 382
McDougall, W., 124 Morgan, P. L., 292 Norby, M. M., 183
McGregor, G., 395 Moritz, S. E., 153 Norman, D. A., 172, 186, 191, 198
McGregor, H. A., 376, 378 Morris, C. D., 169 Novick, N., 298
McKeachie, W. J., 22, 73 Morris, E. K., 89 Nugent, L., 339
McNeil, J. D., 131, 290, 423 Morrison, F. J., 461, 484 Numtee, C., 339
McNeil, N. M., 440 Morrison, R. G., 308 Nurius, P., 384, 434
McVee, M. B., 189 Morse, W. H., 99 Nussbaum, E. M., 139
Medin, D. L., 293 Mortimer, E., 233 Nussbaum, J., 298
Medway, F. J., 383 Moscovitch, M., 169
Meece, J. L., 203, 236, 237, 239, 243, Moshman, D., 232, 286, 289 Oberauer, K., 211
255, 292, 358, 362, 366, 371, Moss, H. A., 480 O’Day, E. F., 109
376–378, 440, 444, 450, Mostache, H. S., 374 Oden, S., 468
452–454, 460–462, 464, 466, Motl, R. W., 152 O’Donnell, A. M., 216, 246, 296
468, 469, 482, 483 Mueller, C. G., 7 Ohlsson, S., 281
Meichenbaum, D., 102, 129–131, Mullen, C. A., 159, 247 Oka, E. R., 424
249, 250, 404, 424, 481 Muller, U., 235 O’Leary, K. D., 97
Merkel, S., 371 Multon, K. D., 148 O’Leary, S. G., 405
Merrill, M. M., 316 Ollendick, T, H, 402

546 Author Index

Olver, R. R., 457 Perfetti, C. A., 198, 335 Putnam, R. D., 466
O’Mara, A. J., 385 Perkins, D. N., 280, 281, 320, Pylyshyn, Z. W., 186, 214, 216
Omelich, C. L., 365
Oostdam, R., 292 321, 323 Quellmalz, E. S., 311
Oppenheimer, T., 330 Perlmuter, L. C., 370 Quillian, M. R., 186, 192
Opper, S., 236 Perry, D. G., 136
Ornstein, R., 38, 39 Perry, N. E., 425 Rabinowitz, V. C., 212
Osborn, A. F., 308 Persampieri, M., 189 Rachlin, H., 72
Otis, N., 475 Pervan, R., 131 Radziszewska, B., 246
Otter, M. E., 292 Pestalozzi, 446, 447 Ragland, E. U., 102
Overmaat, M., 292 Peter, N., 371 Ramey, C. T., 467, 468
Overton, W. F., 235 Peterson, C., 381 Ramey, S. L., 467
Peterson, L. R., 183 Ramsel, D., 174
Paas, F., 46, 224, 334 Peterson, M. J., 183 Raphael, T. E., 335
Packer, M. J., 230 Petri, H. L., 347, 354 Ratelle, C. F., 361
Padilla, A. M., 204 Phares, E. J., 367 Rathunde, K., 389
Paivio, A., 185, 186, 214, 216, 327, Phelps, E. A., 60 Ratner, H. H., 235, 246
Phillips, D. C., 232, 234, 235 Raugh, M. R., 421
333 Phillips, J. L., Jr., 236 Ray, J. J., 361
Pajares, F., 9, 120, 146–148, 153, 298, Phye, G. D., 172, 291, 313, 317, 321, Rayner, R., 82
Raynor, J. O., 359
367, 371, 372, 383–385, 412, 322, 418 Reardon, S. F., 467
414, 430, 432, 440, 475 Piaget, J., 124, 229, 232, 236, Rechs, J. R., 112
Palincsar, A. S., 269, 290, 291, 419 Reder, L. J., 19, 323
Palmer, D. J., 382 237, 239–241, 445, 451, Reder, L. M., 192, 193, 196, 199, 203,
Palmer, D. R., 436 453–455, 457, 459, 462,
Palmere, M., 169 468, 477 233, 234, 321
Papini, M. R., 81 Pianta, R. C., 4, 18, 19, 484 Redish, A. D., 79
Paré-Blagoev, J., 64 Pichert, J. W., 190 Reed, S. K., 327
Parent, S., 412 Pierce, W. D., 390 Rees, E., 310
Paris, A. H., 415, 426, 430 Pietsch, J., 440 Reeve, J., 389
Paris, S. G., 186, 193, 196, 285, 288, Pintrich, P. R., 22, 148, 255, 298, 372, Reicher, G. M., 182
290, 322, 415, 424, 426, 427, 374, 376, 378, 388, 405, 411, Reid, M. K., 426
430, 431, 461 414, 431, 434–436 Reid, R., 404, 439
Park, O., 295, 296 Plake, B. S., 169 Reigeluth, C. M., 224
Parkman, J. M., 338 Plato, 5, 214, 432 Reimann, P., 333
Parsons, J. E., 371 Plomin, R., 453 Relich, J. D., 149
Pass, F., 223 Poag-DuCharme, K. A., 152 Renkl, A., 158, 316, 333, 334
Passaro, P. D., 153 Pokay, P., 434 Repucci, N. D., 371
Pasteur, L., 266 Polk, T. A., 314, 315 Rescorla, R. A., 80, 81
Pastorelli, C., 149, 156 Polya, G., 302 Resnick, L. B., 174, 180, 189, 206,
Patall, E. A., 323 Pomerantz, E. M., 461, 476
Patashnick, M., 257, 258 Pomerantz, J. P., 216 207, 304, 310, 311, 341
Pate, R. R., 152 Ponitz, C. C., 461 Reusser, K., 340
Patrick, H., 461 Popham, W. J., 14 Reynolds, R., 174
Patterson, C. J., 403 Popkewitz, T. S., 9 Reynolds, R. E., 206
Patton, S. B., 446 Posner, M. I., 180, 187 Rheinberg, F., 431
Pavlov, I. P., 72, 78–82, 88, 114, Postman, L., 209, 211 Ribes-Inesta, E., 100
240, 248, 419 Prater, M. A., 137 Riccio, D. C., 212
Pearl, R., 395 Premack, D., 93 Rice, J. M., 142, 281, 289, 290, 298,
Pearl, R. A., 382 Pressey, S., 109
Pearson, L., 480 Pressley, M., 279, 281, 290, 298, 322, 322, 323, 377, 393, 404
Peck, K. L., 326 417, 421, 426 Richland, L. E., 308
Pedro, J. D., 371 Pribham, K. H., 416 Richter, C. P., 347
Péladeau, N., 107, 108 Prochaska, J. O., 155 Riefer, D., 307
Pellegrino, J. W., 19, 313 Pugh, K. J., 322, 323 Rijlaarsdam. G., 372
Pelletier, L. G., 475 Pungello, E. P., 468 Rilling, M., 97
Perencevich, K. C., 292 Puntambekar, S., 243, 245, 246 Ringle, J., 149
Purdie, N., 378, 425 Ringle J., 408

Author Index 547

Rips, L. J., 193 Ryan, A. M., 361, 435, 436, 461 Schworm, S., 333
Ritchie, B. F., 143, 144 Ryan, R. M., 389 Scott, P., 233
Ritchie, G. H., 216 Scrimsher, S., 240, 242, 244, 247, 252
Ritter, P. L., 370 Saari, L. M., 138 Searle, J. R., 208
Rittle-Johnson, B., 323, 338, 342 Sáez, L., 184 Sears, K. G., 469
Roberts, B., 169 Sagotsky, G., 403 Seegers, G., 440
Roberts, D. F., 472 Sakitt, B., 179 Seidel, T., 19
Robertson, J. S., 393 Salatas, H., 289 Seligman, M. E. P., 381, 382
Robinson, D. R., 342 Salisbury-Glennon, J. D., 317 Senécal, C., 361
Robinson, F. G., 218 Salomon, G., 280, 281, 320, 321, Sénéchal, M., 207, 469
Robinson, F. P., 436 Sesma, A., Jr., 470
Robinson, J. C., 323 323, 330 Sethi, S., 391
Robinson, N. M., 467 Samuelson, L. K., 460 Setliff, A. E., 54
Robinson, T. R., 102 Sanders, C. E., 322 Shallice, T., 189
Roblyer, M. D., 324, 326, Sandoval, J., 298, 299 Shaul, M. S., 14, 106
Saunders, R. P., 152 Shavelson, R., 383
327, 331 Savage, T. V., 272 Shavelson, R. J., 19, 146, 383, 384
Robustelli, S. L., 258 Scardamalia, M., 334–336 Shaw, K. N., 138
Rodriguez, D., 475 Schallert, D. L., 206 Shea, M. C., 102
Roeser, R. W., 254 Schartz, M., 404 Shell, D. F., 144
Rogers, C., 351, 354–356 Scheier, M. F., 378, 414, 417 Shepard, R. N., 214
Rogoff, B., 137, 244, 246 Scheiter, K., 327 Shiffrin, R. M., 165, 455, 456
Rohrbeck, C. A., 158, 269 Schiefele, U., 386 Shipman, S., 478, 480, 481
Rohrkemper, M. M., 241 Schlosberg, H., 347 Shipman, V. C., 478, 480, 481
Romberg, T. A., 198, 338, 340 Schmajuk, N. A., 79 Shoben, E. J., 193
Ronning, R. R., 183, 332 Schmidt, M. E., 472, 473 Shore, N., 56
Root-Bernstein, R. S., 266, 267 Schmidt, R. A., 132 Short, E. J., 173
Rosas, J. M., 81 Schneider, W., 426, 473 Shuell, T. J., 18–20, 164, 165, 171,
Rosch, E., 180, 293, 294 Schnotz, W., 223
Roscoe, R. D., 159 Schoenfeld, A. H., 337 198
Rose, S. P. R., 43 Schofield, J. W., 342 Shulman, L. S., 310
Rosen, B., 361 Schrauben, B., 148, 388 Shultz, T. R., 351
Rosenberg, M., 383 Schraw, G., 286, 289 Shute, N., 52
Rosenberg, M. S., 131 Schraw, G. J., 183 Siebert, D., 327
Rosenholtz, S. H., 255 Schuh, K. L., 261 Siegler, R. S., 19, 196, 199, 239, 307,
Rosenholtz, S. J., 254, 255 Schulte, A. C., 436
Rosenshine, B., 20, 483 Schultz, P. A., 440 308, 322, 461
Rosenstock, I. M., 154 Schultz, W., 90 Sigel, I. E., 480, 481
Rosenthal, R., 258, 259 Schunk, D. H., 23, 24, 113, 118–120, Silver, E. A., 340
Rosenthal, T. L., 123–125, 127, 129, Simmons, D. C., 270
123, 128–129, 135–138, Simon, D. P., 283
137, 147, 197, 239, 252, 427, 140–143, 146–150, 157, 158, Simon, H. A., 19, 186, 201, 234, 266,
451, 454 199, 233, 249–253, 255–257,
Ross, D., 136 260, 270, 281, 285, 289, 290, 283, 284, 303, 304, 310,
Ross, G., 246 298, 322, 323, 347, 351, 354, 321, 323
Ross, S. A., 136 356, 364–367, 370–372, Simpson, C., 254
Ross, S. M., 112, 325 376–378, 380, 383–385, 388, Simpson, T. L., 230, 231
Rotter, J. B., 367, 369, 397 391, 393–395, 400, 403–405, Singer, J. E., 380
Rousseau, 446, 447 407–415, 417, 425, 428, Sirin, S. R., 465, 466
Rousseau, J. J., 446–447 430–432, 436, 438–440, 466, Sivan, E., 233, 254
Roux, P. P. E., 266 468, 471, 475, 483, 484 Skinner, B. F., 21, 23, 72, 88–91,
Royce, J., 467 Schvaneveldt, R. W., 195 93–96, 100, 102–103, 106, 109,
Royer, J. M., 190, 319, 320, 339, 440 Schwager, M. T., 436 114, 121, 125, 138, 143, 210,
Ruble, D. N., 374 Schwanenflugel, P. J., 288 318, 348, 401, 419
Rumelhart, D. E., 186, 191, 198, 199, Schwartz, D. L., 24, 42 Skinner, E. A., 380
203, 207 Schwartz, S. S., 439 Slavin, R. E., 246, 269–271, 292
Rundus, D., 184 Schweinhart, L., 468 Slusarz, P., 186
Rustemeyer, R., 440 Schwenck, C., 426 Smith, E. E., 193, 293
Smith, E. R., 196, 199

548 Author Index

Smith, L. B., 460 Tabossi, P., 314 Tunmer, W. E., 384
Smith, P. L., 146 Tallent-Runnels, M. K., 330 Tuovinen, J. E., 268
Smith, R. E., 146 Tarde, G., 124 Turner, J. C., 378, 389
Smith, S. W., 102 Tauer, J. M., 378 Turner, M. C., 249, 250
Smith, W. P., 408 Taylor, A. M., 250 Turvey, M. T., 179
Snipper, A., 467 Taylor, A. Z., 317
Snow, R. E., 432, 434, 481 Taylor, S. E., 368 Ullmann, L. P., 100, 101
Snowman, J., 417–419, 421–423 Teasdale, J. D., 381 Ulrich, R., 100
Sobko, K., 327 Tennyson, R. D., 295, 296 Underwood, B. J., 181, 182, 211
Sokol, B., 235 Terry, C., 186 Unsworth, N., 183
Solomon, K. O., 293 Terry, W. S., 165, 168, 169, 181, Urdan, T. C., 254
Spence, J. T., 136 Uttal, D. H., 440
Spence, K. W., 98 182, 216
Sperling, G., 178 Tesch-Römer, C., 20 Vagge, S., 327
Sperling, M., 334 Tesser, A., 437 Valadez, C., 204
Sperry, R., 37 Thagard, P., 307 Valentine, C. W., 82, 124
Spilich, G. J., 195, 207, 335 Tharp, R. G., 248 Valentine, J. C., 148
Sprafka, S. A., 310 Thelen, M. H., 136, 149, 150 Vandegrift, N., 484
Springer, L., 342 Thompson, J., 298 Vandell, D. L., 469
Stachnik, T., 100 Thompson, L., 321 van den Berg, M., 178
Staddon, J. E. R., 89 Thomson, D. M., 201 van den Bergh, H., 372
Stanne, M. E., 342 Thorkildsen, T. A., 258 Vandewater, E. A., 472, 473
Star, J., 342 Thorndike, E. L., 9, 20, 72–78, 85, van Dijk, T. A., 207
Stark, K., 211 van Gog, T., 46
Steca, P., 154 114, 138, 300, 317, 318, van Joolingen, W. R., 326
Steers-Wentzell, K. L., 342 419, 449 van Laar, C., 371
Stein, B. S., 189, 202, 302 Thorndyke, P. W., 193, 211 VanLehn, K., 187, 282
Stein, M., 342 Thrash, T. M., 376, 378 van Merriënboer, J. J. G., 223,
Stein, N. L., 207 Tiedeman, J., 481
Steinberg, L., 370, 465, 468, 469, 475 Timberlake, W., 94 224, 334
Stenhoff, D. M., 158 Timperley, H., 142, 149 Varma, S., 42, 59
Stephens, J. M., 254 Tisher, R. P., 283 Vekiri, I., 481
Sternberg, R. J., 18, 282, 478, 481 Titchener, E. B., 8 Vellutino, F. R., 49, 55
Sternberg, S., 184 Tobias, C. U., 478 Verdi, M. P., 218
Steve, M. W., 295 Tollefson, N., 142 Vermeer, H. J., 440
Stevens, A. L., 268 Tollison, P., 382 Veroff, J., 373
Stevens, D. D., 335 Tolman, E. C., 122, 138, 143, 144, 419 Vesonder, G. T., 335
Stevens, R., 20, 483 Tolmie, A., 298 Vestal, M., 7
Stevenson, H. W., 440 Tolson, J., 33 Vispoel, W. P., 384
Stipek, D. J., 20, 361, 378, 383 Tom, D. Y. H., 258–260 Vogelsberg, R. T., 395
Stoneman, Z., 136 Tonks, S., 362 Vollmeyer, R., 431
Strain, P. S., 102, 151, 269 Trabasso, T., 207 VonSecker, C., 292
Strecher, V. J., 154 Tracey, T. J. G., 391 Voss, J. F., 280, 283, 335
Stright, A. D., 469 Tracy, D. B., 142 Voss, J. R., 195
Strobel, J., 230 Trappl, R., 331 Vygotsky, L. S., 229, 235, 240, 242,
Stull, A. T., 333 Trautwein, U., 384
Sullivan, P. J., 153 Trawick-Smith, J., 52, 62 243, 247, 249, 251, 252, 342,
Suls, J., 372 Treffinger, D. J., 303 419, 427, 445, 454, 455
Sun, R., 186 Treisman, A. M., 171, 172, 180
Sunshine, P. M., 480 Treyens, J. C., 196 Wadsworth, B. J., 236, 237, 239
Suppes, P., 10 Tronsky, L. N., 339 Wager, W. W., 219
Svetina, M., 461 Trout, A. L., 404 Wagner, A. L., 464
Swanson, H. L., 184, 460 Troyer, L., 370 Walbek, N. H., 157
Swartz, C. W., 142, 290, 298, 322, Tschannen-Moran, M., 153 Walker, R., 149, 440
Tsikalas, K. E., 327 Wallas, G., 300
376–378, 412, 439 Tudge, J. R. H., 240–242, 244, 247, Waller, T. G., 104, 218
Sweller, J., 46, 223, 224, 268, 299 252, 270 Wallis, C., 52
Tulving, E., 168, 169, 185, 201, 211 Walters, R. H., 118

Author Index 549

Wartella, E. A., 472 Whitehurst, G. J., 239, 450, 456 Woodward, J., 326
Washington, V., 467 Whitely, S. E., 250 Woodworth, R. S., 75, 347
Wason, P. C., 315 Wickelgren, W. A., 212 Woolfolk, A. E., 153
Wasylkiw, L., 72 Wiese-Bjornstal, D. M., 131 Woolfolk Hoy, A., 153, 154
Watson, J., 214, 300 Wigfield, A., 133, 145, 292, 357, 362, Wortham, D., 158
Watson, J. B., 9, 72, 82, 88, 124, Wouters, P., 334
364, 365, 397, 434, 464, 475 Wundt, 432
176, 419 Wiley, J., 280 Wundt, W., 7, 8
Watt, H. M. G., 475 Wilkinson, B., 439 Wurf, E., 384
Weikart, D., 468 Willems, P. P., 469 Wurtele, S. K., 152
Weimer, R., 340 Williams, C., 366, 370 Wylie, R. C., 146, 385
Weinburg, R. A., 467 Williams, J. M., 298
Weiner, B., 347, 348, 351, 359, 365, Willis, G. B., 341 Yackel, E., 257
Willows, D. M., 382 Yekovich, C. W., 214
366, 368–371, 374, 397, Windholz, G., 78, 80 Yekovich, F. R., 214
410, 484 Windschitl, M., 265, 298 Yerkes, R. M., 348
Weinstein, C. E., 417, 418, 420–422, Winett, R. A., 101 Young, M. D., 328, 329
425, 436–438 Winkler, R. C., 101 Yu, S. L., 431, 436
Weinstein, R. S., 254 Winn, W., 324
Weiss, M., 152 Winne, P. H., 416, 417, 425, 437 Zeiler, M., 95
Weiss, M. R., 131, 133 Winsler, A., 424 Zepeda, S. J., 106
Welch, L., 480 Winterhoff, P. A., 241, 242 Zhang, L., 478, 481
Wellborn, J. G., 380 Witkin, H. A., 478, 479 Zimmer, J. W., 169
Wellman, H. M., 288, 289, 461 Wittock, M. C., 420 Zimmerman, B. J., 24, 25, 118, 119,
Wentzel, K. R., 357, 376, 476 Wixson, K. K., 186, 290
Wertheimer, M., 175, 300–302 Wolfe, P., 31–34, 36–38, 41–43, 123–125, 127, 129, 136, 137,
Wertsch, J. V., 242, 244, 428 143, 146, 149, 197, 239, 252,
West, B. J., 400, 403 45–47, 51, 60, 62, 67 256, 257, 283, 285, 289, 298,
Whaley, G. J. L., 469 Wolleat, P. L., 371 327, 367, 370, 378, 380, 388,
Wheeler, L., 372 Wolpe, J., 82 400, 401, 405, 407, 408,
White, P. H., 413 Wolters, C. A., 374, 376, 431 410–415, 417, 427, 431–438,
White, R., 283 Wood, D. A., 131 450, 451, 454, 456, 461, 476
White, R. K., 484 Wood, D. J., 246, 247 Zinkgraff, S., 382
White, R. T., 283 Wood, G., 182 Zito, J. R., 439
White, R. W., 386 Wood, R., 257, 298, 379, 412 Zusho, A., 374, 376, 378, 405,
White, V. E., 440 Wood, T., 257 411, 414
Wood, W., 85

Subject Index

Abecedarian Project, 468 Analogical reasoning, 307–308 Attribution theory of achievement,
Ability, conceptions of, 379–380 Analogy problems, 313 368–371
Ability-focused goals, 376 Analytical functioning, 478
Ability to understand instruction, 105 Analytical thinking, 38 attributional consequences, 370
Absolute standards, 408 Anglo American students, 371 causal dimensions, 369–370, 369t
Abstract concepts, and imagery, 216 Animal research, 2, 18, 73, 347 causal factors, 368–369
Abstract stage, 482 Anxiety, 425 individual differences, 370–371
Academic studying, 436–438 APA learner-centered principles, 263, Auditory development, 54
Accommodation, 236 Authoritarian parenting style, 471
Accretion, 198 264t, 265 Authoritarian teaching style, 484
Achievement Apprenticeships, 246–247 Authoritative parenting style,
Aptitude for learning the task, 105
attribution theory of, 368–371 Arousal, 388 470–471
self-efficacy and, 147–149 Artificial intelligence, 165, 331 Authority, distribution of. See
Achievement goal patterns, 378 The Art of Teaching (Highet), 18
Achievement motivation, 358–366, Assertions, encoding of, 208 TARGET
Assessment, of learning, 262 Automaticity, 197, 460–461
398 Automatic processes, 336
contemporary model of, 362–364, direct observations, 14–15, 15t Autonomic nervous system (ANS), 30
oral responses, 15t, 16 Autonomy, 255
363f ratings by others, 15t, 16 Axon, 33
expectancy-value theory, self-reports, 15t, 16–17
written responses, 15–16, 15t Baby biography, 448
359–361 Assimilation, 236 Backup reinforcers, 101
familial influences, 361–362 Associationism, 8 Backward-reaching transfer, 321
self-worth theory, 364–365 Associative shifting, 75 Balance theory, 349–350
task and ego involvement, 366 Associative strength, 84–85 Basis, in problem solving, 311t,
Achievement motivation training, Associative structures, 184
Associative writing, 335 312–313
392–393 Assumptions, 11 Behavior, metacognition and,
Acquisition phase, 222 Attainment value, 363
Acronyms, 420–421 Attending, 222, 223t 289–290
Action-control function, 433 Attention, 127–128, 225 Behavioral change, 98–99
Activation level, 170 arousing/maintaining students’
Active discussions, 65 chaining, 99–100
Active exploration, 239, 462 attention, 44–45 successive approximations
ACT-R network model, 192 components of, 63
Acts, 84 deficits, 173 (shaping), 99
ACT theory, 192, 193, 198 development and, 460 Behavioral objectives, 103–105
Actualizing tendency, 354 emotions and, 60 Behavioral theories, 21–22, 453
Adaptation, 236 focusing and maintaining,
Adult models, 149, 408–409 instruction implications, 25
Advance organizers, 218–219 174t, 249 memory and, 23
Affective learning techniques, 425 learning and, 172–174 motivation and, 23
Affective reactions, 370 reading and, 174 self-instruction and, 404
African American students, 371 theories of, 171–172 self-monitoring and,
After-school programs, 106 Attitudes, 220
Aggression: A Social Theory Analysis Attributional feedback, 394 401–405
Attribution change programs, self-regulation and, 401–405, 442
(Bandura), 118 self-reinforcement and, 405
Aggression models, 136 393–395 transfer and, 24
All-or-none learning principle, Attribution retraining, 393 Behaviorism, 71–113
Attributions, 358, 410 classical conditioning, 78–84, 79t
85, 181 Attribution theory, 366–371, 397 connectionism theory, 73–78
Alterable variables, 107 contiguous conditioning,
Alternative network paths, 211–212 of achievement, 368–371
American Psychological locus of control, 367 84–88
naïve analysis of action, 367–368 instructional applications,
Association, 263
Amygdala, 34f, 35, 38t, 58, 60 102–113
learning issues, 115t
operant conditioning, 72,

88–102

550

Subject Index 551

Behaviorism (Watson), 88 parietal lobe, 34f, 36 Classroom
Behavior modification (behavior temporal lobe, 34f, 36 climate, 484–485
thalamus and hypothalamus, discussions, 65, 66–67
therapy), 100–101
cognitive, 102 34f, 35 Client-centered therapy, 354
techniques, 101–102 Branching programs, 110, 111f Closed-loop theory, 131
The Behavior of Organisms Broca’s area, 36, 37, 38t, 49 Closure principle, 177f, 178
Bruner’s theory. See Cognitive Cognitive behavior modification, 102
(Skinner), 88 Cognitive conditioning theory,
Behavior ratings, 403 growth theory (Bruner)
Belonging, need for, 351 Buggy algorithms, 76, 339 349–351
Beyond Freedom and Dignity Cognitive conflict, 238
Can factor, 368 Cognitive constructivism, 232
(Skinner), 88 Capacity beliefs, 380 Cognitive development theory
Big-fish-little pond effect, 384 Capacity theory of language
Biologically primary abilities, 341 (Piaget), 236–240, 274
Biologically secondary abilities, 341 comprehension, 207 developmental processes,
Biological theories (on Case’s instructional model,
236–239
development), 452–453 482–483 instruction implications, 239–240
Blended model of instruction, 330 CAT (computerized axial mechanisms of learning,
Block scheduling, 106
Body Adjustment test, 478 tomography) scans, 41, 41t 238–239
Bottom-up processing, 179, 336 Categorical clustering, 182 stages, 237–238, 237t
Brain-based educational practices, Categorical (inferential) style, 480 Cognitive dissonance, 350–351
Categorization learning style, 480 Cognitive growth theory (Bruner),
64–67 Cause-effect relations, 12
active discussions, 65, 66–67 Cautiousness, 478 462, 486
effective, 65–66 Cell assembly, 46–47 knowledge representation,
graphics, 66–67 Central nervous system (CNS), 30
positive climate, 66, 67 457–458, 458t, 459
problem-based learning, 64, 66 brain structures, 33–37, 34f spiral curriculum, 458–459
simulations and role-playing, neural organization, 32–33, 32f Cognitive learning processes
organization and structures, concept learning, 292–299
65, 66 conditional knowledge, 284,
Brain development 31–43
Cerebellum, 34–35, 34f, 38t, 45 285–286
critical periods, 52–55, 54t Cerebral cortex, 33, 38t, 45, 49 instructional applications,
early childhood education Cerebrum, 33
Chaining, 99–100 332–342
and, 63 Change, learning and, 4 mathematics and, 337–342
in infants, 52 Checking consistencies, 424 metacognition and behavior,
influential factors, 50–51, 50t Child Study Movement, 486
language development, 55–57 289–290
phases of, 51–52 critique, 448 metacognition and learning,
prenatal, 51–52 goals and methods, 448
Brain research Hall’s work, 447–448 286–289
brain dysfunctions, 30 Chunking, 183 metacognition and reading,
educational issues, 63–64, 63t Clarification
key functions of areas of the in problem solving, 311t, 312 290–292
self-directed, 291 overview, 278–279
brain, 38t Classical conditioning model, 348 problem solving, 299–317
relevance of, 62 Classical conditioning theory, 64, skill acquisition, 280–284
research methods, 39–43, 41t technology and instruction,
Brainstorming, 308–309 78–84, 79t
Brain structures basic processes, 79–80 324–332
amygdala, 34f, 35 biological influences, 81–82 transfer, 317–324
brain stem and reticular conditioned emotional reactions, worked examples, 332–334
writing and, 334–337
formation, 34, 34f 82–84 Cognitive load, 223–224
cerebellum, 34–35, 34f informational variables, 81 Cognitive mediators, 245
cerebral cortex, 33 Little Albert experiment, 82 Cognitive modeling, 129–130
corpus callosum, 34f, 35 Classical information processing Cognitive skill learning
hemispheres, 38–40 cognitive modeling, 129–130
hippocampus, 34f, 35 theory, 456–457 self-instruction, 130–131
occipital lobe, 34f, 35–36 Classificatory level, of concept teacher modeling, 130
Cognitive strategies, 220
attainment, 295 Cognitive styles. See Learning styles
Cognitive tempo, 480–482

552 Subject Index

Cognitive theories, 22, 30, 454 Connectionism associative strength, 84–85
instruction implication, 25 laws of exercise and effect, 74–75 habit formation and change,
memory and, 23 Thorndike and education, 76–78
motivational rewards and, 58 trial-and-error learning, 73–74, 85–88
motivation and, 23 74f rewards and punishments, 85
transfer and, 24 Contingency contracts, 112–113
Connectionist models, 199–200 Continuity versus discontinuity,
Collective teacher efficacy, 153–154 Consciousness, functionalism and,
Comer Program. See School 450t, 451
9–10 Continuous schedule, 95
Development Program (SDP) Consolidation, 47, 48, 69 Control beliefs, 380–381
Common direction principle, Consonant cognitions, 350 Control (executive) processes, 166,
Constructivism
177f, 178 184, 416
Comparative organizers, 218 APA learner-centered principles, Controllability dimension, 370
Competence, 53 263, 264t, 265 Cooperative learning, 270–271, 275
Comprehension Cooperative reward structures, 395
assumptions, 230, 231–232 COPES, 417
attention and, 174 constructivist learning Coping models, 149–150
capacity theory of language Corpus callosum, 34f, 35, 37, 38t, 50
environments, 261–265, 261t Corrective action, 437
comprehension, 207 contributions and applications, Correlational research, 11t, 12
Computation, 337–339 Cortisol, 61–62
Computer-assisted instruction 234–235 Cost belief, 364
implicit theories, 430–431 Counting, 338
(CAI), 325 influences on curriculum and Covert self-instruction, 130
Computer-based instruction (CBI), Creative Problem Solving (CPS)
instruction, 231
110, 112, 325–326 instructional applications, 229, model, 303
Computer-based learning Criticism, in the classroom,
265–274
environments, 325–328 mathematics and, 341–342 484–485
Computer-mediated communication motivation, 254–260 Critique of Pure Reason (Kant), 5–6
overview, 230–231 Cue-dependent forgetting, 211
(CMC), 329 perspectives, 232–233, 232t Cueing retrieval, 222, 223t
Concentration management, 437 Piaget’s theory of cognitive Cultural differences, 145
Concept acquisition, 252 Culturally based emotions, 60
Concept definitions, 218 development, 236–240 Curriculum
Conceptions of ability, 379–380 private speech, 248–249
Concept (knowledge) maps, 296 self-regulation, 252–253, 427–431, adapting to address student
Concept learning, 342 suppositions, 262
427t, 442
concept attainment, 294–295 situated cognition, 233–234 sequence of, 77, 78
motivational processes, 298–299 socially mediated learning,
nature of concepts, 292–294 Data, qualitative research and, 13
teaching of concepts, 295–297, 251–252 Debates, 271
sociocultural theory (Vygotsky), Decay, and forgetting, 212
297t Decision making, 53
Concept-Oriented Reading 240–248, 428 Declarative knowledge, 186,
teaching and, 235
Instruction (CORI), 292 verbalization and achievement, 193–195, 193f, 198–199,
Conceptual math problems, 337–338 290, 309
Concrete level, of concept 249–251 retrieval of, 201–203
Constructivist research, motivational translation and, 340
attainment, 294–295 Declarative memory, 45, 185
Concrete operational stage, 237t, 238 rewards and, 58. See also Deductive reasoning, 313–315
Conditional knowledge, 186, 284, Qualitative research Deductive teaching, 218
Content addressable memory, 184 Deep structure, of language, 455
285–286, 342 Context Democratic (collaborative)
Conditional regard, 355 facilitating transfer, 76 leadership style, 484
Conditioned Reflexes (Pavlov), 88 incorporating, into teaching, 40 Dendrite, 33
Conditioned response (CR), 79, 81 right hemisphere of brain and Deprivation needs, 352
Conditioned stimulus (CS), 79, 81 interpretation of, 38 Descriptive (analytic) style, 480
Conditioning, 90, 453 Contextual variables, 358 Desensitization, 82–84
Conditioning theories, 30, 72, Contiguity, 85, 184
Contiguity learning, 84
348–349. See also specific Contiguity of stimuli and responses,
conditioning theory; specific 84
theory Contiguous conditioning
imitation and, 125 acts and movements, 84
Conjunctive concept, 293

Subject Index 553

Determining tendencies, 432 Drive reduction, 348 Episodic memory, 185, 186t
Development, 454 Drive theory, 347–348 Epistemology, 5, 230, 274
Dual-code theory, 216, 225 Equilibriation, 236–237
behavioral theories, 453 Dual memory model. See Two-store Errors, 98
biological theories, 452–453 Essay Concerning Human
Bruner’s theory of cognitive memory model
Duration measures, 402–403 Understanding (Locke), 6
growth, 457–459 Essential processing, 224
Child Study Movement, 447–449 Early childhood education, 63, 468 Esteem needs, 352
contemporary developmental Ebbinghous’s verbal learning, 8 Ethnic minorities, and childhood
Echoic memory, 178, 179
themes, 460–465 Educational Psychology (Thorndike), development, 470
contextual theories, 454–455 Ethnographic research. See
developmental changes, 460–461 73
developmentally appropriate EEGs, 41–42, 41t Qualitative research
Effect, law of, 74–75, 85 Evaluation, in problem solving,
instruction, 461–463, 463t Effectance motivation, 386–389
family influences, 465–474 Effective environmental force, 368 311t, 315
functional theories of, 451–452 Effective personal force, 368 Evaluation practices. See TARGET
historical foundations of Efficacy expectations. See Self- Evaluation skills, 336
Event-related potentials, 42, 55
study, 446 efficacy Evoked potentials, 55
instructional applications, Effort, and self-efficacy, 148 Exercise, law of, 74, 85
Egocentric behavior, 237 Exogenous constructivism, 232
477–485 Ego-involved goal, 376 Expectancy, 222, 223t, 364
motivation and, 474–477, Ego involvement, 366 Expectancy of success, 370
Eidetic imagery, 217 Expectancy-value theory, 359–361
474t, 487 Elaboration, 188–189, 195, 202–203, Expectations, 81, 382
overview, 444–445 Experience, learning and, 4, 6
perspectives on, 449–457 420–422, 420t Experiential learning, 355
philosophical foundations of Elaboration theory, 224 Experimental research, 11t, 12
Elaborative rehearsal, 188 Expert-novice differences in science,
study, 446–447 E-learning, 327–328
psychoanalytic theories, 453 Electronic bulletin board 283–284
structural theories, 451, 455–457 Expert systems, 331
teacher-student interactions and, (conference), 328 Expository organizers, 218
Electronic media, and development, External conditions, 220
483–485 External locus of control, 367
transitions in schooling, 463–465 472–473 Extinction, 79, 93
Developmentally appropriate Embedded Figures test, 478 Extrinsic cognitive load, 223
Emergent motivation, 389 Extrinsic motivation, 389–390
instruction, 461–463, 463t Emotional event integration, 60 Extroversion-introversion, 478
Developmental status, 22, 373 Emotions, 60–62, 82–84
Diagnosing, 437 Empiricism, 6–7 Facilitators, teachers as, 355
Dialectical constructivism, 232 Enactive representation, 457 Faded overt self-guidance, 130
Dialogue, as self-report, 15t, 17 Encoding, 23, 200, 225 Family influences
Dichotic listening, 171
Differentiated self-concept, 384 of assertions, 208 achievement motivation and,
Digit-span task, 460 development and, 460–461 361–362
Dimensionality, 254, 254t elaboration, 188–190
Direct observations, 14–15 organization, 187–188 on development, 465–474, 486
Discovery learning, 266–268, schemas, 189–190 electronic media, 472–473
specificity hypothesis, 201 home environment, 468–469
275, 326 strength of original, 211 parental involvement,
Discrimination, 79, 97–98 Endogenous constructivism, 232
Discriminative stimulus, 91, 91t, 404 Entity theory, 257, 379 469–472
Discussions, 65, 271, 275 Environmental factors, in student socioeconomic status,
Disequilibrium, 238
Disinhibition, 126–127 attention, 44 465–468
Disjunctive concept, 293 Environmental role, in behavioral Far transfer, 320
Dissonance, 350–351 Fatigue method, 86, 86t, 87
Dissonant cognitions, 350 theories, 22 Fear of failure, 359
Distance learning, 328–331 Environmental stimulation, brain Feature analysis, 180
Distributed practice, 181 Feature-integration theory, 172
Disuse, law of, 74 development and, 51 Features analysis theory, 293
Domain specificity, 280–281 Epinephrine, 62
Dopamine, 52, 58–59

554 Subject Index

Feedback, 260, 483–484 Genetics, brain development and, Higher-order conditioning, 79–80
attributional, 394, 410 50–51 Highlighting, as rehearsal procedure,
in learning strategy, 427
Gestalt psychology, 7, 175, 225, 300 418
Field dependence-independence, Gestalt theory High-road transfer, 320
478–480 High/Scope Perry Preschool Project,
meaningfulness of perception,
Field expectancies, 143 175–176 467–468
Field research, 11t, 13–14 Hill climbing, 306
Figural transfer, 320 principles of organization, Hippocampus, 34f, 35, 38t, 45, 47
Figure-ground relation principle, 176–178, 177f Historical perspective, of learning

176, 177f Gist representations, 207 and instruction, 18–19
Filter (bottleneck) theory, 171 Given-new contract, 208 Holistic teaching, 261–262
Fixed-interval schedule, 95 Glial cells, 32–33, 51 Home environment, and
Fixed mindset, 257, 379 Global functioning, 478
Fixed-ratio schedule, 96 Global-specific dimension, 381 development, 468–469
Flow, 389 Goals, 138–142, 140t, 160 Homeostasis, 347
Fluent processes, 336 Hope for success, 359
fMRI (functional magnetic resonance contracts and conferences, 142 Human development. See
difficulty of, 141
imaging), 41t, 42–43 goal orientations, 374, 395–396 Development
Focusing of attention, 249 progress feedback, 142 Humanistic teaching, 356
Forethought, 123 properties of, 409 Humanistic theory, 351–356
Forethought phase, 412 proximity of, 140–141 Hypermedia, 326–327
Forgetting, 23, 84, 85, 93 self-judgments and, 410 Hypothalamus, 34f, 35, 38t, 58
self-reactions to progress of, Hypotheses, 11
cue-dependent, 211
distortion or merging of 410–411 Iconic memory, 178–179, 186t
self-regulation and, 409 Iconic representation, 457
information, 212 self-set, 141–142 Ideas, associations of, 8–9
inaccessibility of information social and self-influences on, 414 Identical elements, 75, 85,
specificity of, 140
and, 211 Goal setting, 138, 425 317–318
information processing, 211–212 motivation and, 372 Identity level, of concept attainment,
interference theory, 209–211 in writing, 335
minimizing, in academic Goal theory, 374–380, 397 295
conceptions of ability, 379–380 If-then statements, 197
learning, 213 goal orientations, 376–379 Imagery. See Mental imagery
suppression and, 211 Grading for mastery, 107 Imaginal system, in LTM, 216
Formal level, of concept Grouping arrangements. See TARGET Imitation, theories of, 123–125,
Grouping patterns, 255
attainment, 295 Growth mindset, 257, 376, 379, 382 124t, 160
Formal operational stage, 237t, 238 The Growth of the Mind (Koffka), 175 Immigration, 446, 447
Forward-reaching transfer, 321 Implicit theories, 257, 430–431
Freedom to Learn (Rogers), 355 Habits Impoverished children, 470
Free-recall learning, 182, 225 breaking, 86, 86f Impulsiveness, 481
Frequency counts, 402 defined, 85 Incidental processing, 224
Frontal lobe, 33, 34f, 36–37, 38t Inclusion, 395
Functional analysis, 89–90 Habitual reflection and planning, 427 Incompatible response method,
Functional fixedness, 197–198, 302 Head Start, 467
Functionalism, 10, 71–72 Health behaviors, and self-efficacy, 87–88
Functional theories of development, Incongruity, 240
154–155 Incremental theory, 257, 379
451–452 Hebb’s theory, 46–47 Individualistic reward structures, 395
Hedonism, 347 Inductive reasoning, 266, 313
Gedanken experiment (Einstein), Helplessness, learned, 381–382 Industrial Revolution, 446
214 Help seeking, 435–436 Infants
Heuristics, 302–303
Generalizability, 222, 223t Hierarchy of information, 187, brain development in, 52, 62
Generalization, 75, 79, 80f, 96–98, emotions of newborns, 72
188f, 193 home environment and
97t, 115t, 218, 318 Hierarchy of needs (Maslow),
Generalized reinforcer, 93 development, 468
General problem solving strategies, 351–354, 352f stimulation and, 54
Higher mental function, 428 Inference, in problem solving, 311t,
304
General skills, 280, 282 313–315
Generate-and-test strategy, 304

Subject Index 555

Information Internal conditions, 220 Learning. See also Neuroscience, of
comprehension and, 203 Internal-external dimension, 381 learning
encoding and retrieval, 201–202 Internalization, promoting, 429
organizing by networks, 202 Internalization of social variables, APA learner-centered principles,
procedures and transformation 263, 264t, 265
of, 204 149
as vicarious consequence to Internalized self-guiding speech, 250 assessment of, 14–17, 15t
model, 135–136 Internal locus of control, 367 attention and, 172–174
Internet, 473 basic and applied, 3
Information processing system, 43, Interpretative research. See and conditioning compared, 90
45–46, 166t, 167f, 211–212. conditions of, 219–223, 220t
See also Classical information Qualitative research defined, 3–4
processing theory Intersubjectivity, 428 emotions and, 60–61
Interval schedule, 95 influences on, 133–137, 134t
assumptions, 165 Interviews, as self-reports, 15t, 16–17 issues, 69t–70t, 161, 226t
two-store (dual) memory model, Intrinsic cognitive load, 223 memory and, 23
Intrinsic motivation, 364 motivation and, 23 (See also
165–168
Information processing theory incongruity and arousal, 388 Motivation)
overjustification and reward, paradigms, 11–14, 11t
attention, 171–174 phases of, 222–223, 223t
information processing system, 389–391 preparation for, 222
self-determination, 389 problem solving and, 309–310
165–171, 166f theoretical perspectives, 386–389 psychological study of, 7–10
instructional applications, Intrinsic value, 363 relation of, to instruction, 18–21
Introspection, 9 scenarios, 25–27
217–224 self-concept and, 385
learning strategies, 417–427 Jigsaw method, 271 self-regulated, 123
long-term memory, 191–200 Judging-perceiving, 478 transfer, 24
LTM comparisons, 179–180 Learning and Study Strategies
mental imagery, 213–217 Keyword method, 421
overview, 163–164 Kindergarten, 447 Inventory (LASSI), 438
perception, 175–180 Knowledge representation, 457–458, Learning events, 220–221
self-regulation model, 415–417, Learning goal, 376
458t, 459 Learning hierarchies, 221–222, 221f
442 Learning problems, 63, 382–383
sensory registers, 178–179 Laboratory research, 11t, 13–14 Learning strategies
transfer, 187, 192, 195, 196, 198, Laissez-faire teaching style, 484
Language acquisition device (LAD), affective techniques, 420t, 425
218, 222, 318–319 comprehension monitoring,
two-store memory model, 456
Language comprehension 420t, 424
180–190 defined, 417
Inhibition, 125–126 long-term memory and, effectiveness of, 425–427, 426t
Inquiry learning, 266, 326. See also 204–209 elaboration, 420–422
organization, 420t, 422–423
Discovery learning parsing, 205–207 rehearsal, 418–420, 418t
Inquiry teaching, 268–269, 275 utilization, 208–209 self-regulation and, 413–414
Insight, and problem solving, Language development, 55–57 Learning styles
Language learning, 49–50 Case’s instructional model,
300–302 Lateralization, 39
Insightful learning, 176 Law of Disuse, 74 482–483
Instinct, 124, 347 Law of Effect, 74–75, 85 categorization, 480
Instruction, 222 Law of Exercise, 74, 85 cognitive tempo, 480–482
Instructional scaffolding, 245–247, Law of Readiness, 75 field dependence-independence,
Law of Use, 74
328 Leaning goal, 377 478–480
Instructional self-efficacy, 153–155 Learned helplessness, 381–382 Learning theories
Instructional variables, 357–358 Learners
Instrumental behavior, 125 developmental status of, behavioral, 21–22
Intellectual skills, 220 cognitive, 22, 30
Intellectual styles. See Learning styles 133–134 complexity of, educational issues
Interactive media, 473 learner choice, 405, 406t
Interest value, 363 Learner variables, and and, 64
Interference theory, 209–211, conditioning theories, 30
metacognition, 288 critical issues for, 21–25, 21t
209t, 211
Intermittent schedule, 95
Internal causes, 368

556 Subject Index

Learning theories (Contd.) Mathematics, 439–441 Modeling processes
empiricism, 6–7 cognitive learning processes in, functions, 125–129, 126t
functions of theory, 10–11 337–342 theories of imitation, 123–125
instructional commonalities, computation, 338–339
19–20, 19t constructivism and, 341–342 Models. See also specific model
integration of theory and problem-solving, 339–341 instructional applications, 157
practice, 20–21 multiple, 150
philosophy and, 5–7 Maturation and learning compared, 4 prestige and competence,
psychological laboratories, 7–8 Meaningfulness 134–135
rationalism, 5–6 self-efficacy and, 149–151
research and, 10–14 in education, 355 similarity to, 136
encoding and, 187 vicarious consequences to,
Learning time, 105–106 of information, 194 135–137
Leveling, 478 information retrieval and, 201
Levels (depth) of processing theory, of listed items, 181 Molar behavior, 138
of perception, 194 Monitoring, 437
168–170 of processing, 171 Motherese, 456
Linear programs, 109, 110f Meaningful reception learning, Motivated learning model, 356–358,
Linguistic reasoning, 314
Literal transfer, 320 212, 218 357t
Little Albert experiment, 82 Means-ends analysis, 304, posttask, 358
Location addressable memory, 184 pretask, 357
Locus dimension, 370 306–307, 306f during task, 357–358
Locus of control, 367 Mediation, 242 Motivation, 58–59
Logical arguments, reasoning Memory achievement motivation,

and, 311 activation level, 170–171 358–366, 398
Long-term memory, 43, 45, 166–167, declarative, 45 actualizing tendency, 354–355
educational issues and, 63 anticipated consequences of
184–187 emotions and, 60
characteristics and distinctions levels of processing theory, behavior, 411
attribution theory, 366–371, 397
of, 186t 168–170 cognitive conditioning theory,
connectionist models, 199–200 networks, 46–47
forgetting, 209–213 procedural, 45 349–351
form or structure of storage, 185 research on, 8 competence and, 53
imagery and, 216 role of, in learning, 23, 69, 115t conditioning theory, 348–349
language comprehension, Memory (Ebbinghaus), 8 contextual factors, 254–256
Memory scanning, 184 criticism and, 485
204–209 Meno (Plato), 5 development and, 474–477, 474t,
production systems, 196–199 Mental discipline, 77, 318
propositions, 191–193 Mental imagery, 187 487
retrieval, 200–204 individual differences, 217 drive theory, 347–348
storage, 191–200 in long-term memory, 216 educational applications, 392–396
Love, need for, 351 representation of spatial goal theory, 374–380, 397
Low-road transfer, 320, 322–323 help seeking and, 435
information, 213–216 historical perspectives, 347–356
Maintenance rehearsal, 188 using, in classroom, 215 humanistic theory, 351–356
Malnutrition, prenatal, 51 The Mentality of Apes (Köhler), 175 implicit theories, 256–258
Mapping, 422–423, 423f Mentoring, 159 importance of learner factors
Maslow’s hierarchy of needs, Metacognition, 36, 415, 461
behavior and, 289–290 of, 20
351–354, 352f learning and, 286–287 intrinsic, 386–391
Massed practice, 181 reading and, 290–292 model of motivated learning,
Mastery goal, 376, 378 variables influencing,
Mastery learning, 107–108, 356–358, 357t
288–289 motivational states, 59
107k Metacognitive awareness, observational learning and,
Mastery models, 149
Mastery motivation, 386–388 415–416 128–129
Mastery-oriented students, 382 Method of loci (Plato), 214, 421 organization and structure,
Matched-dependent behavior, 125 Middle school/junior high school
Matching Familiar Figures test, 254–255
transition, 464 overview, 345–346
480–481 Mnemonic techniques, 187–189, perceived control, 380–383
rewards, 58–59
420–421 Rogers and education, 355–356

Subject Index 557

role of, in learning, 23, 69, 115t motivation and emotions, 58–62 Participant observation. See
self-concept and, 383–385 organization and structures, Qualitative research
self-regulation and, 431–436, 442
social cognitive theory, 31–43 Passivity, 381
Neurotransmitters, 33, 52 Passivity versus activity, 450t, 451
371–375, 397 No Child Left Behind Act of 2001, Pattern recognition. See Perception
sustaining, 427
TARGET, 255–256, 255t, 257 14, 106 (pattern recognition)
teachers’ expectations, 258–260 Norepinephrine, 62 Peer-assisted learning, 269–271, 275
as vicarious consequence to Normative standards, 408 Peer collaboration, 246
Note taking, 422 Peer influence, 468–469
model, 137 Novice-to-expert research Peer models, 149–151
Motivational processes, 298–299 Peer tutoring, 158, 270, 275
methodology, 281–283 Pegword method, 421
goals, 138–142, 140t Nutrition, brain development and, 51 Perceived ability, 365
outcome expectations, 143–145 Perceived control
values, 145 Observational learning, 46, 127,
Motor behavior, verbal control 127t, 160 control beliefs, 380–381
learned helplessness, 381–382
of, 248 Occipital lobe, 33, 34f, 35–36, 38t students with learning problems
Motor skills Online learning, 331
Operant behavior, 90 and, 382–383
development of, 220 Operant conditioning theory, 64, 72, Perceived importance, 43
effort cue for, 370 Perceived progress, 411
learning, 131–133, 412 348–349 Perceived self-efficacy, 122
self-efficacy and, 152 basic processes, 90–98 Perception (pattern recognition), 43,
Movements, 84 behavioral change, 98–99
MRIs (magnetic resonance imaging), behavior modification, 100–101 165, 175–180, 204
conceptual framework, 89–90 Gestalt theory, 175–178
41t, 42–43 imitation and, 125 Perceptions of task demands, 363
Multidimensional classrooms, 254 scientific assumptions, 89 Performance
Multimedia, 326–327 self-regulation, 102 influences on, 133–137, 134t
Multistage sequence, of concept Operational definitions, 11 verbalization and, 249–250
Oral responses, 15t, 16 Performance control, 123
learning, 294 Organization (learning strategy), Performance evaluations, 255
Myelin, 33 Performance goal, 376–377
Myelin sheath, 33 420t, 422–423 Performance phase, 222
Myers-Briggs Type Indicator, 478 Organization of information, 195 Performance (volitional) control
Organizing, in writing, 335
Naïve analysis of action, 367–368 Orienting complex, 60 phase, 411
Narrations, 402 Orthographic processing, 49 Permanent memory. See Long-term
Narrative story, 421 Outcome expectations, 143–145,
National Head Start/Public School memory
144f, 160, 367 Permissive parenting style, 471
Early Childhood Transition and self-efficacy compared, 146 Personal agency. See Self-regulation
Demonstration Project, 467 Outlining, 422 Personal efficacy, 153
Nature versus nurture, 450, 450t Out-of-school programs, 106 Personal force, 368
Near transfer, 320 Overjustification hypothesis, 390 Personal knowledge, and reflective
Needs, fulfillment of, 453 Overt guidance, 130
Needs, hierarchy of, 351–354, 352f Overt self-guidance, 130 teaching, 272–273
Negative (non-) instances, 293 Overt verbalization, 249 Personal teaching, 427
Negative reinforcement, 91t, 92 Personal variables, 358
Negative reinforcer, 92 Paired-associate learning, 181, 225 Person-situation interaction, 233
Negative transfer, 317 Paradigms, 11–14, 11t PET (positron emission
Neural assemblies, 49 Paragraph mnemonics, 421
Neural connections, 47 Parallel distributed processing tomography), 41t, 42
Neurons, 32, 32f, 51 Phase sequence, 46–47
Neuroscience, of learning, 29–67 (PDP), 199 Phenomenological research. See
brain development, 50–57 Paraphrasing, 424
information processing system, Parental involvement, and Qualitative research
43, 45–46 Phi phenomenon, 175
instructional applications, 62–67 development, 469–472 Phonemes, 56
language learning, 49–50 Parietal lobe, 33, 34f, 36, 38t, 45 Phonological processing, 49
memory networks, 46–47 Parsing, 205–207 Photographic memory, 217
Participant modeling, 156, 246 Physiological incongruity, 388
Physiological needs, 351

558 Subject Index

Piaget’s theory. See Cognitive skills, 316 Readiness, 450
development theory (Piaget) strategies, 283, 304–309 Readiness, law of, 75
trial and error, 300 Reading
Planning, in writing, 335 Problem-solving production system,
Planning and response guidance, attention and, 174
416 brain research on, 49
249 Procedural knowledge, 186, 196, dysfunctions, 49
Planning for mastery, 107 metacognition and, 290–292
Points of view, students’, 262 198, 290, 309 strategy instruction, 404
Positive instances, 293 retrieval of, 203–204 Reasoning, and problem solving,
Positive regard, 354 translation and, 340
Positive reinforcement, 91, 91t, 92 Procedural memory, 45, 185 311–315, 311t
Positive reinforcer, 91 Process-product research, 18–19 Recency effect, 166
Positive self-regard, 354 Production. See Production systems Reciprocal teaching, 246, 247, 291,
Positive transfer, 317 Production systems, 128, 190,
Postdecisional processing, 432 419
Poverty, 470 196–199, 309 Recognition of students. See TARGET
Praise, in the classroom, 484, 485 Productive thinking, 300 Reflective teaching, 235, 271–274,
Predecisional processing, 432 Programmed instruction (PI),
Predicting, self-directed, 291 272t, 275
Prefrontal cortex, 37, 45, 58 109–110, 112 becoming a reflective teacher,
Prekindergarten programs, 467 Project Head Start, 467
Premack Principle, 93–94 Propositional content, 208 273–274
Preoperational stage, 237, 237t Propositional networks, 186, 192f, components, 272–273
Preparation for learning, 222 Reflectivity, 481
Primacy effect, 166 423 Regularity, 403, 407t
Primary emotions, 60 Propositions, 186 Rehearsal, 128, 184, 418–420, 420t
Primary motor cortex, 37 maintenance and elaborative, 188
Primary reinforcers, 93 nature of, 191 summarizing as, 419
Primary signals, 80 propositional networks, 192–193 underlining as, 418
Primary strategies, 436 Protégés, 159 Reinforcement, 90–92, 91t, 222, 223t
Principles of Behavior Modification Prototypes, 180 Premack Principle and, 93–94
Prototype theory, 293 schedules of, 95–96, 96f
(Bandura), 118 Proximity, 403, 407t Reinforcement history, 22, 23, 93
Principles of Physiological Proximity principle, 176, 177f Reinforcing stimulus, 90–91
Psychoanalytic theories (on Relational concept, 293
Psychology (Wundt), 7 Relational (contextual) style, 480
The Principles of Psychology development), 453 Relational stage, 482
Psychological differentiation, 478 Relation-argument link, 192
( James), 9 Psychological theories Relativism, 234
Private events, 89 Representational holding, 224
Private speech, 248–249, 274 functionalism, 9–10 Rereading, 424
structuralism, 8 Research
spontaneous, 250 verbal learning, 8 conducting, 11–14
Proactive interference, 209 Wundt’s laboratory, 7 correlational, 11t, 12
Problem-based learning, 64–66, Punishment, 76, 91t, 94–95 experimental, 11t, 12
alternatives, 95t functions of theory, 10–11
316–317 behavior modification and, 101 laboratory and field research, 11t,
Problem definition, 249 habits and, 88
Problem solutions, worked examples Purposive behaviorism, 138 13–14
process-product, 18–19
and, 158 Qualitative research, 11t, 12–13 qualitative, 11t, 12–13
Problem solving, 279 Quality of instruction, 105 Respondent behavior, 90
Questioning Responding phase, 222
commonalities of problems, 299 Response facilitation, 126
experts and novices in, 310–311 as elaboration method, 421–422 Response selection, 60
heuristics and, 302–303 self-directed, 291 Restructuring, 198
historical influences, 299–302 Questionnaires, 15t, 16–17 Reteaching, 483
information processing model Retention, 128
Ratings by others (assessment), Reticular formation, 38t
for, 303 15t, 16 Retrieval, development and, 460–461
insight and, 300–302 Retrieval phase, 222, 223t
instruction implications, 315–317 Rationalism, 5–6
learning and, 309–310 Ratio schedule, 96
in mathematics, 339–341 Reactive depression, 381
reasoning, 311–315 Reactive effects, 403

Subject Index 559

Retroactive interference, 209 and outcome expectations Self-reinforcement, 249, 405
Reviewing, of writing, 336 compared, 146 Self-reports, 15t, 16–17
Revision skills, 336 Self-schemas, 434–435
Rewards, motivational research and, perceived, 122 Self-talk, 437
and self-concept compared, 146 Self-verbalization, 251, 425
58–59, 390 self-evaluation and, 413 Self-worth theory, 364–365
Rhetorical problem, 334 similarity to others and, 147 Semantic encoding, 222, 223t
Risk taking, 478 tangible consequences and, 411 Semantic memory, 185, 186t
Rod-and-Frame test, 478 writing and, 439 Semantic processing, 49
Self-Efficacy: The Exercise of Control Sensing-intuitive, 478
Safety needs, 351 Sensorimotor stage, 237, 237t
Scaffolding, 245–247, 328 (Bandura), 118 Sensory modality preference, 478
Schemas, 124, 189–190, 195–196, Self-esteem, 383 Sensory motor development, 53–54
Self-evaluation, 249, 412–413 Sensory motor stage, 482
455. See also Self-schemas Self-evaluation of goal progress, 372 Sensory registers, 43, 165, 178–179
prototypes and, 293 Self-evaluative standards, 408 Sentence mnemonics, 421
restructuring (schema creation), Self-experience, 354 Sequence of curricula, 77, 78
Self-explanations, 333–334 Sequencing of material, 18
198 Self-fulfilling prophecies, 259 Serial learning, 181, 225
stories and, 207 Self-instruction, 130–131, 249, 404 Serial position curve, 181
tuning (schema evolution), 198 Self-instructional training, 102, 424 Serial recall, 250
Schema theory, 132 Self-judgment, 123, 408–410 Sesame Street, 472
School Development Program (SDP), Self-modeling, 137 Seven Habits of Highly Effective
Self-observation (self-monitoring),
471–472, 471t People (Covey), 208–209
School transitions, 441, 463–464 123, 401–404, 407 Shadowing, 171–172
Science, expert-novice differences in, Self-questioning, 424 Shaping, 99, 103
Self-reaction, 123, 410–411 Sharpening, 478
283–284 Self-recordings, 403, 407t Short-term (working) memory, 43,
Scripts, 461 Self-reflection, 123
Secondary reinforcers, 93, 348 Self-reflection phase, 411 166–167, 225
Second signal system, 80 Self-regulated learning methods, 285, characteristics and distinctions
Selective memory, 403
Selective perception, 222, 223t 418 of, 186t
Self-actualization, 352–353 Self-Regulated Strategy Development critical functions of, 183
Self-concept, 146 limited in capacity nature of,
program, 292
dimensions and development, Self-regulation, 24, 25, 70, 102, 115t, 183, 197
383–385 limited in duration nature
122–123
learning and, 385 behavioral theory, 401–405 of, 183
motivation and, 383–385 constructivist theory, 427–431 Similarity principle, 177, 177f
Self-concepts of abilities, 362–363 cyclical nature of, 411–414 Simplicity principle, 177f, 178
Self-concept stability, 384 goal orientations and, 378 Simulations
Self-confidence, 383 goal setting and, 409
Self-determination, 389 health and wellness and, 156 games and, 326
Self-directed summarizing, information processing theory, role-playing and, 65
Situated cognition, 233–234
questioning, clarifying, and 415–427 Situated learning, 233
predicting, 291 instructional applications, Situational cues, 370
Self-efficacy, 58, 160 Skill acquisition
in achievement situations, 436–441 expert-novice differences in
147–149 internalization of language and
conceptual overview, 146–147 science, 283–284
defined, 11 concepts, 253 general and specific skills,
goals and, 372, 408, 413 learning strategies, 413–414
health and therapeutic activities, motivation and, 431–436, 442 280–281
154–156 overview, 400 novice-to-expert research
instructional, 153–155 phases of, 123
instructional applications, 157 private speech/socially mediate methodology, 281–283
mastery learning and, 108 SMART, 417
math and, 440 learning and, 252–253 Social cognitive theory
models and, 149–151 self-evaluation, 412–413
motor skills, 152 social and self influences, conceptual framework,
119–123, 405–407
414–415
social cognitive theory, 405–415 goals and expectations, 372

560 Subject Index

Social cognitive theory (Contd.) Stable-unstable dimension, 381 Teacher-student interactions,
influences on learning and STAD groups, 271 483–485
performance, 133–137, 134t Stereotypes, among adolescents, 145
instructional applications, Steroids, brain development and, 51 classroom climate, 484–485
156–159 Stimulated recall procedure, 15t, 17 feedback, 483–484
modeling processes, 123–133, Stimulus-response associations, using praise and criticism, 485
126t Teaching
motivational processes, 138–145 181, 199 influence of Child Study
motivation and, 371–375, 397 Stimulus-response perspective, 10
processes, 407–411 Stories, 207 Movement on, 448
self-efficacy, 146–156 Strategy beliefs, 380 Thorndike’s principles of, 77
self-judgment, 408–410 Strategy instruction, 436–437 for transfer, 322–324
self-observation, 407 Strategy transfer, 321–322 Teaching efficacy, 153
self-reaction, 410–411 Strategy variables, and Teaching for mastery, 107
self-regulation and, 405–415, 442 Technology
social comparison, 372–374 metacognition, 288–289 brain research and, 30
“Stream of thought,” 9 computer-based learning
Social comparison, 372–374 Stress, prenatal, 51
Social Foundations of Thought and Structuralism, 8, 71–72 environments, 325–328
Structural theories, 451, 486 distance learning, 328–330
Action: A Social Cognitive future directions, 330–332
Theory (Bandura), 118 classical information processing instruction and, 324–332
Social interaction, 240 theory, 456–457 learning and, 329
Socialization, 466 The Technology of Teaching
Social Learning and Imitation psycholinguistic theory, 455–456
(Miller and Dollard), 118 Structure versus function, 450t, (Skinner), 88
Social Learning and Personality Teenagers, teaching and learning
Development (Bandura), 118 451–452
Social Learning Theory (Bandura), Subject-predicate link, 192 with, 53
118 Subordinate (lower) concepts, 296 Television, 472–473
Socially meaningful activity, 242. See Successive approximations, 99 Template matching, 179
also Sociocultural theory Summarizing Temporal lobe, 33, 34f, 36, 38t, 45
(Vygotsky) Teratogens, brain development and, 51
Socially mediated learning, 251–252 as rehearsal procedure, 419 Test-Operate-Test-Exit (TOTE)
Sociocultural theory (Vygotsky), self-directed, 291
240–248, 274, 462 Sum model, 338 model, 416
applications, 245–247 Superordinate (higher) concepts, 296 Thalamus, 34f, 35, 38t, 60
background, 241 Support strategies, 436 Thematic Apperception Test (TAT),
basic principles, 242–243, 243t Suppression, 211
critique, 247–248 Surface structure, of language, 455 358–359
self-regulation and, 428 Survey-Question-Read-Recite (Recall) Thematic content, 208
zone of proximal development, Theory, defined, 10
243–245, 342, 419, 428, 462 Review (SQ3R), 436 Therapeutic activities, and self-
Socioeconomic status, and Sustained emotional context, 60
development, 465–468 Syllogism, 314 efficacy, 155–156
Socioemotional climate, 259 Symbolic representation, 458 Think-alouds, 13, 15t, 17
Specific problem solving strategies, Synapses, 32f, 33, 52 Thinking aloud, 249
304 Synaptic gap, 33 Thinking-feeling, 478
Specific skills, 280, 282 Syntactic processing, 49 Thorndike Award, 73
Speech act, 208 Systematic desensitization, 82–84, 88 Thought processes, in cognitive
Spinal cord, 31
Spiral curriculum, 458–459 Tabula rasa, 6 theories, 22
Spontaneous private speech, 250 TARGET, 255–256, 255t, 257, 275 Three-term contingency, 91
Spontaneous recovery, 79 Target skill, 221 Threshold method, 86, 86t, 87
Spreading activation, 170, 195, 200 Task design. See TARGET Time, learning and, 4
Stability dimension, 370 Task-focused goal, 376 Time allocation. See TARGET
Stability versus change, 450–451, Task-involved goal, 376 Time allowed for learning, 105
450t Task involvement, 366 Time learner is willing to spend
Task orientation, 258
Task-relevant overt speech, 250 learning, 105
Task variables, and metacognition, Time management, 437–438
Time-sampling measures, 403
288 Top-down processing, 179–180
Teachers as facilitators, 355 Transfer, 70, 115t

activation of knowledge in
memory, 318–319

Subject Index 561

context and, 76 Type R conditioning, 90 Verbal system, in LTM, 216
defined, 24 Type S conditioning, 90 Vestibular system, 54
determining opportunities for, 427 Video deficit, 473
facilitating, 76 Unconditional positive regard, 355 Video games, 473
generalization, 318 Unconditioned response (UCR), 79 Vision, 54–55
identical elements, 317–318 Unconditioned stimulus (UCS), 79, 81 Visual cortex, 46
in learning theories, 24 Underlining, as rehearsal procedure, Visual (iconic) memory, 186t
mental discipline, 318 Vocabulary, critical period for
principle of identical elements 418
Understanding development of, 55–56
and, 75 Volition, 432–434, 433t
of procedural knowledge, 198 assessment of, 437 Volitional style, 434
propositional networks and, 187 in problem-solving, 300–301 Voluntary behavior, CNS control of,
schemas and, 196 Undifferentiated task structures, 254
strategy transfer, 321–322 Unidimensional classrooms, 254 31
teaching for, 322–324 Unitary theory, 216 Vygotsky’s theory. See Sociocultural
types of, 319–321 Unlearning, 85
Transfer of learning, 222 Use, law of, 74 theory (Vygotsky)
Transformational grammar, 455–456 Utility value, 364
Transitions in schooling, 441, 463–465 Utilization, of communications, 204, Walden Two (Skinner), 88
Translation Web-based (online) learning, 330
of ideas into writing, 336 208–209 Wernicke’s area, 36, 37, 38t, 49
of linguistic problem to mental Wireless connectivity, 331
Value (perceived importance of Worked examples, 158, 332–334
representation, 340 task), 363 Working backward strategy, 304,
Triadic reciprocality, 414, 454
Trial and error, in problem solving, 300 Values, 145, 160 306, 340
Trial-and-error learning, 73–74, 74f motivation and, 434 Working forward strategy, 306–307,
Try factor, 368
Tuning, 198 Variable-interval schedule, 95–96 310, 340
Tutoring, 158–159 Variable-ratio schedule, 96 Working memory. See Short-term
Two-store memory model, 165–168, Verbal control of motor behavior, 248
Verbal information, 220 (working) memory
186t, 188f, 225 Verbal input and output, 259 Working self-concepts, 384, 435
alternatives to, 168–171 Verbalization issues, in oral Writing, 438–439
encoding, 187–190
long-term memory, 184–187 response, 16 cognitive processes in, 334–337
short-term (working) memory, Verbal learning Wundt’s psychological laboratory, 7

183–184 learning tasks, 181–183 X-rays, 41, 41t
verbal learning, 181–183 stimulus-response associations,
Zero transfer, 317
181 Zone of proximal development,
Verbal learning laboratory, 8
Verbal memory, 185, 186t 243–245, 342, 419, 428, 462