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Contemporary theories of learning [electronic resource] : with applications to education and psychology / by Louis P. Thorpe and Allen M. Schmuller.

By: Thorpe, Louis P. (Louis Peter), 1893-1970.
Contributor(s): Schmuller, Allen M. (Allen Mark).
Publisher: New York : Ronald Press Co., 1954Description: viii, 480 p. : ill. ; 21 cm.Subject(s): Learning, Psychology of | Psychology, EducationalAdditional physical formats: OriginalDDC classification: 370.1544 Online resources: Fulltext available via EBSCOhost - Shibboleth login required Also issued in print.Summary: "The impact of psychological theories of learning on methods of classroom teaching has been one of the phenomena of twentieth century educational progress. Yet often these theories are imperfectly understood by those whose task it is to apply them to the development and adjustment of the learner. It is the purpose of this textbook for university and college classes to explain the most important theories of learning in the clearest and simplest possible language, to show the relevance of each of them to the educational process, and to point out that in spite of the many conflicts between these theories they have a common ground upon which can be based an intelligible pattern of classroom procedure. By devoting a chapter to each of the main types of theory this volume provides a cross-section of the work of contemporary and recent psychologists. For the sake of clarity of organization each chapter is divided into four parts: 1) an objective statement of the theory, 2) a presentation of experimental verification, 3) a critique of the theory, and 4) a discussion of its implications for the conduct of education. An effort has been made to indicate the fundamental principles upon which each theory is based and to distinguish these from its subsidiary proposals. Whenever abstract statements are made, concrete examples are given to illuminate the concepts involved"--Preface. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
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Includes bibliographical references and indexes.

"The impact of psychological theories of learning on methods of classroom teaching has been one of the phenomena of twentieth century educational progress. Yet often these theories are imperfectly understood by those whose task it is to apply them to the development and adjustment of the learner. It is the purpose of this textbook for university and college classes to explain the most important theories of learning in the clearest and simplest possible language, to show the relevance of each of them to the educational process, and to point out that in spite of the many conflicts between these theories they have a common ground upon which can be based an intelligible pattern of classroom procedure. By devoting a chapter to each of the main types of theory this volume provides a cross-section of the work of contemporary and recent psychologists. For the sake of clarity of organization each chapter is divided into four parts: 1) an objective statement of the theory, 2) a presentation of experimental verification, 3) a critique of the theory, and 4) a discussion of its implications for the conduct of education. An effort has been made to indicate the fundamental principles upon which each theory is based and to distinguish these from its subsidiary proposals. Whenever abstract statements are made, concrete examples are given to illuminate the concepts involved"--Preface. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Also issued in print.

Electronic reproduction. Washington, D.C. : American Psychological Association, 2014. Available via World Wide Web. Access limited by licensing agreement. s2014 dcunns

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