bluuebunny/crossref_metadata_2025_split huggingface dataset:
Memory and Information Processes
Authors: Mayer Richard E. 
Published: November 2003

AbstractThis chapter provides an overview of precursors to the information processing view of learning and cognition and on research aimed at understanding how knowledge is represented and processed in human minds. Classic and the constructivist versions of an information processing view are described. Three major contributions of information processing theories are examined, including cognitive task analysis, the mental representations used to explain knowledge, memory, learning, and thinking, and architectural models of the human information processing system. Major assumptions underlying a contemporary information‐processing model are outlined to exemplify each of these points. Information processing theories of learning and cognition are related to three critical subject matter domains: reading, writing, and mathematics.
Metacognition and Learning
Authors: McCormick Christine B. 
Published: November 2003

AbstractMcCormick presents a brief historical overview of metacognition and its emergence in the early 1970's with a concentration on metamemory. Contemporary research that focuses on underlying metacognitive processes and concepts are reviewed as is research on the role of metacognition in individual and classroom learning. Contemporary research is reviewed on classroom interventions designed to facilitate the development of metacognition. Four areas for future research are outlined: how to more accurately assess metacognition; neuropsychological processes and their relation to metacognition; the role metacognition plays in bilingualism and the education of bilingual students; and how to best integrate metacognition into initial and ongoing teacher preparation programs.
Teaching Processes in Elementary and Secondary Education
Authors: Pressley Michael , Roehrig Alysia D. , Raphael Lisa , Dolezal Sara , Bohn Catherine , Mohan Lindsey , Wharton‐McDonald Ruth , Bogner Kristen , Hogan Kass 
Published: November 2003

AbstractThis chapter reviews the study of teaching in elementary and secondary schools. Information in the first section summarizes a large body of work by Pressley and his colleagues generated through longitudinal studies and qualitative analyses of classroom observations of teaching behaviors. Findings associated with this naturalistic work have led to a greater understanding of both direct transmission and constructivist teaching processes. The second section examines teachers' thinking about teaching and its associated affects on planning and direct acts of teaching. Motivational processes used by teachers in classrooms to stimulate student learning are the focus of the third section. The fourth section describes what expert teachers do as they teach.
Cooperative Learning and Achievement: Theory and Research
Authors: Slavin Robert E. , Hurley Eric A. , Chamberlain Anne 
Published: November 2003

Abstract
Slavin, Hurley, and Chamberlain present a historical review of cooperative learning. Four theoretical perspectives on cooperative learning and achievement are presented: Motivational, Social Cohesion, Cognitive Developmental, and Cognitive Elaboration Perspectives. In subsequent sections, critical philosophical differences are presented, particularly about where to locate motivation for learning behaviors, how to structure interactions among students, and how incentive and task structures impact forms of cooperative learning. In the final section, prospective areas for research are presented, and include a unified theoretical model that can guide future research efforts, inform educational practice, and foster the design of effective professional training and development.
Relationships Between Teachers and Children
Authors: Pianta Robert C. , Hamre Bridget , Stuhlman Megan 
Published: November 2003

AbstractThis chapter examines the expanding body of research that demonstrates the central role of teacher‐student relationships and its reciprocal effect on students' learning, achievement, and school engagement and teachers' sense of efficacy, job satisfaction and retention in teaching. Pianta and colleagues review current work on teacher‐student relationships that has identified qualitative and quantitative parameters in relational processes between children and adults and the central role of relationships in affecting overall school climate and student performance. In the final section ideas for future research are presented that include, assessments of multi‐level and multi‐system influences such as culture, policy and biological processes on classroom relations and processes.
Gender Issues in the Classroom
Authors: Koch Janice 
Published: November 2003

AbstractKoch reviews the literature on gender socialization of students as they participate in the social and academic culture of the classroom. Research on classroom practices and policies that foster gender stereotypes and limit opportunity for females and males is followed by research on curriculum, classroom interaction, and school climates that promote gender equity. Information is presented on the importance of increasing educators' awareness of their gender expectations and how hidden curriculum and gender‐differentiated instruction can affect student learning social relations within the classroom. Sexual harassment in schools and policies and programs that interfere with equal access to education are examined from a developmental perspective as well as from a sociocultural perspective.
Early Childhood Education
Authors: Goelman Hillel , Andersen Catherine J. , Anderson Jim , Gouzouasis Peter , Kendrick Maureen , Kindler Anna M. , Porath Marion , Koh Jinyoung 
Published: November 2003

AbstractGoelman and co‐authors review research in early childhood education. The authors provide a brief overview of how historical issues in early childhood education set the stage for contemporary research. Section one reviews research in learning and teaching across the domains of play, art, music, and literacy. In section two, issues of diversity and cultural pluralism and their impact on the field of early education are explored through a review of literature associated with giftedness, language learning, attachment, and temperament. The final section presents an integrative model of preschool learning and development and current thinking about best practices in compensatory education and early childcare programs.
Psychology of Literacy and Literacy Instruction
Authors: Pressley Michael 
Published: November 2003

AbstractPressley examines the research on literacy that has been contributed by psychologists. The chapter is organized along developmental lines, beginning in late infancy and proceeding through adulthood. Following the emphasis in pre‐ and early elementary school, there is a focus on the development of language and letter‐ and word‐level competencies in reading and writing. Next, is a focus on the development of fluent reading, vocabulary, then on comprehension and composition, and finally on advanced literacy skills essential to meet the learning demands of secondary and post‐secondary education. Adult literacy is reviewed in the final section, stressing research on what works for adults who did not develop literacy competencies.
Computers, the Internet, and New Media for Learning
Authors: Goldman‐Segall Ricki , Maxwell John W. 
Published: November 2003

AbstractGoldman and Waxman present a historical review and prospective insights into technological advances that have shaped and have been shaped by our current notions of learners, learning, and teaching. They trace instructional technology from its behavioristic, computer‐administered drill and practice roots to the initial influence of the cognitive science revolution. Various analogies used to characterize the influence of computers in education are reviewed, including the computer as information source, as curriculum area, as communication medium, as tool, as environment, as partner, as scaffold, and as a perspectivity tool. Ideas forwarded stress the potential these innovations have for broadening conceptions of human functioning and fostering education.
School Psychology
Authors: Reschly Daniel J. 
Published: November 2003

AbstractThis chapter traces the early roots of school psychology, its origination in the practice of clinical psychology, and its more recent affiliation with the field of educational psychology. The emphasis of school psychology research has been on applied psychological principles that contribute to a greater understanding of individual differences in learning, development, and behavior, with a strong focus on the design of educational and mental health programs to accommodate these differences. This review points out how the field has been strongly influenced by societal trends and responses to meeting the needs of students with exceptionalities, and discusses contemporary and future challenges facing the field.
Learning Disabilities
Authors: Siegel Linda S. 
Published: November 2003

AbstractSiegel describes issues and controversies related to current and newly proposed definitions of learning disabilities that include the use of intelligence as diagnostic criteria. Several critical controversies and questions are reviewed concerning whether learning disabilities is a specific, possibly neurologic type dysfunction and whether there are multiple subtypes of learning disabilities, specific to academic problem domains. In subsequent sections, research on reading and arithmetic disabilities and a description of related assessment requirements are presented. In the final section, recommendations and accommodations for the remediation of learning problems are presented.
Gifted Education Programs and Procedures
Authors: Olszewski‐Kubilius Paula 
Published: November 2003

AbstractOlszewski‐Kubilius reviews work focused on defining characteristics of gifted children as well as on demonstrating important implications for education. Key research is presented to support the striking capabilities of gifted children and the increasing evidence of the stability of exceptional abilities. Considerable evidence is presented on inter‐ and intra‐individual variance, asynchronous development, and distinct ability profiles. Difficulties associated with current definitions of giftedness and the overall limitations of traditional and standardized intelligence measures for the early identification of giftedness are discussed. The chapter ends with an analysis of programs and practices currently employed across the country to address the needs of these students.
Educational/Psychological Intervention Research
Authors: Levin Joel R. , O'Donnell Angela M. , Kratochwill Thomas R. 
Published: November 2003

AbstractLevin, O'Donnell, and Kratochwill focus on recommendations for improving the nature and quality of educational research. Recognizing the inherent difficulties in conducting educational research and the importance of bridging many different communities across a wide array of academic disciplines, there is a call for a broad array of methodologies that lead to rigorous inquiry standards. A framework for enhancing the evidence credibility of educational research follows an overview and critique of contemporary methodological issues. Promising methodological developments in instructional research are brought forward. A continuum is proposed for guiding inquiry from rich description to objective, empirical methods that can lead to more valid prescriptions for future educational interventions.
Future Perspectives in Educational Psychology
Authors: Miller Gloria E. , Reynolds William M. 
Published: November 2003

AbstractMiller and Reynolds highlight critical theoretical, research, and practice issues likely to inform and direct the field of educational psychology in the twenty‐first century. Innovations and developments with the most promise for improving our understanding of learners, learning, and instruction in the future were identified, as were unresolved theoretical, methodological, and practical issues in need of further clarification and research. Issues that consistently surfaced across chapters are synthesized and themes and exemplars from educational psychology research are presented. The chapter concludes with an overview of prospective issues relevant to transforming the vast empirical knowledge base from the field of educational psychology into sound educational policy and reform.
Diagnosis and Classification
Authors: Nathan Peter E. , Langenbucher James 
Published: November 2003

AbstractFundamental to the science and practice of clinical psychology is a valid diagnostic nomenclature. Clinicians and researchers need a common language with which to describe and discuss what they are treating and studying. This chapter begins with an overview of the nature of diagnosis and classification. The history of the diagnosis of psychopathology is then briefly described, including the editions of the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders. Emphasis is given to issues of reliability, diagnostic stability, utility, cultural biases, and validity. Major controversies of the current diagnostic nomenclature are then discussed, including comorbidity, bias, the preference for categories or dimensions, and the definition of mental disorder. The chapter concludes with a presentation of new methods for diagnostic research.
Disorders of Childhood and Adolescence
Authors: Mash Eric J. , Wolfe David A. 
Published: November 2003

AbstractCurrent knowledge of child and adolescent disorders is compromised by a lack of child‐specific theories. Despite the increasing attention to disorders of childhood and adolescence, there remain fewer categories for diagnosing mental disorders in children than in adults. Despite these caveats, tremendous advances have been made in the last decade with respect to childhood psychopathology. New conceptual frameworks, new knowledge, and new research methods have greatly enhanced our understanding of childhood disorders. This chapter demonstrates these advances with respect to the broad domains of externalizing disorders (e.g., disruptive behavior disorders) and internalizing disorders (mood and anxiety disorders). Considered within this chapter are the phenomenology, epidemiology, developmental course, associated features, and proposed causes. Integrative developmental pathway models for attention deficit hyperactivity disorder and anxiety disorders of childhood are provided. The chapter concludes with a discussion of current issues and future directions for the field.
Schizophrenia Spectrum Disorders
Authors: Fowles Donald C. 
Published: November 2003

AbstractSchizophrenia, like all conceptualizations of psychopathology, is a hypothetical construct that clinicians and scientists have developed in an attempt to capture a complex reality. Generally, schizophrenia is a diagnosis applied to persons who manifest some combination of hallucinations, delusions, thought disorder, and bizarre or disorganized behavior. Although these features are seen in persons diagnosed with schizophrenia, the heterogeneity of schizophrenia has hindered attempts at simple conceptualizations. Three issues in particular are emphasized in this chapter: chronic versus episodic course, positive versus negative symptoms, and the presence of affective symptoms. The conceptualization of schizophrenia in this chapter attempts to account for this heterogeneity while retaining the parsimonious assumption of an underlying schizophrenic process varying in severity as a function of genetic liability. By hypothesizing two affective neurobehavioral systems that contribute different types of nonspecific liability and have different affects on behavior, it might be possible to account for the important aspects of this heterogeneity without losing the construct of schizophrenia as a relatively distinct phenomenon.
Anxiety Disorders
Authors: Barlow David H. , Pincus Donna B. , Heinrichs Nina , Choate Molly L. 
Published: November 2003

AbstractThe purpose of this chapter is to provide a comprehensive review of what is known about the etiology and pathology of anxiety disorders across the lifespan, highlighting in particular developmental differences in the expression of individual anxiety disorders. Anxiety is implicated heavily across the full range of psychopathology. Anxiety is a future‐oriented emotion characterized by marked negative affect, bodily symptoms of tension, and chronic apprehension. Fear, on the other hand, is an immediate alarm reaction to present danger characterized by strong escapist action tendencies. Anxiety, fear, and panic are the building blocks of anxiety disorders, arranging themselves in different ways as they focus on varying internal and external stimuli that have become imbued with threat or danger to form the commonly recognized variants of anxiety disorder. Included within this chapter will be separation anxiety disorder, obsessive‐compulsive disorder, specific phobias, social phobia, panic disorder (with and without agoraphobia), and generalized anxiety disorder. Covered for each disorder will be clinical presentation, prevalence, demographics, comorbidity, cultural influences, developmental changes, and etiology.
Personality Disorders
Authors: Trull Timothy J. , Widiger Thomas A. 
Published: November 2003

AbstractPersonality disorders are diagnosed on a separate axis in the American Psychiatric Association'sDiagnostic and Statistical Manual of Mental Disordersin recognition of their prevalence and their impact on the treatment and course of most every other mental disorder. Ten personality disorders are included in DSM‐IV: paranoid, schizoid, schizotypal, antisocial, borderline, histrionic, narcissistic, avoidant, dependent, and obsessive‐compulsive. The phenomenology, epidemiology, etiology, childhood development, and pathology of each are discussed. Also discussed are issues of gender and culture bias, comorbidity, and the conceptualization of personality disorders as maladaptive variants of common personality traits. This alternative conceptualization is in contrast to the current DSM‐IV conceptualization of personality disorders as disorders with specific etiologies and pathologies that are qualitatively distinct from general personality functioning.
Eating Disorders
Authors: Steiger Howard , Bruce Kenneth R. , Israël Mimi 
Published: November 2003

AbstractIn a social context that equates thinness with many social values, it is not surprising to find that most people display body‐image and diet self‐consciousness, and that an alarming number of these persons (especially young women) progress to the development of an eating disorder. Anorexia nervosa and bulimia nervosa are the two primary variants of eating disorder recognized within authoritative diagnostic nomenclatures. However, binge eating disorder is likely to become a third, officially recognized variant of eating disorder in future editions of diagnostic manuals. Anorexia, bulimia, and binge eating are polysymptomatic syndromes defined by maladaptive attitudes and behaviors around eating, weight and body image, and more nonspecific disturbances of self‐image, mood, impulse‐regulation, and interpersonal functioning. Reviewed in this chapter are pathognomonic features of the eating disorders, findings on concurrent traits and comorbid psychopathology, and putative biological, psychological, and social factors that may explain their etiology and development.
Stress Disorders
Authors: Cardeña Etzel , Butler Lisa D. , Spiegel David 
Published: November 2003

AbstractReviewed in this chapter are the concepts of stress and trauma. Included within the chapter are such mental disorders as post‐traumatic stress disorder (PTSD), complex PTSD, acute stress disorder, dissociative disorders (dissociative identity, amnesia, fugue, and depersonalization), and conversion disorder. These disorders are classified within three different sections of the American Psychiatric Association's Diagnostic and StatisticalManual of Mental Disorders, but they are conceptualized within this chapter as sharing a common etiology and pathology (and ultimately treatment implications). Extreme stress or trauma can have only a transient effect and it may even have for some a life‐transforming positive effect (e.g., greater investment in and appreciation of life). However, for many persons it can shatter their sense of security, attachment, and safety, contributing to the development of clinically significant anxiety, dissociative, and somatoform psychopathology. The dissociative disorders have been particularly controversial but compelling systematic research has documented well their validity and clinical importance.
Psychodynamic Psychotherapy
Authors: McWilliams Nancy , Weinberger Joel 
Published: November 2003

AbstractThe intellectual, social, and professional contexts in which Freud developed his ideas about psychotherapy are discussed, reviewing the different models (topographic, economic, dynamic, and genetic) subsumed under his early drive‐conflict theory. The development of his later structural (id, ego, superego) model and the emphasis on defense and adaptation characteristic of the ego psychology tradition that derived from that paradigm are then addressed. British object relations and American interpersonal theories, the self‐psychology movement, and contemporary intersubjective and relational contributions to the psychoanalytic clinical literature are reviewed. In each section, both the context in which innovative theoretical contributions arose (especially the type of patient with whom the theorist worked) and the implications of the different paradigms for psychotherapy are addressed. Research is examined that is pertinent to the ingredients of the psychodynamic therapies as they have been empirically found to be practiced, covering studies of affective expression, attention to defense, identification of patient problems, interest in effects of past experiences, focus on interpersonal experiences, emphasis on the therapeutic relationship (the therapeutic alliance and transference), and exploration of dreams, wishes, and fantasies. Finally, outcome studies in psychoanalysis and long‐term psychodynamic therapy are reviewed and recommendations for further research are made.
Behavioral and Cognitive‐Behavioral Psychotherapy
Authors: Craighead W. Edward , Craighead Linda Wilcoxon 
Published: November 2003

AbstractThis chapter describes the development and evolution of Behavior Therapy during the 1950s and 1960s. Although Cognitive Therapy began somewhat independently of BT, it is argued that during the 1970s the basic scientific assumptions between BT and CT led to their integration in CBT. One of the fundamental hallmarks of this approach to clinical work is the investigation of the efficacy and effectiveness of the interventions, so the remainder of the chapter reviews the treatment outcome studies with a variety of disorders. For historical reasons, the review section first discusses anxiety disorders, and reports that various forms of CBT are among the treatments of choice for most of these disorders. Both BT and CBT were reported to be effective for both eating disorders and obesity. Behavioral marital therapy for married depressed individuals and short‐term individual BT and CBT have been demonstrated to be effective for clinical depressive disorders. Both individual CBT and behaviorally based family therapy have been effective when combined with psychotropic medications for both bipolar disorder and various forms of schizophrenia. Future work needs to focus on maintenance of intervention effects, Axis II disorders (which to have a major impact on relapse), and the role of emotion in the therapeutic process.