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Includes his classic overview of symbolism. Many high opinions have been expressed of Dr. Ernest Jones'classical work on psycho-analytical teaching. It has been described as'the best expositition of psycho-analysis in the English language'; as'The work of a great authority, lucid, stimulating and never bigoted'; and the'best exposition of Freudian theories by a British medical author.'This fifth edition will still further enhance the world wide reputation of this book.

The book comprises a selection of 14 papers concerning the general theme of cultural conceptualizations in communication and translation, as well as in various applications of language.Ten papers in first part Translation and Culture cover the topics of a cognitive approach to conceptualizations of Source Language – versus Target Language – texts in translation, derived from general language, media texts, and literature.The second part Applied Cultural Models comprises four papers discussing cultural conceptualizations of language in the educational context, particularly of Foreign Language Teaching, in online communication and communication in deaf communities.

This two volume set LNAI 10947 and LNAI 10948 constitutes the proceedings of the 19th International Conference on Artificial Intelligence in Education, AIED 2018, held in London, UK, in June 2018.The 45 full papers presented in this book together with 76 poster papers, 11 young researchers tracks, 14 industry papers and 10 workshop papers were carefully reviewed and selected from 192 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas.

This book constitutes the refereed proceedings of the 18th International Conference on Artificial Intelligence in Education, AIED 2017, held in Wuhan,China, in June/July 2017. The 36 revised full papers presented together with 4 keynotes, 37 poster, presentations, 4 doctoral consortium papers, 5 industry papers, 4 workshop abstracts, and 2 tutorial abstracts were carefully reviewed and selected from 159 submissions. The conference provides opportunitiesfor the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology,linguistics as well as many domain-specific areas.

The Brain, Cognition, and Education is a collection of papers that deals with cross-disciplinary communication. This book addresses the use of concepts, methodologies, and research results from other experiments in the conduct of finding new knowledge. One paper addresses the relationships among neuroscience, cognitive psychology, and education to arrive at cross-interdisciplinary communication. Other papers discuss attention, the brain, and the control of cognition; one paper notes that selective attention as a cognitive system with its own measurable features can be associated with underlying neural systems. Other authors deal with acquiring, representing, and using knowledge such as language learning, interplay between mind and experience, as well as the neuropsychology of memory. One paper examines infantile amnesia when early life experiences tend to be forgotten. The book then addresses cognitive and neural development, including neural developments before birth covering neurogenesis, cell migration, dendritic maturation, and synaptic development. One author reviews trends and directions in cognitive development and cites the works of Piaget, Simon, and Chomsky. One author presents several models of memory functions, while another author evaluates the possibilities of building bridges between education and the neurosciences. Many psychologists, neuroscientists, phoneticians, philosophers, and linguists will appreciate this book very highly.

This book constitutes the refereed proceedings of the 16th International Conference on Artificial Intelligence in Education, AIED 2013, held in Memphis, TN, USA in July 2013. The 55 revised full papers presented together with 73 poster presentations were carefully reviewed and selected from a total of 168 submissions. The papers are arranged in sessions on student modeling and personalization, open-learner modeling, affective computing and engagement, educational data mining, learning together (collaborative learning and social computing), natural language processing, pedagogical agents, metacognition and self-regulated learning, feedback and scaffolding, designed learning activities, educational games and narrative, and outreach and scaling up.

The Cognition and Exploratory Learning in the Digital Age (CELDA) conference focuses on discussing and addressing the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. In each edition, CELDA, gathers researchers and practitioners in an effort to cover both technological and pedagogical issues in ground-breaking studies. Some of CELDA's main topics include: assessment of exploratory learning approaches and technologies, educational psychology, learning paradigms in academia and the corporate sector, student-centered learning and lifelong learning. The CELDA 2023 conference selected and published a selection of papers that focus on the use of Artificial Intelligence and Learning Analytics in the educational context.

This engaging, student-friendly book debunks major myths about studying and provides practical tips for how students can learn to study smarter, not harder. Cognitive science has revealed the hidden secrets of what really works for studying. Written by psychologists who are experts in the science of study habits, Study Like a Champ outlines clear steps students can use throughout their high school and college careers to plan, monitor, and evaluate their learning. Numerous examples and self-assessments will help students of all ages apply these strategies to their own unique situations to help them create and maintain habits that foster life-long learning. Psychologists Regan A. R. Gurung and John Dunlosky are award-winning teachers and researchers who have spent years conducting studies on how students learn. Not only have they published a significant number of scientific peer-reviewed papers on the topic, but they have received national recognition as teachers.

In the early 1980s there had been a marked increase in the application of behavioural methods in schools. However, much of this work was weak conceptually and limited in its remit. Behaviour analysis has more to offer education than ‘smarties'and time-out.Originally published in 1986, this collection of twenty papers, many of them experimental, serves to demonstrate the power of behaviour analysis in a wide variety of applications. The editors stress the importance of antecedent control, as well as consequence management strategies, and illustrate their relevance in solving problems in everyday situations at school and in the home. The Editors, whose own work is well represented in this collection, are acknowledged as leading researchers in this field.

In this follow-up to her bestseller, Trauma-Sensitive Schools, Susan Craig provides secondary school teachers and administrators with a trauma-sensitive approach to instruction that will improve students'achievement. The text provides an overview of the effects of three types of trauma on adolescent development: early childhood adversity, community violence, and systemic inequities.Book Features:Provides an overview of the effects of three types of trauma on adolescent development: early childhood adversity, community violence, and systemic inequities.Links the effects of trauma on students'cognitive development to educational reform efforts.Integrates research on adolescents'neurodevelopment and current educational best practices.Builds the capacity of education professionals to successfully manage the behavior of adolescents with symptoms of complex developmental trauma.“Susan Craig's book provides the scientific evidence and the reasons why it is so critical that schools take this new path in serving our students.”—From the Foreword by Jim Sporleder, principal profiled in the documentary Paper Tigers“A uniquely comprehensive and accessible resource for all educators and school administrators.”—Eric Rossen, National Association of School Psychologists“An in-depth look into the impact of trauma on the adolescent brain along with ideas about how educators can support student learning. This is an essential book for any secondary educator or administrator.”—Sara Daniel, director of clinical services, SaintA, Milwaukee, WI

With mindfulness initiatives currently highly topical in a range of academic, therapeutic and other domains, new applications of mindfulness have begun to appear in educational settings. This accumulation of twelve research-focused papers contributes to the nascent field of mindfulness in education by exploring practical implementations, as well as theoretical concerns within a range of educational contexts. The contributions in this volume reflect and capture the diversity of approaches to research-linked mindfulness programmes being implemented in contemporary education at primary, secondary and tertiary levels. Ranging across a number of disciplines, the chapters contribute to work on mindfulness in psychology, education theory, and Buddhist studies. From the evidence provided here, it is shown that the implementation of mindfulness in educational settings is certainly worthwhile, while appropriately rigorous research methods are still being developed.

Much of what we do in classrooms is intuitive, steered by what'feels right', but all too often intuition proves a poor, sometimes treacherous guide. Although what we know about the workings of the human brain is still pitifully little, the science of psychology can and has revealed certain surprising findings that teachers would do well to heed. Over the past few decades, psychological research has made real strides into understanding how we learn, but it's only in the last few years that education has become aware of these insights. Part of the problem is a tendency amongst teachers to resist being told'what works'if it conflicts with intuition. Whilst we cannot and should not relinquish our professional judgement in the face of outlandish claims, we should at least be aware of what scientists have discovered about learning, thinking, motivation, behaviour and assessment over the past few decades. This though is far easier said than done. Every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding? Here, David Didau and Nick Rose attempt to lay out the evidence and theoretical perspectives on what they believe are the most important and useful psychological principles of which teachers ought to be aware. That is not to say this book contains everything you might ever need to know - there is no way it could - it is merely a primer. We hope that you are inspired to read and explore some of the sources for yourself and see what other principles can find a home in your classroom. Some of what we present may be surprising, some dubious, but some in danger of being dismissed as'blindingly obvious'. Before embracing or dismissing any of these principles we urge you to interrogate the evidence and think carefully about the advice we offer. While nothing works everywhere and everything might work somewhere, this is a guide to what we consider the best bets from the realm of psychology.

This open access Topical Survey offers a brief overview of the current state of research on and activities for mathematically gifted students around the world. This is of interest to a broad readership, including educational researchers, research mathematicians, mathematics teachers, teacher educators, curriculum designers, doctoral students, and other stakeholders. It first discusses research concerning the nature of mathematical giftedness, including theoretical frameworks and methodologies that are helpful in identifying and/or creating mathematically gifted students, which is described in this section. It also focuses on research on and the development of mathematical talent and innovation in students, including connections between cognitive, social and affective aspects of mathematically gifted students. Exemplary teaching and learning practices, curricula and a variety of programs that contribute to the development of mathematical talent, gifts, and passion are described as well as the pedagogy and mathematics content suitable for educating pre-service and in-service teachers of mathematically gifted students. The final section provides a brief summary of the paper along with suggestions for the research, activities, and resources that should be available to support mathematically gifted students and their teachers, parents, and other stakeholders.

The closely argued and provocative contributions to this volume challenge psychology's hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They start from the core observation that modern psychology has successfully penetrated numerous domains of society in its quest to develop a properly scientific methodology for analyzing the human mind and behaviour. For example, educational psychology continues to hold a central position in the curricula of trainee teachers in the US, while the language of developmental psychology holds primal sway over our understanding of childrearing and the parent-child relationship.Questioning the default position of modern psychology as a way of conceptualizing human relations, this collection of papers reexamines key assumptions that include psychology's self-image as a ‘scientific'discipline. Authors also argue that the dogma of neuropsychology in education has demoted concepts such as ‘emotion', ‘feeling'and ‘relationship', so that they are now'blind spots'in educational theory. Other chapters offer a cautionary analysis of how misshapen notions of psychology can legitimize eugenics (as in Nazi Germany) and poison racial attitudes. Above all, has psychology, with its focus on individual merit, been complicit in hiding the impacts of power and privilege in education? This bracing new volume adopts a broader definition of education and childrearing that admits the essential contribution of the humanities to the proper study of mankind.This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.

For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop­ mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel­ opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the'advances'type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive­ developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.

An Odyssey in Learning and Perception documents a fifty-year intellectual expedition in the areas of learning and perception—always with an eye to combining them in a theory of perceptual learning and development, a theory that may be broadly applicable to humans and nonhumans, young and old. In the field of psychology, beginning in the 1950s, Eleanor J. Gibson nearly single-handedly developed the field of perceptual learning with a series of brilliant studies that culminated in the seminal work, Perceptual Learning and Development. An Odyssey in Learning and Perception brings together Gibson's scientific papers, including difficult-to-find or previously unpublished work, along with classic studies in perception and action. Gibson introduces each paper to show why the research was undertaken and concludes each section with comments linking the findings to later developments. A personal essay touches on the questions and concerns that guided her research.

This book presents an English translation, by Nicolas and Lamiell, of the entirety of a German-language text authored by William Stern (1871-1938) and published in 1900. Its publication is widely considered to mark the founding of that sub-discipline of psychology devoted to the systematic study of individual and group differences. The book includes an introductory chapter by Nicolas and Lamiell, placing Stern's work into historical context and discussing its influence on the work of scholars who followed.By making this available for the first time for an Anglophone audience, it fills a significant gap in the history of psychology literature and offers a springboard into much needed critical discourse on the contemporary state of psychological testing in particular, and on the study of individual and group differences more broadly. It holds fresh insights for those specializing in the fields of personality psychology, educational psychology, and industrial-organizational psychology; as well as to practitioners in the fields of personal and educational counseling.

Digitale Medien sind fester Bestandteil der Lebenswelt von Kindern und der frühpädagogischen Arbeit. Das frühe Erlernen von Medienkompetenzen, die Professionalisierung pädagogischer Fachkräfte und qualitativ hochwertige medienpädagogische Arbeit sind deshalb von zentraler Bedeutung. Dieses Open Access essential zur digitalen Medienbildung bietet wissenschaftlich fundierte Informationen und praktische Anwendungen für den Einsatz von Tablets und Apps mit jungen Kindern. Dabei werden konkrete Ideen sowie spielerische und kindgerechte Praxis-Tipps vermittelt.

Collectively, the sixteen chapters in this book investigate the power of creativity in the classroom, many through the specific lens of limited resources as an opportunity. The chapters are divided into two sections, eight chapters comprising Section I: Theory and Research and then the eight chapters comprising Section II: Additional Perspectives and Future Directions. Within these two sections, the more than two-dozen authors that contributed to this book tackle a wide range of the possibilities for designing creative classroom-based instruction wherein limited resources are highlighted and valued, rather than avoided or lamented. The two main sections of this book are each preceded by a brief introductory summary highlighting those sections'attributes and objectives, with the intention of providing helpful structure to the reader—but the book has also been designed such that each chapter stands independently and can be jumped to directly like a handbook. In its totality, this book exploring perspectives on creativity theory and research in education is designed to serve as a valuable resource for teachers, teacher educators, school administrators, parents, and education researchers, along with anyone else that is interested in optimizing our opportunities for nurturing creativity within classrooms.

With student behavioral problems and teacher turnover at all-time highs, educators need behavioral interventions that work. With its practical behavior intervention method, this book replaces problematic behaviors with essential life skills for school and beyond. Educators can implement effective targeted interventions in twenty-five minutes or less using eight predefined behavior academies and a process to create their own. This book will help K–12 educators: Address their own beliefs about students'challenging behavior Learn the eight behavior academies and their corresponding life skills Identify the core components of an academy's initial, ongoing, and exit sessions Build their own behavior academy with a clearly outlined process Use behavior rehearsal cards for an academy's ongoing sessions Contents: Introduction Chapter 1: Behavior Mindset Chapter 2: Behavior Academy Chapter 3: Behavior Academy Structure Chapter 4: Behavior Academy Rehearsal Cards Chapter 5: Build Your Own Behavior Academy Chapter 6: Frequently Asked Questions and Additional Tools

Investigating School Psychology provides a fascinating exploration of the field of school psychology through the lens of pseudoscience and fringe science. Contributions from leaders in the fields of school psychology, clinical psychology, and education honor the role of science in the field while also exploring and guarding against the harms that pseudoscience can cause.School psychology and, more broadly, the field of education are particularly susceptible to pseudoscience, fads, and maintaining the status quo by resisting the adoption of new ideas. Using an exhaustive review of the current literature, this book discusses various concepts in school psychology that have been largely discredited and many practices that continue to exist with little to no scientific support. Each chapter helps differentiate between dubious and evidence-based approaches while providing a useful resource for practicing school psychologists and educators to distinguish between science and pseudoscience in their everyday work with children. The book's discussion of the harmful nature of pseudoscience in school psychology is inclusive of all students, such as students with disabilities, those diagnosed with neurodevelopmental disorders, those with academic problems, and all other children in schools.Investigating School Psychology is valuable supplemental reading in undergraduate and graduate courses in education and school psychology and is also a beneficial reference for practicing school psychologists to distinguish between science and pseudoscience in their practice.

Using an evidence-based model developed by Egbert and colleagues, editors Joy Egbert and Priya Panday-Shukla provide a comprehensive overview of task engagement for teachers and researchers. Research has positioned task engagement as central to student learning, and Egbert and Panday-Shukla now collate this research into a resource that teachers can utilize. The chapters address how task engagement theory, evidence, and instruction can be applied to increase learner achievement. The editors and contributors draw from backgrounds across science, technology, engineering, art, and math (STEAM) education and other disciplines to present task engagement and connect its importance to the success of today's students. Chapters include background information, resources, exercises, and ideas for teachers and researchers to extend the research behind individual elements of the task engagement model into practice. Each chapter focuses on one component of the model and includes guiding questions and key points, a “how-to” section, and recommended tasks for K-adult classroom use. Though ideal for teacher education research scholars, students, and faculty, this book is useful for instructors at all levels interested in integrating task engagement principles into their practice.

Preventing and Responding to Challenging Behavior Addressing challenging behavior is a daily concern for early childhood educators. It's estimated that roughly 10 to 14 percent of children from birth to 5 years old demonstrate serious behavioral concerns, resulting in significant impacts to their learning and social interactions. Children engage in challenging behavior for many different reasons; preventing and responding to that behavior begins with understanding why it occurs. This book curates and organizes articles from Young Children and Teaching Young Children thatHelp teachers build trust and connections with childrenHighlight evidence-based positive behavior intervention and support strategiesAim to prevent suspension, expulsion, and other punitive disciplineSupport teachers and families in implementing effective teaching strategies for social and emotional skills children can use instead of challenging behaviorShow how to adapt practices to consider the cultures and contexts of children Each article in this collection is accompanied by questions to prompt deeper thinking on the content. With this resource, fully see and hear children as you honor and support their well-being, as well as your own.

Dieses Fachbuch enthält ein schulklassenbasiertes Durchführungsmanual für Lehrkräfte, Schulsozialarbeiter:innen, Schulpsycholog:innen und weitere an Schulen tätige Trainingskräfte. Das Ziel des SPuR-Präventionsprogramms ist es, frühzeitig einen kompetenten Umgang mit Bildmaterial im Netz zu fördern und der missbräuchlichen Verbreitung von freizügigen Fotos vorzubeugen. Zielgruppe des Programms sind Schüler:innen der 6. und 7. Jahrgangsstufe. In fünf Modulen beschäftigen sich die Schüler:innen mit den Themen Privatsphäre im Internet und dem Austausch von freizügigen Fotos über soziale Medien (sog. Sexting). Was möchte man von sich selbst preisgeben? Welche Gefahren gibt es? Wie kann man sich schützen? Und was kann man tun, wenn ein freizügiges Foto öffentlich geworden ist?Das von Schulpsychologinnen entwickelte, wissenschaftlich fundierte und erprobte SPuR-Präventionsprogramm wird im Buch ausführlich und praktisch erläutert, so dass Sie das medienpädagogische Programm selbstständig an Ihrer Schule durchführen können. Das Buch enthält zudem Hinweise für die Elternarbeit und ergänzende Online-Materialien.

This book contains a new translation of the second half of the Pedology of the Adolescent by the renowned Soviet thinker, educator and teacher L.S. Vygotsky. It was a correspondence course written by Vygotsky for teachers across the Soviet Union, and it constitutes the longest work published in his lifetime. Four chapters have never been translated before and appear here for the very first time. With this volume, Vygotsky concludes the sustained argument he commenced in Vol. 3 Pedology of the Adolescent I: Pedology in the Transitional Age, establishing the borders of pedology, the nature of the transition between childhood and adulthood, and the concrete nature of the distinction between the lower psychological functions we largely have in common with animals and those that are specific to fully social humans. In this volume Vygotsky'puts flesh on the skeleton'of his working hypothesis concerning the interests and the development of concepts in the psychology of the adolescent. He then frames concepts as a special case of developing higher psychological functions, and demonstrates the roots of that development in the social environment. Many of the problems Vygotsky broaches in these new chapters--the choice of a profession, the initiation of the adolescent into working life--are still of immediate, not to say urgent, relevance today. The volume concludes with a remarkable vision of a society'where production is organized for the producers'that still seems far ahead of its time and still ahead of our own.

This volume has been written specifically with TESOL teacher educators, practitioners, and classrooms in mind. It is divided into three sections: cognitive aspects of language learning, individual differences, and language learning difficulties and challenging behaviours. Structured in this way, it enables TESOL teacher educators and practitioners to better understand how language learners process and retain new information, improving their overall ability to learn and remember. In addition to supporting TESOL teacher educators and practitioners in promoting effective language learning, this volume explains individual differences among language learners and the importance of developing learners'emotional, social, and behavioural skills while addressing learning difficulties, disorders, disabilities, and challenging behaviours whenever required. The individual chapters are written in an accessible style to enable readers to explore various psychological concepts in their pedagogical practice by engaging in reflective teaching through action research. This volume is a vital resource for pre- and in-service language teachers and will encourage language teacher educators to reassess their existing practices.

This book shows how to use discussions of moral dilemmas as a strategy to develop moral competence in children and youth in educational environments using the Konstanz Method of Dilemma Discussion (KMDD). This method was developed by the German psychologist Georg Lind (1847-2021), who defines moral competence as an ability to solve problems and conflicts based on moral principles or values, through reflection, dialogue and deliberation, instead of using force, violence, deception and manipulation. According to Lind, this ability can be developed in children and youth through KMDD. The book has two parts. The first part brings together an original chapter written by Georg Lind about his decades of research on assessment and education of moral competence, and other 13 chapters written by different authors analyzing the theoretical foundations of moral development and moral competence as psychological constructs and their applications to different aspects of social life,as well as empirical research analyzing the application of different methods of dilemma discussion in educational contexts. The second part presents 20 moral dilemmas to be used in dilemma discussion sessions.Studies on Moral Competence: Proposals and Dilemmas for Discussion is the English edition of a book originally published in Portuguese for the Brazilian market and will be of interest to teachers and researchers interested in learning about the theoretical foundations and possible applications of an effective method to develop moral competence in educational environments. The translation was done with the help of artificial intelligence. A subsequent human revision was done primarily in terms of content.