John T. E. Richardson - Böcker

This book compares and contrasts different conceptions of working memory. This is one of the most important notions to have informed cognitive psychology over the last 20 years or so. Primarily, 'working memory' has referred to the human cognitive system responsible for temporary storage of verbal information, but this book goes further and includes proponents of several different yet dominant views of working memory. Contents include: The Seven Ages of Working Memory, Working Memory and Aging, Working Memory and Retrieval.Both the conceptual and methodological basis of the study of working memory relevant to advanced undergraduates, postgraduates, and research workers in the fields of cognition, intellectual development, and cognitive neuropsychology are covered.

The purpose of this contribution to the Counterpoints series is to compare and contrast different conceptions of working memory. This is one of the most important notions to have informed cognitive psychology over the last 20 years or so, and yet it has been used in a wide variety of ways. This, in part, is undoubtedly because contemporary usage of the phrase `working memory, encapsulates various themes that have appeared at different points in the history of research into human memory and cognition. This book presents three dominant views of working memory.

This volume in the "Counterpoints Series" summarizes and addresses the validity of research into gender differences. It also questions the ideology behind this research, and its consequences. The work is intended for researchers and students in the field of cognitive psychology and women's studies, and psychologists interested in gender issues.

Learning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced. There is substantial evidence that students in higher education have a characteristic way of learning, sometimes called their learning orientation (Biggs 1988), learning style (Evans et al. 2010) or learning pattern (Vermunt and Vermetten 2004). However, recent research in the field of student learning has resulted in multi-faceted and sometimes contradictory results which may reflect conceptual differences and differences in measurement of student learning in each of the studies. This book deals with the need for further clarification of how students learn in higher education in the 21st century and to what extent the measurements often used in learning pattern studies are still up to date or can be advanced with present methodological and statistical insights to capture the most important differences and changes in student learning. The contributions in the book are organized in two parts: a first conceptual and psychological part in which the dimensions of student learning in the 21st century are discussed and a second empirical part in which questions related to how students’ learning can be measured and how it develops are considered. Areas covered include: Cultural influences on learning patterns Predicting learning outcomes Student centred learning environments and self-directed learning Mathematics learningThis indispensable book covers multiple conceptual perspectives on how learning patterns can be described and effects and developments can be measured, and will not only be helpful for ‘learning researchers’ as such but also for educational researchers from the broad domain of educational psychology, motivation psychology and instructional sciences, who are interested in student motivation, self-regulated learning, effectiveness of innovative learning environments, as well as assessment and evaluation of student characteristics and learning process variables.

Learning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced. There is substantial evidence that students in higher education have a characteristic way of learning, sometimes called their learning orientation (Biggs 1988), learning style (Evans et al. 2010) or learning pattern (Vermunt and Vermetten 2004). However, recent research in the field of student learning has resulted in multi-faceted and sometimes contradictory results which may reflect conceptual differences and differences in measurement of student learning in each of the studies. This book deals with the need for further clarification of how students learn in higher education in the 21st century and to what extent the measurements often used in learning pattern studies are still up to date or can be advanced with present methodological and statistical insights to capture the most important differences and changes in student learning. The contributions in the book are organized in two parts: a first conceptual and psychological part in which the dimensions of student learning in the 21st century are discussed and a second empirical part in which questions related to how students’ learning can be measured and how it develops are considered. Areas covered include: Cultural influences on learning patterns Predicting learning outcomes Student centred learning environments and self-directed learning Mathematics learningThis indispensable book covers multiple conceptual perspectives on how learning patterns can be described and effects and developments can be measured, and will not only be helpful for ‘learning researchers’ as such but also for educational researchers from the broad domain of educational psychology, motivation psychology and instructional sciences, who are interested in student motivation, self-regulated learning, effectiveness of innovative learning environments, as well as assessment and evaluation of student characteristics and learning process variables.

This book explains the principal qualitative methods and applies them to psychological problems. It is designed for use in psychology and also other branches of social science. The books main aim is to increase people's confidence to use qualitative methods in their own research.

The book makes an important contribution to the discourse on student experience in higher education. The book includes chapters that cover important aspects of the 21st century student experience. Chapters cover issues such as: new trends and insights on the student experience; the changing profile of students in higher education and performance measures used to assess the quality of student experience, institutional approaches in engaging students, using student voice to improve the quality of teaching, COVID-19 and its impact on international students, innovative partnerships between students and academic staff, student feedback and raising academic standards, the increased use of qualitative data in gaining insights into  student experience, the use of innovative learning spaces and technology to enhance the learning experience, and the potentially disrupting nature of student feedback and its impact on the health and wellbeing of academic staff, and the increased use of social media reviews by students.

The book makes an important contribution to the discourse on student experience in higher education. The book includes chapters that cover important aspects of the 21st century student experience. Chapters cover issues such as: new trends and insights on the student experience; the changing profile of students in higher education and performance measures used to assess the quality of student experience, institutional approaches in engaging students, using student voice to improve the quality of teaching, COVID-19 and its impact on international students, innovative partnerships between students and academic staff, student feedback and raising academic standards, the increased use of qualitative data in gaining insights into  student experience, the use of innovative learning spaces and technology to enhance the learning experience, and the potentially disrupting nature of student feedback and its impact on the health and wellbeing of academic staff, and the increased use of social media reviews by students.