Rainer H. Kluwe – författare

Originally published in 1987, Metacognition, Motivation, and Understanding brought together thinking about these three approaches to learning; attempting to integrate each field of developmental research with respect to its theoretical base and results.The book discusses the integration of metacognition, motivation, and understanding as key factors in effective learning and cognitive development. It highlights the complexity of learning processes and the need for a comprehensive understanding of individual differences in learning effectiveness. The volume was based on a symposium aimed at bridging research on these interrelated fields to enhance educational strategies. The contributors were considered to be experts in their field. The research reported here was important for the elaboration of theories of cognitive development at the time and had consequences for educational strategies and related applied problems. Today it can be read in its historical context.

Originally published in 1987, Metacognition, Motivation, and Understanding brought together thinking about these three approaches to learning; attempting to integrate each field of developmental research with respect to its theoretical base and results.The book discusses the integration of metacognition, motivation, and understanding as key factors in effective learning and cognitive development. It highlights the complexity of learning processes and the need for a comprehensive understanding of individual differences in learning effectiveness. The volume was based on a symposium aimed at bridging research on these interrelated fields to enhance educational strategies. The contributors were considered to be experts in their field. The research reported here was important for the elaboration of theories of cognitive development at the time and had consequences for educational strategies and related applied problems. Today it can be read in its historical context.

Originally published in 1987, Metacognition, Motivation, and Understanding brought together thinking about these three approaches to learning; attempting to integrate each field of developmental research with respect to its theoretical base and results.The book discusses the integration of metacognition, motivation, and understanding as key factors in effective learning and cognitive development. It highlights the complexity of learning processes and the need for a comprehensive understanding of individual differences in learning effectiveness. The volume was based on a symposium aimed at bridging research on these interrelated fields to enhance educational strategies. The contributors were considered to be experts in their field. The research reported here was important for the elaboration of theories of cognitive development at the time and had consequences for educational strategies and related applied problems. Today it can be read in its historical context.

Principles of Learning and Memory focuses on the most topical and central phenomena, which are discussed from an interdisciplinary point of view in five sections: formation, organization, consolidation, control, and adaptive specialization of memories. The editors present state-of-the-art reviews that cover the experimental analysis of behavior, as well as the biological basis of learning and memory, and that overcome traditional borders separating disciplines. The chapters present and evaluate core findings of human learning and memory that are obtained in different fields of research and on different levels of analysis (e.g. cellular, neural network, behavioral level). The volume provides an integrated pattern of results wherever this is possible. The reader acquires a broad and integrated perspective of human learning and memory based on current approaches. This textbook is of interest to researchers and advanced students in biology, cognitive psychology, neuroscience, and cognitive science.

Principles of Learning and Memory focuses on the most topical and central phenomena, which are discussed from an interdisciplinary point of view in five sections: formation, organization, consolidation, control, and adaptive specialization of memories. The editors present state-of-the-art reviews that cover the experimental analysis of behavior, as well as the biological basis of learning and memory, and that overcome traditional borders separating disciplines. The chapters present and evaluate core findings of human learning and memory that are obtained in different fields of research and on different levels of analysis (e.g. cellular, neural network, behavioral level). The volume provides an integrated pattern of results wherever this is possible. The reader acquires a broad and integrated perspective of human learning and memory based on current approaches. This textbook is of interest to researchers and advanced students in biology, cognitive psychology, neuroscience, and cognitive science.