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portada Principles of Classroom Learning and Perception (Routledge Library Editions: Psychology of Education)
Type
Physical Book
Publisher
Author
Language
English
Pages
338
Format
Hardcover
ISBN13
9781138704596
Edition No.
1

Principles of Classroom Learning and Perception (Routledge Library Editions: Psychology of Education)

Richard J. Mueller (Author) · Routledge · Hardcover

Principles of Classroom Learning and Perception (Routledge Library Editions: Psychology of Education) - Richard J. Mueller

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Synopsis "Principles of Classroom Learning and Perception (Routledge Library Editions: Psychology of Education)"

Originally published in 1974, this introductory text has been designed specifically for teachers in training, and it presents the basic psychological principles governing learning, perception, motivation and the retention of knowledge at the time. The text is carefully tailored for would-be teachers in its clear and informal style, and in its selective aspects of psychology which the teacher can use to advantage in his efforts to assist the child. The book has an eclectic approach to psychological theory, drawing upon the insights of behaviourism, perceptualism and the Gestalt school, as well as the developmental theories of Jean Piaget. The author discusses in some detail theories concerning the nature of intelligence, and the relationship between creativity and intelligence; and he investigates the dynamics of social adjustment, introducing the part that may be played by meditation in helping to solve some of the problems of emotional stress within the learning situation. In his consideration of the management of learning, the author lays much emphasis upon the importance of individual cognitive styles, individualizing instruction and independent learning. In one chapter Dr Mueller is concerned with factors in the measurement of personality and of performance in the classroom, and he reflects upon the specific problem of objectivity in such assessment. Finally, some consideration is given to the problems and characteristics of the socially disadvantaged child and to the role of the teacher in helping to solve some of the learning problems of these children.

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