Benjamin, A. ed.
The Psychology of Learning and Motivation
学習と動機づけの心理学 Skill and Strategy in Memory Use
(Psychology of Learning and Motivation, Volume 48)
Academic Press 2007.10
410 pp. (H)
ISBN 0-12-373607-2
15,000円
Contents
1 The Strategic Regulation of Memory Accuracy and Informativeness / 2 Response Bias in Recognition Memory / 3 What Constitutes a Model of Item-Based Memory Decisions? / 4 Prospective Memory and Metamemory: The Skilled Use of Basic Attentional and Memory Processes / 5 Memory is More Than Just Remembering: Strategic Control of Encoding, Accessing Memory, and Making Decisions / 6 The Adaptive and Strategic Use of Memory by Older Adults: Evaluative Processing and Value-Directed Remembering / 7 Experience is a Double-Edged Sword: A Computational Model of the Encoding/Retrieval Tradeoff with Familiarity / 8 Towards an Understanding of Individual Differences in Episodic Memory: Modeling the Dynamics of Recognition Memory / 9 The Role of Long-Term Working Memory in the Structure and Acquisition of Expert Performance / *
Mortiboys, A.
Teaching with Emotional Intelligence
A Step-by-Step Guide for Higher and Further Education Professionals
Routledge 2005.8
160 pp.(H)
ISBN 0-415-37318-2
20,200円
Contents
* The way emotions are handled by the individual and by others is central to the success of learning. Teaching with Emotional Intelligence shows how to manage this influential but neglected area of learning.
* Taking the reader step by step through the learning process andﾊlooking at the relationship from the perspectives of both the teacher and the learner, this book will help the reader to: plan the emotional environment/ learn how to relate to learners/ listen to learners effectively / read and respond to the feelings of individuals and groups/ develop self-awareness as a teacher / recognize prejudices and preferences in oneself/ improve non-verbal communication/
* Featuring lots of activities, checklists and points for deeper reflection, the guidance in this book will help teachers encourage their learners to become more engaged, creative and motivated. *
Ciarrochi, J. et al. ed.
Emotional Intelligence in Everyday Life 2nd ed.
Psychology Press 2005.12
312 pp.(H)
ISBN 1-84169-434-7
13,200円
Contents
* As with the first edition, this second edition is both scientifically rigorous, yet highly readable and accessible to a non-specialist audience. It will therefore be of value to researchers and practitioners in many disciplines beyond social psychology, including areas of basic research, cognition and emotion, organizational selection, organizational training, education, clinical psychology, and development psychology. *
Ormrod, J.E.
Essentials of Educational Psychology
Prentice Hall 2006.
480 pp.(P) CD
ISBN 0-13-099423-5
11,400円
Contents
Chapter 1 Introduction to Educational Psychology/ Chapter 2 Learning, Cognition, and Memory/ Chapter 3 Learning in Context/ Chapter 4 Higher-Level Cognitive Processes/ Chapter 5 Cognitive Development/ Chapter 6 Motivation and Affect/ Chapter 7 Personal and Social Development/ Chapter 8 Instructional Strategies/ Chapter 9 Classroom Management Strategies/ Chapter 10 Assessment/ Appendix A Answers to Praxis Practice Exercises/ Appendix B Interpreting Standardized Test Scores/ Glossary/ References/
* The first of its kind, Essentials of Educational Psychology is a brief educational psychology text appropriate for all courses in introductory educational psychology. Focused on the core concepts and principles of educational psychology, and full of classroom applications and strategies for planning and carrying out instruction, this unique text will help readers achieve insight into how they can help their future students learn more effectively, as well as gain a greater understanding of their own learning. *
Law, H. et al.
The Psychology of Coaching, Mentoring and Learning
コーチング、メンタリングと学習の心理学
John Wiley & Sons 2007.6
264 pp. (H)
ISBN 0-470-02844-0
9,400円
Contents
About the Authors. Foreword. Preface. Acknowledgements. 1. Introduction. 2. The Coming of Age: Coaching, Mentoring and Positive Psychology. 3. Philosophy and Theories of Psychology Applicable to Coaching and Mentoring: Learning Processes/Theories. 4. Definitions: Coaching Psychology, Coaching, Mentoring and Learning. 5. Becoming a Learning Organisation and Learning Community through Coaching and Mentoring. 6. Developing a Universal Framework for Diversity, Coaching and Mentoring. 7. Techniques and Tools. 8. Continuing Development, Learning Resources and Practical Exercises. 9. Case Studies. 10. Evaluation. 11. Conclusion, Discussion and Future Work. References. Index/
＊The first UK book to address coaching psychology as a discipline, The Psychology of Coaching, Mentoring and Learning provides a thorough understanding of the rationale, theory and practice of coaching and mentoring from a psychological perspective. Ho Law, Sara Ireland and Zulfi Hussain unify the psychology underpinning this diverse and expanding field, then demonstrate how both individuals and organisations can easily apply the principles and techniques of coaching and mentoring. A wide range of tools and exercises are provided to implement the techniques described. *
Kellerman, H. & Burry, A.
Handbook of Psychodiagnostic Testing 4th ed.
Analysis of Personality in the Psychological Report
（心理診断テストハンドブック）
Springer-Verlag 2007.8
201 pp. (H)
ISBN 0-387-71369-7
10,100円
Contents
1.The Referral.- 2.Sections of the Psychodiagnostic Report.- 3.The Clinical Interview.- 4.Reality Testing and Cognitive Functioning: Psychosis.- 5.Reality Testing and Cognitive Functioning: Personality Disorders and Neuroses.- 6.Intellectual Functioning: The I.Q. Analysis.- 7.Intellectual Functioning: Subtest and Scatter Analysis.- 8.The Nature of Anxiety.- 9.Impulse Versus Control: The Vicissitudes of Impulse.- 10.Impulse Versus Control: The Nature of Control Mechanisms.- 11.Defensive Structure.- 12.Interpersonal Behavior: Identity.- 13.Interpersonal Behavior: Character Diagnosis.- 14.Diagnosis and Prognosis: Diagnostic Principals.- 15.Diagnosis and Prognosis: Diagnostic Nosology.- 16.Intelligence Test Reports for Counselors, Teachers, and Parents and Testing of Preschoolers.- 17.Coda: Overcoming Impasses in Report Writing.- 18.Recommended Reading/ *
* Originally published by Allyn & Bacon, 1996 Features of the updated Fourth Edition: ･ A clear blueprint for writing effective, clinically integrative psychological reports/ . ･ Emerging areas of interest in testing, including ethnic and language issues/ . ･ Guidelines for assessing strengths and potential as well as pathology/ ･ Review of current diagnostic nomenclature, with discussion of evolving DSM categories and recognized clinical entities outside the DSM system/ ･ Brand-new sections on the major standardized intelligence tests/ . ･ Expanded chapter devoted to testing counselors, teachers and parents/ . ･ Help for writingﾐanxiety: overcoming blocks, getting past role conflicts, resisting speculation, and more/ *
Schutz, P. et al. ed.
Emotion in Education
教育における情動
Academic Press 2007.2
368 pp. (H)
ISBN 0-12-372545-3
10,800円
Contents
1. Introduction to Emotions in Education/ 2. The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education/ 3. Understanding Students'Affective Processes in the Classroom/ 4. The hierarchical model of approach-avoidance achievement motivation and emotion/ 5. Examining Emotional Diversity in the Classroom: An Attribution Theorist Considers the Moral Emotions/ 6. A Macro Cultural-Psychological Theory of Emotions/ 7. The Role of Affect in Student Learning: A Multi-Dimensional Approach to Considering the Interaction of Affect, Motivation, and Engagement/ 8. A Dynamical Systems Perspective Regarding Students'Learning Processes: Shame Reactions and Emergent Self-Organizations/ 9. Being and feeling interested: Transient state, mood, and disposition/ 10. Test Anxiety in Educational Contexts: Concepts, Findings, and Future Directions/ 11. Students’ Emotions: A Key-Component Of Self-Regulated Learning? / 12. The Impact of Race and Racism on Students’ Emotions: A Critical Race Analysis/ 13. Teacher identities, beliefs and goals related to emotions in the classroom/ 14. Scaffolding Emotions in Classrooms/ 15. Teachers'Anger, Frustration, and Self-Regulation/ 16. “There’s No Place for Feeling Like This in the Workplace”/ 17. The Power and Politics of Emotions in Teaching/ 18. Where do we go From Here? Implications and Future Directions for Inquiry on Emotions in Education/
* Emotion in Education represents some of the most exciting and current research on emotions and education, and has the potential to impact research in this area. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a "must-have" resource for academics in the fields of education, educational psychology, emotion psychology, cultural psychology, sociology, and teacher education. *
Lucas, R. W.
Creative Learning
Activities and Games That REALLY Engage People
（創造的学習）
John Wiley & Sons 2007.6
260 pp. (P)
ISBN 0-7879-8740-9
6,400円
Contents
Foreword. Preface. Acknowledgments. Introduction. SECTION 1: Getting Started. 1. Changing Paradigms. 2. Silent Engagement. 3. Sweet Anagrams. Candy Types and Anagrams Solutions. 4. Fantasyland. 5. I Can Identify with That. 6. High Card. 7. What Were You Doing? 8. Meeting Nose to Nose. 9. Scavenger Hunt. 10. Making the Rules. 11. Characteristic Card Swap. Characteristics for Card Swap. 12. Who Am I? SECTION 2: Re-Energizing the Brain. 13. Putting Your Memory to Work. 14. Sentence Sense. 15. Brain Teasers. 16. Getting Down with the Sound. 17. Cross-Laterals. 18. What’s My Issue? 19. Let’s Get Together. 20. Pass It Along. 21. Team Scavenge. 22. Macarena Coaching. SECTION 3: Interim Reviews. 23. Let Me Tell You a Story. 24. Pass the Pickle. 25. Balloon Review. 26. Roll of the Dice. 27. I’ve Got Your Number. 28. Take a Pick. 29. Let's "Eggs"amine This. 30. My Present to You. 31. Pop-Up Review. 32. Name It. 33. Please Give Me a Hand. SECTION 4: Transfer of Learning. 34. It’s Very Simple. It’s Very Simple: Scientist’s Role. It’s Very Simple: Tribesperson’s Role. 35. I Can Describe That. 36. Putting Knowledge to Work. 37. Words to Live By. 38. Content Shuffle. 39. What If. . .? 40. A Puzzling Matter. 41. Picture This. SECTION 5: Ending on a High Note. 42. Verbal Volleyball. 43. Pat on the Back. 44. Retention and Reaction. 45. A Postcard to Me. 46. We Can Sell This Idea. 47. Content Jeopardy. 48. Match It Up. 49. Concept BINGO! 50. In Summary. 51. The ABCs of It All. 52. Concentration Review. Resources. References. About the Author. *
* Creative Learning is written by master trainer Bob Lucas, and offers a treasure trove of innovative and highly effective activities to simulate learning. The activities are tailor-made for trainers, presenters, and educators, and can be put to use in virtually any type of learning environment. Each activity offers a different approach to learning, but all are designed using a brain-based-learning approach that is proven to mentally or physically engage learners and enhance their learning experience. *
220-12 登録日 08.01.07
