学习与知觉
本领域关注学习与知觉心理学在教育中的应用——研究人们如何学习以及如何促进学习。
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Scope
该领域涵盖学习理论（行为主义、认知主义、建构主义、社会学习论）、学习动机、记忆与迁移，以及知觉在学习中的作用。
Sub-topics
- Critical Thinking
- Intentional Learning
- Verbal Learning
- Negative Reinforcement
- Pictorial Stimuli
- Visual Literacy
- Time Perspective
- Learning Problems
- Audience Response
- Learning Motivation
- Learning Strategies
- Olfactory Perception
- Applied Behavior Analysis
- Positive Reinforcement
- Cognitive Style
- Learning Processes
- Arousal Patterns
- Attention
- Habituation
- Novelty (Stimulus Dimension)
- Stimulation
- Problem Solving
- Cognitive Psychology
- Fundamental Concepts
- Associative Learning
- Priming
- Serial Learning
- Patterned Responses
- Aural Learning
- Nonverbal Learning
- Symbolic Learning
- Visual Learning
- Attention Control
- Executive Function
- Cognitive Restructuring
- Cognitive Structures
- Social Cognition
- Learning Modalities
- Hearing (Physiology)
- Auditory Discrimination
- Auditory Perception
- Discrimination Learning
- Sensory Experience
- Stimuli
- Sensory Integration
- Multisensory Learning
- Learning Experience
- Theory of Mind
- Thinking Skills
- Conditioning
- Habit Formation
- Reflection
- Classical Conditioning
- Operant Conditioning
- Reinforcement
- Imitation
- World Views
- Kinesthetic Perception
- Vision
- Visual Acuity
- Time Factors (Learning)
- Ability Identification
- Prior Learning
- Selection
- Decision Making
- Information Seeking
- Epistemology
- Intuition
- Metacognition
- Schemata (Cognition)
- Constructivism (Learning)
- Cognitive Mapping
- Concept Mapping
- Conservation (Concept)
- Interference (Learning)
- Misconceptions
- Dimensional Preference
- Visual Perception
- Inferences
- Organizational Learning
- Game Based Learning
- Serial Ordering
- Convergent Thinking
- Auditory Stimuli
- Repetition
- Visualization
- Cues
- Memory
- Mnemonics
- Indigenous Knowledge
- Decision Making Skills
- Active Learning
- Learning
- Authentic Learning
- Discovery Learning
- Situated Learning
- Workplace Learning
- Depth Perception
- Tactual Perception
- Observational Learning
- Visual Discrimination
- Rote Learning
- Behavior Modification
- Social Emotional Learning
- Familiarity
- Review (Reexamination)
- Abstract Reasoning
- Eye Movements
- Planning
- Cognitive Processes
- Comprehension
- Concept Formation
- Formal Operations
- Transfer of Training
- Logical Thinking
- Incidental Learning
- Suggestopedia
- Naming
- Reference Groups
- Role Models
- Creative Thinking
- Intellectual Experience
- Discovery Processes
- Kinesthetic Methods
- Adult Learning
- Transformative Learning
- Sequential Learning
- Long Term Memory
Core questions
- 人们如何学习？
- 哪些条件有助于促进学习与迁移？
- 动机如何影响学习？
- 行为、认知与社会因素如何共同作用？
Key concepts
- 行为主义学习
- 社会学习
- 自我效能感
- 认知负荷
- 学习迁移
- 学习动机
Key theories
- 学习律
- Thorndike通过实验确立了学习的基本规律（效果律、练习律）。
- 社会学习理论
- Bandura揭示了通过观察、榜样示范与自我效能感进行学习的机制。
- 认知负荷理论
- Sweller指出，有效的学习取决于对工作记忆容量的合理管理。
History
教育领域的学习理论从行为主义（Thorndike）经由社会认知理论（Bandura），发展至认知主义与建构主义取向（Sweller），持续为教学实践提供理论支撑。
Debates
- 行为主义与认知主义学习观之争
- 学习究竟可以用强化来解释，还是应从信息加工与知识建构的角度加以理解？
Key figures
- Edward Thorndike
- Albert Bandura
- John Sweller
Related topics
Seminal works
- thorndike-1903
- bandura-1977
- sweller-1988
Frequently asked questions
- 什么是自我效能感？
- 自我效能感是指个体对自身完成特定任务能力的信念（Bandura），对学习与动机具有重要影响。