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Books on the topic 'Social Cognitive Learning Theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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1

Illeris, Knud. The three dimensions of learning: Contemporary learning theory in the tension field between the cognitive, the emotional and the social. Frederiksberg: Roskilde University Press, 2002.

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2

Tiefel, Thomas. Von der Offenen in die Abstrakte Gesellschaft: Ein interdisziplinärer Entwurf. Berlin: Duncker & Humblot, 2003.

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3

David, Hutchison. Anticipatory Behavior in Adaptive Learning Systems: From Psychological Theories to Artificial Cognitive Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009.

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4

Ayres, Paul L. (Paul Leslie) and Kalyuga Slava, eds. Cognitive load theory. New York: Springer, 2011.

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5

Cognitive load theory. Cambridge: Cambridge University Press, 2010.

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6

Ya'acov, Rand, and Hoffman Mildred B, eds. The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Glenview, Ill: Scott, Foresman, 1985.

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7

Keefe, James W. Learning style: Theory and practice. Reston, Va: National Association of Secondary School Principals, 1987.

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8

Learning style: Theory and practice. Reston, Va: National Association of Secondary School Principals, 1987.

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9

Peverelli, Peter J. Cognitive space: A social cognitive approach to Sino-Western cooperation. Delft: Eburon, 2000.

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10

A teacher's guide to cognitive type theory & learning style. Alexandria, Va: Association for Supervision and Curriculum Development, 1996.

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11

Ashman, A. F. An introduction to cognitive education: Theory and applications. London: Routledge, 1997.

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12

Canaan, Joyce E., Harris David, and Jon Cope. Learning and teaching social theory. Birmingham: C-SAP, 2006.

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13

Medin, Douglas L. The psychology of learning and motivation: Advances in research and theory. London: Academic Press, 1996.

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14

Cognitive learning theory and cane travel instruction: A new paradigm. Lincoln, Neb: State of Nebraska, Department of Public Institutions, Division of Rehabilitation Services for the Visually Impaired, 1995.

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15

Minati, Gianfranco. Emergence in Complex, Cognitive, Social, and Biological Systems. Boston, MA: Springer US, 2002.

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16

The emergence of artificial cognition: An introduction to collective learning. Singapore: World Scientific, 1993.

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17

Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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18

Ross, Brian H. The psychology of learning and motivation: Advances in research and theory. Amsterdam: Academic Press, 2003.

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19

Szadzińska, Ewa. Podstawy poznawcze procesu kształcenia: Cognitive bases of the educational process = Kognitive Grundlagen des Ausbildungsprozesses. Katowice: Wydawnictwo Uniwersytetu Śląskiego, 2012.

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20

Darling-Kuria, Nikki. Brain-based early learning activities: Connecting theory and practice. St. Paul, MN: Redleaf Press, 2010.

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21

Brain-based early learning activities: Connecting theory and practice. St. Paul, MN: Redleaf Press, 2010.

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22

1950-, Kirshner David, and Whitson James Anthony, eds. Situated cognition: Social, semiotic, and psychological perspectives. Mahwah, N.J: L. Erlbaum, 1997.

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23

Situated Cognition: Social, Semiotic, and Psychological Perspectives. Lawrence Erlbaum, 1997.

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24

(Editor), David Kirshner, and James A. Whitson (Editor), eds. Situated Cognition: Social, Semiotic, and Psychological Perspectives. Lawrence Erlbaum, 1997.

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25

Knowing and Learning in Interaction: Integrating Social and Cognitive Theories. Taylor & Francis Group, 2015.

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26

(Editor), Alice F. Healy, Stephen M. Kosslyn (Editor), and Richard M. Shiffrin (Editor), eds. From Learning Theory to Connectionist Theory: Essays in Honor of William K. Estes, Volume I; From Learning Processes to Cognitive Processes, Volume II (Social Structure and Aging). Lawrence Erlbaum, 1992.

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27

Three Dimensions of Learning: Contemporary Learning Theory in the Tension Field Between the Cognitive, the Emotional and the Social. Krieger Publishing Company, 2004.

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28

(Editor), Alex Kozulin, Boris Gindis (Editor), Vladimir S. Ageyev (Editor), and Suzanne M. Miller (Editor), eds. Vygotsky's Educational Theory in Cultural Context (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge University Press, 2003.

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29

1944-, Garnier Catherine, Bednarz Nadine, Ulanovskaya Irina, and Dupin Jean-Jacques, eds. Après Vygotski et Piaget: Perspective sociale et constructiviste : écoles russe et occidentale. 2nd ed. Bruxelles: De Boeck, 2004.

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30

Vygotsky's Educational Theory in Cultural Context (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge University Press, 2003.

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31

1935-, Mackintosh N. J., and Colman Andrew M, eds. Learning and skills. New York: Longman Group, 1995.

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32

Sandoval, Jennifer Bell. SOCIAL COGNITIVE THEORY: A FRAMEWORK FOR UNDERSTANDING LEARNING IN A NURSING STUDENT-PRECEPTOR RELATIONSHIP (NURSING EDUCATION). 1995.

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33

(Editor), Laura Martin, Katherine Nelson (Editor), and Ethel Tobach (Editor), eds. Sociocultural Psychology: Theory and Practice of Doing and Knowing (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge University Press, 1995.

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34

3 Dimensions of Learning. Kluwer Academic Pub, 2004.

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35

Clark, Kevin B. Social Learning Theory: Phylogenetic Considerations Across Animal, Plant and Microbial Taxa. Nova Science Publishers, Incorporated, 2013.

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36

Wells, Gordon. Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge University Press, 2009.

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37

Anastasia, Tryphon, and Vonèche J. Jacques, eds. Piaget-Vygotsky: The social genesis of thought. Hove, East Sussex, UK: Psychology Press, 1996.

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38

Seligman, Martin E. P., and Roy F. Baumeister. Homo Prospectus. Oxford University Press, 2016.

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39

Domingos, Pedro. Master Algorithm: How the Quest for the Ultimate Learning Machine Will Remake Our World. Penguin Books, Limited, 2017.

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40

The Master Algorithm: How the Quest for the Ultimate Learning Machine Will Remake Our World. Basic Books, 2018.

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41

The master algorithm: How the quest for the ultimate learning machine will remake our world. Basic Books, 2015.

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42

Marschark, Marc, and Harry Knoors, eds. The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780190054045.001.0001.

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In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience regarding deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now several preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing the research together, this volume allows synergy among ideas that possess the potential to move research, theory, and practice forward.
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43

Kühnen, Ulrich, and Marieke van Egmond. Learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0012.

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Do metacognitive beliefs about learning differ across cultures? This chapter reviews relevant literature from different fields (in particular from educational science and from social, cognitive, and educational psychology). Building on previous work, it argues that Western students conceptualize learning primarily as the acquisition of knowledge and the development of mental skills (“mind orientation”). According to the “virtue orientation” that is more prevalent among Asians, learning encompasses in addition the pursuit of moral and social development. Both orientations are embedded in intellectual traditions that go back to ancient times (i.e., to Socrates in the West and to Confucius in the East). They are also associated with the culturally conferred understanding of what it means to be a good person, which differs between individualist and collectivist societies. The chapter reviews the empirical literature showing that discrepancies in learning beliefs between faculty and students from diverse backgrounds are detrimental for academic satisfaction and performance.
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44

Rosenberg, Paul B. Treatment of Cognitive Impairment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199959549.003.0007.

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There are lifestyle strategies that may help preserve cognition in old age and in MCI. While the evidence is still suggestive rather than definitive it is strong enough to make suggestions to patients and families. Cognitive interventions such as computer-based cognitive stimulation and brain fitness programs may be helpful, although more generalized cognitive activities such as taking a college course or learning a new skill may be equally helpful. Aerobic exercise has the best track record to date among lifestyle interventions. Having a variety of leisure activities that combine psychological, physical, and social activities is advised. As far as well can tell, diets that are helpful for preventing heart disease such as the Mediterranean diet also may be good for cognition. The mechanisms for many of these strategies likely involve 1) the brain compensating for circuit loss by engaging new circuits to solve problems and 2) improvements in vascular health.
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45

L'algoritmo definitivo: La macchina che impara da sola e il futuro del nostro mondo. Bollati Boringhieri, 2016.

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46

Medalia, Alice, Tiffany Herlands, Alice Saperstein, and Nadine Revheim. Cognitive Remediation for Psychological Disorders. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190608453.001.0001.

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Individuals with serious and persistent mental illnesses, including schizophrenia and affective disorders, often experience cognitive deficits that make it difficult to perform everyday tasks. For example, they may have difficulty with attention, memory, processing speed, and problem solving, and this may interfere with functioning at work, school, and in social situations. Cognitive remediation is an evidence-based behavioral treatment for people who are experiencing cognitive impairments that interfere with role functioning. This edition contains all the information needed to set up a cognitive remediation program so clients can strengthen the cognitive skills needed for everyday functioning. The program described is called Neuropsychological and Educational Approach to Remediation (NEAR), which is an evidence-based approach to cognitive remediation that uses carefully crafted instructional techniques that reflect an understanding of how people learn best. The goals of NEAR are to provide a positive learning experience, to promote independent learning, and to promote optimal cognitive functioning in daily life. This second edition of the popular 2009 therapist’s guide provides step-by-step instructions on how to implement NEAR techniques with patients to improve their cognitive functioning and quality of life. Guidelines are provided for setting up and running a successful cognitive remediation program. Therapists learn how to choose appropriate cognitive exercises, recruit and work with clients, perform intake interviews, and create treatment plans. This guide comes complete with all the tools necessary for facilitating treatment, including program evaluation forms and client handouts.
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47

L, Plass Jan, Moreno Roxana, and Brünken Roland 1965-, eds. Cognitive load theory. New York: Cambridge University Press, 2010.

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48

1942-, Flannery Daniele D., ed. Applying cognitive learning theory to adult learning. San Francisco, Calif: Jossey-Bass, 1993.

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49

Advances in Cognitive Load Theory. Taylor & Francis Group, 2019.

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50

Cognitive Media Theory. Routledge, 2014.

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