Encyclopedia of the Sciences of Learning, 7 Teile. Vol.1

Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20^th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20^th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories.

Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and - as a result of the emergence of computer technologies - especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely.
The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction,pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.

List of contents

Animal Learning and Ecology
Artificial Intelligence / Intelligent Systems
Biology / Neurobiology
Clinical Psychology and Psychotherapy
Comparative Psychology and Ethology
Education / Socio-cultural aspects
Instructional Psychology and Learning
Machine Learning (and robotics)
Neurologic Problems
Neuroscience(s)
Philosophy, Information Technology

Summary

Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20^th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20^th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories.
Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely.  
The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction,pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia  provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.

Additional text

From the reviews:
“The Encyclopedia of the Sciences of Learning is the first major reference work in the growing and highly visible field of learning sciences. … it is an essential source for anyone engaged in the study of learning theories, concepts, and processes. … Encyclopedia of the Sciences of Learning is recommended for academic libraries with advanced undergraduates, graduate students, practitioners, and faculty actively involved in disciplines relevant to the learning sciences.” (Anne Jumonville, Reference Reviews, Vol. 26 (8), 2012)

Report

From the reviews:
"The Encyclopedia of the Sciences of Learning is the first major reference work in the growing and highly visible field of learning sciences. ... it is an essential source for anyone engaged in the study of learning theories, concepts, and processes. ... Encyclopedia of the Sciences of Learning is recommended for academic libraries with advanced undergraduates, graduate students, practitioners, and faculty actively involved in disciplines relevant to the learning sciences." (Anne Jumonville, Reference Reviews, Vol. 26 (8), 2012)

Product details

• Assisted by: Norber M Seel (Editor), Norbert M Seel (Editor), Norbert M. Seel (Editor)
• Publisher: Springer, Berlin
• Languages: English
• Product format: Hardback
• Released: 19.11.2010
• EAN: 9781441914279
• ISBN: 978-1-4419-1427-9
• No. of pages: 3536
• Dimensions: 257 mm x 279 mm x 200 mm
• Weight: 9965 g
• Illustrations: CV, 3536 p. 312 illus., 160 illus. in color. In 7 volumes, not available separately.
• Series: Encyclopedia of the Sciences of Learning; Encyclopedia of the Sciences of Learning
• Subjects: Humanities, art, music > Education > School education, didactics, methodology; Non-fiction book > Psychology, esoterics, spirituality, anthroposophy > Applied psychology; A, Education, Artificial Intelligence, Learning, Cognition & cognitive psychology, Learning & Instruction, Instruction, Educational Technology