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• Building Expertise: Cognitive Methods for Training and Performance Improvement, Third Edition
• CONTENTS
• Introduction to the Third Edition
• Purpose
• Audience
• Package Components
• Glossary
• Part I: Foundations of Building Expertise
• Chapter 1: Expertise in the Global Economy
• The Value of Expertise
• What Is an Expert?
• Seven Lessons Learned About Experts
• Four Ingredients of Instruction
• Chapter 2: Four Ingredients of Instruction
• Which Media Are Best for Learning?
• Four Components of Learning
• Three Views of Learning
• Four Instructional Architectures
• No Yellow Brick Road
• Chapter 3: No Yellow Brick Road
• Instructional Components and Learning: No Yellow Brick Road
• Graphics and Learning: A Journey Down the Yellow Brick Road
• Factors That Infl uence Learning
• Toward an Evidence -Based Training Profession
• About the Numbers
• The Psychology of Building Expertise
• Chapter 4: The Psychology of Building Expertise
• Two Memories for Learning
• The Transformation of Content into Knowledge and Skills
• Eight Principles for Instruction
• How Working Memory Works
• Part II: Basic Learning Events Proven to Build Expertise
• Chapter 5: How Working Memory Works
• Working Memory: The Center of Learning
• New Content Has a Short Shelf Life in Working Memory
• Chess, Chunking, and Capacity Limits of Working Memory
• What Happens When Working Memory is Overloaded?
• Automaticity: A Working Memory Bypass
• Visual and Auditory Components in Working Memory
• Why Is Working Memory So Limited?
• Working Memory and Performance
• Managing Cognitive Load
• Chapter 6: Managing Cognitive Load
• The Cognitive Load Management Principle
• Methods That Bypass Working Memory
• Methods That Minimize Content
• Methods to Impose Content Gradually
• Methods to Minimize Unproductive Mental Work
• Methods to Maximize Working Memory Capacity
• Managing Attention
• Chapter 7: Managing Attention
• The High Price of Attention Failure
• The Attention Principle
• Instructional Methods to Support Attention
• Optimizing Attentional Capacity in the Classroom
• Methods to Focus Attention
• Methods to Support Selective Attention
• What Is Divided Attention?
• Methods to Minimize Divided Attention
• Leveraging Prior Knowledge
• Chapter 8: Leveraging Prior Knowledge
• The Prior Knowledge Principle
• Methods to Activate Prior Knowledge
• Methods to Compensate for Limited Prior Knowledge
• Avoid Activating Inappropriate Prior Knowledge
• When to Use Prior Knowledge Methods
• Helping Learners Build Mental Models: Implicit Methods
• Chapter 9: Helping Learners Build Mental Models: Implicit Methods
• The Building Mental Models Principle
• Explicit and Implicit Encoding Methods
• Implicit Methods to Build Mental Models
• Use Graphics to Build Mental Models
• Personalize Your Learning Environment
• Include Deep-Level Learning Agent Dialogs
• Provide Examples and Encourage Their Processing
• Provide Effective Analogies
• Include Process Content in Your Instruction
• Offer Cognitive Support for Novice Learners
• Helping Leaners Build Mental Models: Explicit Methods
• Chapter 10: Helping Learners Build Mental Models: Explicit Methods
• Is Active Learning Better? A Tale of Six Lessons
• Building Mental Models Principle
• Explicit vs. Implicit Methods for Building Mental Models
• Maintenance vs. Elaborative Rehearsal
• Incorporate Frequent Elaborative Practice Exercises
• The Law of Diminishing Returns
• Distribute Practice Assignments
• Provide Explanatory Feedback
• Use Effective Questioning Techniques in the Classroom
• Promote Psychological Engagement with Graphics
• Promote Explicit Self-Explanations of Content
• Incorporate Collaborative Learning Opportunities
• Minimize Note-Taking in Instructor-Led Presentations
• Who Benefi ts from Practice?
• Learning vs. Performance: The Psychology of Transfer
• Chapter 11: Learning vs. Performance: The Psychology of Transfer
• Transfer: The Bridge from Training to Performance
• Four Tales of Transfer Failure
• Causes of Transfer Failure
• The Transfer Challenge
• Specific Versus General Theories of Transfer
• The Transfer Continuum
• Surface Versus Deep Structure and Transfer
• Transfer and Intelligence
• Teaching for Transfer
• Chapter 12: Teaching for Transfer
• Transfer: It’s All About Context
• Teaching for Near-Transfer Performance
• Learning Aids for Near-Transfer Learning
• Teaching for Moderate Transfer
• Teaching for Far-Transfer Performance
• Learning Aids for Guided-Discovery Simulations
• Problem-Centered Instruction
• Part III: Promoting Adaptive Expertise and Motivation
• Chapter 13: Problem-Centered Instruction
• The Revival of Problem-Centered Learning
• The Benefi ts of Problem-Centered Design
• Three Problem-Centered Design Models
• Model 1: Problem-Based Learning (PBL)
• Model 2: 4C/ID
• Model 3: Sherlock and Cognitive Apprenticeship
• Applying Problem-Centered Design
• Issues in Problem-Centered Instruction
• Reservations About Problem-Centered Instruction
• Metacognition, Self-Regulation, and Adaptive Expertise
• Chapter 14: Metacognition, Self-Regulation, and Adaptive Expertise
• Cognition, Metacognition, and Adaptive Expertise
• Metacognition and Self-Regulation
• Are Learners Self-Regulated?
• Supporting Self-Regulation During Learning
• Domain-Specific Metacognitive Skills
• Building Domain-Specific Metacognitive Skills
• Motivation and Expertise
• Chapter 15: Motivation and Expertise
• Motivation for Learning
• What Is Motivation?
• External vs. Internal Views of Motivation
• Beliefs and Learning Choices
• Beliefs About Learning Outcomes and Persistence
• Goal Setting and Motivation
• Motivating Your Learners
• Chapter 16: Motivating Your Learners
• Instructional Environments That Motivate
• Evidence for Managing Learner Beliefs
• Promote Self-Confi dence by Structuring for Success
• Encourage Mastery (Progress) Goal Orientations
• Exploit Personal and Situational Interest
• Techniques to Promote Cognitive Situational Interest
• Leverage Personal Interest
• Make Values Salient
• Practical Applications in Building Expertise
• Part IV: Building Expertise in Action
• Chapter 17: Practical Applications in Building Expertise
• Adopting Evidence-Based Practice
• What Is an Excellent Lesson?
• Sample 1: A Receptive Presentation
• Sample 2: A Directive e-Lesson
• Sample 3: A Guided-Discovery Classroom Workshop
• Exploratory Architectures for Far-Transfer Learning
• A Final Word
• REFERENCES
• GLOSSARY
• NAME INDEX
• SUBJECT INDEX
• ABOUT THE AUTHOR
• ABOUT ISPI