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Literatur & Quellen

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Literatur & Quellen - Lernprinzipien

Allgemeine Referenzsysteme

Grundlegende Literatur

  1. Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. New York: Wiley.
  2. Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
  3. Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
  4. Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
  5. Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257-285.

Lernpsychologie & Kognition

  1. Baddeley, A. (2000). The Episodic Buffer: A New Component of Working Memory? Trends in Cognitive Sciences, 4(1), 14-20.
  2. Bransford, J. D., & Johnson, M. K. (1972). Contextual Prerequisites for Understanding: Some Investigations of Comprehension and Recall. Journal of Verbal Learning and Verbal Behavior, 11(6), 717-726.
  3. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86.

Spezifische Lernprinzipien

  1. Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York: Longman.
  2. Rohrer, D., & Taylor, K. (2006). The Shuffled Practice Effect. Psychological Science, 17(10), 835-841.
  3. Roediger, H. L., & Karpicke, J. D. (2006). Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17(4), 381-385.

Online Quellen

  1. Wikipedia - Educational Psychology (https://en.wikipedia.org/wiki/Educational_psychology)
  2. Stanford Encyclopedia of Philosophy - Learning (https://plato.stanford.edu/entries/learning/)
  3. Khan Academy - Learning Science (https://www.khanacademy.org/)

Empirische Studien

  1. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4-58.
  2. Bjork, R. A., & Bjork, E. L. (2011). Making Things Hard on Yourself, but in a Good Way: Creating Optimal Learning Experiences. In C. D. M. M. A. J. P. M. S. J. D. B. K. (Ed.), Psychology of Learning and Motivation (Vol. 55, pp. 207-226).

Verwendung in Notizen

Um eine Quelle in Ihren Notizen zu referenzieren, verwenden Sie folgende Formatvorlage:

1

Oder für direkte Zitate:

Zitat aus der Literatur [Ausubel, 1968]1

Verweis-System

Fügen Sie am Ende jeder Notiz einen Abschnitt wie folgt ein:

Quellen

  1. Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. New York: Wiley.
  2. Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.

Empfohlene Literatur für weitere Vertiefung

  1. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86.
  2. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4-58.

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