Schemas in Problem Solving (Paperback)

Sandra P. Marshall

ISBN 10: 0521043697 / ISBN 13: 9780521043694

Published by Cambridge University Press, Cambridge, 2007

About this Item

Paperback. Schemas in Problem Solving explores a theory of schema development and studies the applicability of the theory as a unified basis for understanding learning, instruction and assessment. The theory's prescriptions for teaching are direct, and its application to assessment suggests new directions for tests. After examining the roots of the theory in earlier work by philosophers and psychologists, Marshall illustrates the main features of her theory with experimental evidence from students who are learning to recognize and solve arithmetic story problems. She describes individual performance with traditional empirical studies as well as computer simulation. The computer simulation reflects an approach in modelling cognition. Marshall's model links neural networks with symbolic systems to form a hybrid model that uses pattern matching of sets of features as well as logical step-by-step rules. Schemas in Problem Solving introduces an alternative approach to the study of learning instruction, and assessment. Focusing on the area of arithmetic story problems, Marshall outlines how instruction can lead to more meaningful learning by emphasizing the ways students acquire and store knowledge in memory. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Seller Inventory # 9780521043694

Bibliographic Details

• Title: Schemas in Problem Solving (Paperback)
• Publisher: Cambridge University Press, Cambridge
• Publication Date: 2007
• Language: English
• ISBN 10: 0521043697
• ISBN 13: 9780521043694
• Binding: Paperback
• Edition: 1st Edition
• Condition: new

About this title

Synopsis

Schemas are major knowledge structures influencing the way people acquire and store information. Sandra Marshall explores a new theory of schema development and studies the applicability of the theory as a unified basis for understanding learning, instruction, and assessment. The theory's prescriptions for teaching are direct, and its application to assessment suggests new directions for tests. After examining the roots of the theory in earlier work by philosophers and psychologists, the author illustrates the main features of her theory with experimental evidence from students who are learning to recognize and solve arithmetic story problems. She describes individual performance with traditional empirical studies as well as computer simulation. The computer simulation reflects a new approach in modeling cognition. Marshall's model links neural networks with symbolic systems to form a hybrid model that uses pattern matching of sets of features as well as logical step-by-step rules. Educational researchers and psychologists as well as curriculum developers will be interested in the new approaches of this work.

From the Back Cover

This book explores a new theory of schema development and its ability to serve as a unified basis for understanding learning, instruction and assessment. The theory's prescriptions for teaching are direct, and its application to assessment suggests new directions for tests. Marshall illustrates the main features of her theory with experimental evidence from students who are learning to recognize and solve arithmetic story problems.