Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Illustrations -- Preface -- 1 Education and learning -- The teaching-learning environment -- The instructional cycle -- Class and student needs -- Educational reform in schools -- Study tasks -- Additional reading -- 2 Developing models of cognition -- A behavioural framework for learning -- Behavioural principles in the classroom -- Behaviourism and the curriculum -- A cognitive framework for learning -- Memory -- Summary -- Study tasks -- Additional reading -- 3 Cognition and cognitive concepts -- Strategies -- Executive functions of the brain -- General models of thinking -- Summary -- Study tasks -- Additional reading -- 4 Brain functions and problem-solving -- Alexander Luria -- Cognition and Luria's functional organisation -- Neuropsychology, cognitive theory, and educational practice -- Cognitive mechanisms involved in problem-solving -- Problem-solving -- Problem-solving and cognitive education -- Summary -- Study tasks -- Additional reading -- 5 The tradition of psychoeducational assessment -- The process of assessment -- Intelligence and intelligence testing -- Information from psychoeducational tests -- Changes in psychoeducational assessment -- Toward interactive assessment -- Vygotsky's contribution to cognitive education -- Summary -- Study tasks -- Additional reading -- 6 Assessing cognitive skills and processes -- Diagnostic systems -- Interactive assessment -- Early interactive assessment approaches -- Learning tests -- Functional and structural mediation -- Establishing a link between assessment and instruction -- The need for a stronger assessment-instruction link -- Applying cognitive assessment to classroom instruction -- Summary -- Study tasks -- Additional reading -- 7 Instruction and remediation -- Categories of cognitive instruction.

Preparing instruction based on assessment outcomes -- Integrating learning strategies and learning components -- Students' learning style and instruction -- Teaching thinking skills -- Acquiring cognitive and metacognitive skills -- Reciprocal teaching -- Cognitive coaching -- Student collaboration -- Self-regulation -- Effective instruction -- Cognition, metacognition, and motivation -- Summary -- Study tasks -- Additional reading -- 8 Cognitive methods for teaching and learning -- Strategy training -- Cognitive teaching/training models after Vygotsky -- Training of processing and planning skills -- Cognitive methods in curriculum areas -- Summary -- Study tasks -- Additional reading -- 9 Cognitive skills and social behaviours -- Behavioural approaches to social skills training -- Cognitive behaviour modification -- The self and cognitive training methods -- Social problem-solving skills training -- Social skills training -- Self-monitoring strategies -- Anger control -- The impact of affect on school performance -- Moral reasoning and metacognition -- Social-cognitive skills and students with behaviour problems -- Summary -- Study tasks -- Additional reading -- 10 Cognitive education and the school community -- Evaluating cognitive research and its application -- Cognitive education in the community -- Training for cognitive education -- Summary -- Study tasks -- Additional reading -- References -- Author index -- Subject index.