EDUCATIONAL PSYCHOLOGY: COGNITION AND LEARNING, INDIVIDUAL DIFFERENCES AND MOTIVATION -- CONTENTS -- PREFACE -- HOW DYSLEXIC TEENAGERS COPE AT SCHOOL: COULD A NEW MEASURE BE HELPFUL IN SCREENING THOSE IN DIFFICULTY? -- ABSTRACT -- LITERATURE REVIEW -- What Is Dyslexia? -- Teachers and the School -- Teacher's Expectations -- Perceptions of Normal -- Identification of Dyslexia/Special Educational Needs (SEN) -- Special Schools or Integration into Mainstream Schools? -- Anxiety -- Stress and Dyslexics -- How Dyslexics Cope -- Self-Esteem -- Coping (Task/Emotional/Avoidance) -- Task-Based Coping -- Emotional-Based Coping -- Avoidance-Based Coping -- Depression -- Defence Mechanisms -- LITERATURE REVIEW - CONCLUSIONS -- AIMS OF THE STUDY -- SAMPLES -- Problems Encountered with the Samples -- Methodology -- INVESTIGATION ONE - STANDARDISED MEASURES -- Methodology -- CFSEI -- Factor Analysis and Validity and Gender Considerations -- CISS -- Factor Analysis and Gender & Validity Considerations -- BDI-II -- Factor Analysis and Gender & Validity Considerations -- Why These Particular Tests? -- These Tests Have Been Used Together before -- Results -- The Culture Free Self-Esteem Inventory-CFSEI -- The Coping Inventory for Stressful Situations-CISS -- The Beck Depression Inventory-BDI-II -- Discussion -- Overall Profile -- Male Profile -- Female Profile -- Conclusions -- INVESTIGATION TWO - QUALITATIVE INTERVIEWS -- Methodology -- Audio Interviews -- Comparative Studies -- Procedure -- Coding -- The Audio Interview Script -- Results - Case Studies -- Results - Data Analysis -- School Life -- Social Life -- Family Life -- Emotional Stability -- Discussion -- School Life -- Social Life -- Family Life -- Emotional Stability -- Conclusions -- INVESTIGATION THREE - CORRELATED FACTORS -- Methodology -- Results -- Discussion and Conclusions.

INVESTIGATION FOUR - PARENTAL QUESTIONNAIRE -- INVESTIGATION FOUR - PARENTAL QUESTIONNAIRE -- Hypothetical Models of Coping -- Strategy 1: Striving -- Strategy 2: Dodging -- Strategy 3: Disrupting -- Strategy 4: Withdrawing -- Strategy Summary -- Methodology -- Results -- Results - Pearson Correlations -- Results - Scoring the PQ -- Discussion -- Conclusions -- INVESTIGATION FIVE - CONFIRMING THE PARENTAL QUESTIONNAIRE -- Methodology -- Results - Overall and Gender Data -- Results - Age and Gender Data -- Discussion -- Conclusions -- CHAPTER DISCUSSION -- CHAPTER CONCLUSONS -- LIMITATIONS OF THE STUDY -- ACKNOWLEDGEMENTS -- REFERENCES -- INTEREST AND MOTIVATION: A CULTURAL-HISTORICAL AND DISCURSIVE PSYCHOLOGICAL APPROACH -- ABSTRACT -- INTRODUCTION -- INTERESTS AND MOTIVATIONS AS RESOURCES IN INTERVIEW TALK ABOUT CAREER GOALS -- "Accessing" Interests and Motivations -- Setting and Trajectory as Meaningful -- Emergent Phenomena -- Psychological Phenomena, Grounds for Action, and Accountability -- THE MODEL OF THE TEXT -- Text Produces Context -- Context Produces (the Interview) Text -- Characters and Plots: Constraints on Possible Life Narratives -- The Interview as Text-Producing Self-Re/Producing Context -- CODA -- ACKNOWLEDGMENTS -- REFERENCES -- APPENDIX TRANSCRIPTION CONVENTIONS -- READING FLUENCY AND DYSLEXIA: INNOVATIVE DEVELOPMENTS IN THE ROLE OF ASSOCIATIVE LEARNING AND REPETITIVE EXPOSURE IN SKILL ACQUISITION -- ABSTRACT -- INTRODUCTION -- DYSLEXIA AND DYSLEXIA TREATMENT -- Dyslexia -- TREATMENT OF DYSLEXIA -- WHAT ABOUT FLUENCY -- Reading Fluency -- Current Accounts on Enhancing Reading Fluency -- A COGNITIVE NEUROSCIENTIFIC PERSPECTIVE -- The Neural Basis of Fluent and Dyslexic Reading -- Connectionist Models of Reading Acquisition -- Expert Learning -- NEW DIRECTIONS FOR TREATMENT -- Educational Principles.

The Unique Possibilities of Edugames -- An Innovative Approach: LexyLink -- CONCLUSION -- ACKNOWLEDGEMENTS -- REFERENCES -- CULTURAL INFLUENCES ON THE LEARNING OF SCIENCE: AN AFRICAN PERSPECTIVE -- ABSTRACT -- 1.0. INTRODUCTION -- 1.1. CULTURE -- 1.2. SIGNIFICANCE OF CULTURE IN THE LEARNING OF SCIENCE -- SECTION ONE: MANIFESTATIONS OF CULTURAL INFLUENCE IN THE LEARNING OF PRIMARY SCIENCE: A KENYAN EXPERIENCE -- RESULTS -- A. Questionnaire Responses: -- B. Interviews -- DISCUSSION -- SECTION TWO: THE INFLUENCE OF KIKUYU CULTURAL METAPHORS CONCERNING 'HEAT' ON SECONDARY SCHOOL STUDENTS' EXPLANATIONS OF EVERYDAY LIFE EXPERIENCES -- PURPOSE OF THE STUDY -- RESULTS -- ANGER -- SECTION THREE: THE INFLUENCE OF AFRICAN CULTURE ON STUDENTS' CONCEPTIONS OF THE TOPIC NUTRITION IN SECONDARY SCHOOL BIOLOGY: A CASE STUDY OF THE BUKUSU CULTURAL GROUP OF BUNGOMA DISTRICT-KENYA -- Purpose of Study -- Methodology -- Results -- CONCLUSION -- REFERENCES -- NON-LINEAR DYNAMIC MODELING OF MICRODEVELOPMENTAL PROCESSES OF STUDENTS' CONCEPTUAL CHANGE IN SCIENCE -- ABSTRACT -- INTRODUCTION -- MICRODEVELOPMENTAL METHODOLOGY -- DYNAMIC SYSTEM THEORY -- METHODS -- Participants -- Conceptual Change Instruction -- Coding Scheme -- Data Analyses -- RESULTS -- Microdevelopmental Trajectories -- Dynamic Mechanism behind Microdevelopment -- DISCUSSION -- Variability of Path and Rate of Students' Conceptual Change in Learning Magnetism -- Rate of Change - Mechanism Underlying the Microdevelopmental Trajectories -- CONCLUSIONS -- ACKNOWLEDGEMENTS -- REFERENCES -- APPENDIX: CODING SCHEME FOR ASSESSING MICRODEVELOPMENT OF STUDENTS' CONCEPTUAL CHANGE IN LEARNING MAGNETISM -- PHONOLOGY, DISCREPANCY, INSTRUCTION AND DYSLEXIA: ADVERSARIES OR ALLIES? -- ABSTRACT -- INTRODUCTION -- IQ AND DISCREPANCY METHODS OF ASSESSMENT -- Phonology as a Key Feature in Literacy and Dyslexia.

Dyslexics Versus Poor Readers -- A Spectrum of Learning Difficulties -- SINGLE CASE RESEARCH -- INTERVENTION STUDIES -- INSTRUCTIONAL PSYCHOLOGY -- CONCLUSION -- REFERENCES -- DYSLEXIA AND LOSS OF THE LEARNING DIALOGUE -- ABSTRACT -- BACKGROUND -- LITERATURE REVIEW - IS LOSS OF THE BASIC LEARNING DIALOGUE COMMON FOR PUPILS WITH DYSLEXIA? -- Trying Hard Instead of Showing Comprehension -- Avoiding Exposure Instead of Sharing Their Thinking -- Blaming Instead of Listening Receptively -- SUMMARY OF LITERATURE REVIEW -- QUESTION - IS IT COMMON FOR DYSLEXIC PUPILS TO BE GIVEN SOMETHING OTHER THAN THE BASIC LEARNING DIALOGUE? -- METHOD - LITERATURE ANALYSIS -- Rote Instruction Instead of Teachers Sharing Their Thinking -- Judgmental Discounting Instead of Receptive Listening -- Humiliation for Failure Instead of Comprehension of Pupils' Thinking -- RESULT - CORROBORATION OF THE HYPOTHESIS -- CONCLUSION - FOR DYSLEXIC PUPILS THE BASIC LEARNING DIALOGUE IS ITSELF AT RISK -- IMPLICATIONS - THREE KINDS OF TEACHING CAN PROTECT THE BASIC LEARNING DIALOGUE -- FURTHER RESEARCH -- REFERENCES -- COGNITIVE LOAD THEORY AND INSTRUCTIONAL DESIGN: AN OUTLINE OF THE THEORY AND REFLECTIONS ON A NEED FOR NEW DIRECTIONS TO CATER FOR INDIVIDUAL DIFFERENCES AND MOTIVATION -- ABSTRACT -- INTRODUCTION -- Working Memory -- Long-Term Memory and Schemas -- The Relationship between Extraneous, Intrinsic and Germane Cognitive Load -- The Imagination Effect -- The Expertise Reversal Effect -- The Role of Motivation and New Directions -- New Directions in Individual Differences -- CONCLUSION -- REFERENCES -- ATTITUDE TOWARDS SCHOOL, MOTIVATION, EMOTIONS AND ACADEMIC ACHIEVEMENT -- ABSTRACT -- INTRODUCTION -- METHOD -- Participants -- Materials -- Procedure -- RESULTS -- Descriptive Statistics -- Correlation between Variables.

Relationship between Attitude towards School and Motivational-Affective Variables -- Efficacy of the ATS Training in Improving the Affective/Motivational Variables and the Attitude towards School -- CONCLUSION -- ACKNOWLEDGEMENTS -- REFERENCES -- APPENDIX A -- INDIVIDUAL DIFFERENCES IN ATTITUDE TO SCHOOL AND SOCIAL REPUTATION AMONG PEERS: IMPLICATIONS FOR BEHAVIOURAL ADJUSTMENT IN EDUCATIONAL SETTINGS -- ABSTRACT -- SHORT COMMUNICATION -- FACTORS RELATED TO BEHAVIOURAL ADJUSTMENT IN ADOLESCENCE -- SCHOOL ENVIRONMENT AND SCHOOL EXPERIENCE -- REPUTATION AMONG PEERS -- ATTITUDE TO SCHOOL AND TEACHERS -- CONCLUSIONS AND IMPLICATIONS -- REFERENCES -- DYSLEXIA AS A SYNDROME: DON'T LET 'READING DISABILITY' STEAL THE SHOW -- ABSTRACT -- INTRODUCTION -- THE CHARACTERISTICS OF THE SYNDROME -- THE DEFINITION OF DYSLEXIA AS ''POOR READING' OR 'READING DISABILITY' -- REFERENCES -- INDEX.