Advanced Theory of Cognitive Learning : With Special Reference to Research and Eductional Implications

Contents: Preface. 1. Introduction. 2. Theory of cognitive learning. 3. Theory of psychomotor abilities. 4. Statement of the problem. 5. Review of related literature. 6. Methodology of teaching and related research. 7. Critical assessment of teaching models and research. 8. Research in psychomotor domain of learning. 9. Affective domain: review of research. 10. Structure of education and future prospects. 11. Yadav\'s an advanced cognitive theory of learning for a curriculum model 91984. 12. An advanced system of psychomotor abilities. 13. Development of a hierarchy of learning in affective domain: conceptual framework. 14. Role of emerging technologies in education and curriculum development. 15. Educational technology as a function of effective teaching and learning process. 16. Flander\'s interaction analysis system V/s Rceasia: a critical appraisal and systematization of proposed model of interaction analysis. 17. Interview as a means of personality assessment: some suggestions. 18. Examination reform: some significant aspects. 19. Academic Achievement test (science aptitude test). 20. Development of a composite model of cognitive, psychomotor and affective domain abilities. 21. Development of a composite model of cognitive, psychomotor and affective domain abilities: a factor analytical study. Bibliography. Index. 

"In addition, the present book deals with the representative researches advanced in the field of \'Structure of intellect\', Factors Affecting Intelligence\'  alongwith the factors that are held responsible for the development of intelligence inside and outside in reference to heredity and environment interpreting the nature of intelligence genetically and in terms of social, cultural and schooling frame of reference. Furthermore, relationship (correlation) of intelligence with learning, teaching, evaluation has been presented here through systematically carried out experimental research work by the present author. We hope that this book shall be well received by the academic world as (i) Standard Text book and (ii) A reference book--with its educational implications to derive advance theories of teaching, learning and evaluation leading to Research and Development alongwith actual class room teaching, learning and evaluation, respectively."