John T. E. Richardson

The book begins by considering the epidemiology, causes and structural neuropathology of closed head injury, considers the impact of closed head injury and finally details the outcome, mechanisms for recovery and rehabilitation.

Clinical and Neuropsychological Aspects of Closed Head Injury

David Gijbels

Vincent Donche

Jan D. Vermunt

Learning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced. There is substantial evidence that students in higher education have a characteristic way of learning, sometimes called their learning orientation (Biggs 1988), learning style (Evans et al. 2010) or learning pattern (Vermunt and Vermetten 2004). However, recent research in the field of student learning has resulted in multi-faceted and sometimes contradictory results which may reflect conceptual differences and differences in measurement of student learning in each of the studies. This book deals with the need for further clarification of how students learn in higher education in the 21st century and to what extent the measurements often used in learning pattern studies are still up to date or can be advanced with present methodological and statistical insights to capture the most important differences and changes in student learning. The contributions in the book are organized in two parts: a first conceptual and psychological part in which the dimensions of student learning in the 21st century are discussed and a second empirical part in which questions related to how students’ learning can be measured and how it develops are considered. Areas covered include: Cultural influences on learning patterns Predicting learning outcomes Student centred learning environments and self-directed learning Mathematics learning This indispensable book covers multiple conceptual perspectives on how learning patterns can be described and effects and developments can be measured, and will not only be helpful for ‘learning researchers’ as such but also for educational researchers from the broad domain of educational psychology, motivation psychology and instructional sciences, who are interested in student motivation, self-regulated learning, effectiveness of innovative learning environments, as well as assessment and evaluation of student characteristics and learning process variables.

Dimensions and research perspectives

Learning Patterns in Higher Education

Reading from Paper and Reading from Screens

The Legibility of Serif and Sans Serif Typefaces

This advanced undergraduate textbook structures and integrates research on imagery under four headings: imagery as a personal or phenomenal experience; imagery as a mental representation; imagery as a property or attribute of materials; and imagery as a cognitive process that is under strategic control. A major part of the discussion under each of these headings concerns the ways in which the structures, mechanisms, and processes in the brain mediate our subjective experience of imagery and our observable behaviour when we make use of it in cognitive tasks.

John T. E. Richardson

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