Press Southeastern University Press
Publication Date Aug 2008
Page material gelatine plate paper
This book includes all the basic knowledge of Java Script, covering from basic network programming skills, such as variable, function and circular statement to some senior projects, such as form validation, DOM operation, client object, debugging scripts—even Ajax!
1 the interactive web: Reacting to the Virtual World 1
2 storing data: Everything Has Its Place 33
3 exploring the client: Browser Spelunking 85
4 decision making: If There’s a Fork in the Road, Take It .. 135
5 looping: At the Risk of Repeating Myself 189
6 functions: Reduce, Reuse, Recycle 243
7 forms and validation: Getting the User to Tell All 289
8 wrangling the page: Slicing and Dicing HTML with the DOM 343
9 bringing data to life: Objects as Frankendata 393
10 creating custom objects: Having It Your Way with Custom Objects 449
11 kill bugs dead: Good Scripts Gone Wrong 485
12 dynamic data: Touchy-Feely Web Applications 537
We think of a “Head First” reader as a learner.
So what does it take to learn something? First, you have to get it, then make sure you don’t forget it. It’s not about pushing facts into your head. Based on the latest research in cognitive science, neurobiology, and educational psychology, learning takes a lot more than text on a page. We know what turns your brain on. Some of the Head First learning principles:
Make it visual. Images are far more memorable than words alone, and make learning much more effective (up to 89% improvement in recall and transfer studies). It also makes things more understandable. Put the words within or near the graphics they relate to, rather than on the bottom or on another page, and learners will be up to twice as likely to solve problems related to the content.
Use a conversational and personalized style. In recent studie s, students performed up to 40% better on post-learning tests if the content spoke directly to the reader, using a first-person, conversational style rather than taking a for mal tone. Tell stories instead of lecturing. Use casual language. Don’t take yourself too seriously. Which would you pay more attention to: a stimulating dinner par ty companion, or a lecture? ..
Get the learner to think more deeply. In other words, unless you actively flex your neurons, nothing much happens in your head. A reader has to be motivated, engaged, curious, and inspired to solve problems, draw conclusions, and generate new knowledge. And for that, you need challenges, exercises, a nd thought-provoking questions, and activities that involve both sides of the brain and multiple senses.
Get—and keep—the reader’s attention. We’ve all had the “I really want to learn this but I can’t stay awake past page one” experience. Your brain pays attention to things that are out of the ordinar y, interesting, strange, eye-catching, unexpected. Learning a new, tough, technical topic doesn’t have to be boring. Your brain will learn much more quickly if it’s not.
Touch their emotions. We now know that your ability to remember something is largely dependent on its emotional content. You remember what you care about. You remember when you feel something. No, we’re not talking heart-wrenching stories about a boy and his dog. We’re talking emotions like surprise, curiosity, fun, “what the...?”, and the feeling of “I Rule!” that comes when you solve a puzzle, learn something everybody else thinks is hard, or realize you know something that “I’m more technical than thou” Bob from engineering doesn’t.
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