Description
There is commonly-held belief that some people learn better than others because they are born that way. However, research indicates that many people who learn better are simply more strategic: they use effective strategies and techniques to improve their learning. Further, these strategies and techniques can be taught to students. Thus, understanding how we learn enriches our lives and the lives of others. Written by leading experts on learning, this book situates this topic within the broader context of educational psychology research and brings it to a wider audience. With chapters on how the mind works, evidence-based recommendations about how to enhance learning from both the perspective of students and teachers, and clear explanations of key learning concepts and ideas, this short volume is designed for any education course that includes learning in the curriculum. It is indispensable for pre- and in-service teachers and student researchers alike.
Table of Contents
CHAPTER 1: INTRODUCTION TO HUMAN COGNITION
Introduction and Overview
Information Processing Model of Human Cognition
Consciousness or Working Memory
Long-term Memory
- Declarative Memory
- Procedural Memory
Summary of Key Ideas
CHAPTER 2: ATTENTION AND PREPARING TO LEARN
Attention
- Our attention is limited
Attention and Learning
- People focus their attention on things that are novel, emotional, or physically distinct
- People focus their attention on relevant stimuli
Using Knowledge of Attention: Student perspective
Using Knowledge of Attention: Teacher perspective
- Ensuring students pay attention to information helps them learn
- Ensuring students avoid attending to distracting information
Summary of Key Ideas
CHAPTER 3: IMPROVING MEMORY
Distributed Practice
- Distributed practice is more beneficial when there is a time gap between study episodes
- The distributed practice effect is more pronounced when there is a time gap between the last study episode and the final test
Using Distributed Practice: Student perspective
Using Distributed Practice: Teacher perspective
Retrieval practice
- Retrieving information from memory is beneficial for learning
- When using retrieval practice, attempting to recall is more beneficial than attempting to recognize
- How much time should pass between initial study and retrieval practice?
Using Retrieval Practice: Student perspective
Using Retrieval Practice: Teacher perspective
Summary of Key Ideas
CHAPTER 4: IMPROVING COMPREHENSION
Comprehension
Generating Questions
- Generating high quality questions is beneficial for comprehension
Elaborating and Explaining Text
- Generating explanations is beneficial for learning
- When encoding information, making information meaningful facilitates memory
Graphic Organizers
- Completing a graphic organizer is beneficial for learning
Improving Comprehension: Student perspective
Improving Comprehension: Teacher perspective
Summary of Key Ideas
Conclusions
GLOSSARY
REFERENCES
