How People Learn:: Brain, Mind, Experience, and School
Author: Division of Behavioral and Social Sciences and Education ID: 0309065577
Review
“…this book provides all educators with an excellent framework for understanding conceptual changes in the science of learning…” — Teaching and Learning in Medicine, Summer 2001
“How People Learn is an important book, which may, in time, become a classic.” — Education, Communication and Information, Spring 2001
“The findings [in this book] are significant and should be discussed at the highest levels in educational practice.” — Network, April 2001
…exciting new research about the mind and the brain… — Curriculum Administrator –This text refers to the Paperback edition.
About the Author
Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice, National Research Council
–This text refers to the Paperback edition.
Hardcover: 346 pagesPublisher: National Academies Press (April 27, 1999)Language: EnglishISBN-10: 0309065577ISBN-13: 978-0309065573 Product Dimensions: 1.2 x 7.5 x 10.8 inches Shipping Weight: 2.2 pounds Best Sellers Rank: #391,741 in Books (See Top 100 in Books) #433 in Books > Textbooks > Social Sciences > Psychology > Cognitive Psychology #458 in Books > Education & Teaching > Schools & Teaching > Education Theory > Research #686 in Books > Education & Teaching > Schools & Teaching > Education Theory > Educational Psychology
"How People Learn" is both a simple summary of some recent research in the cognitive sciences and an argument for how teaching should be done. This is currently a very popular topic in the educational industry, as educators look for justification in the cognitive literature for the rather ad-hoc educational theories of the past 40 or 50 years. Most of this volume is devoted to a fairly low-level- let’s say High School level- review of selected literature form the cognitive and neuropsychological literature of the last few decades, and as far as it goes, it’s not bad. It’s spotty, certainly, and musch of it is very old, but the lay reader will still find much of it interesting and informative.
But the final chapter- Conclusions- is a tremendous disappointment, at least for this reader. Half the conclusions offered are so simple, and so obvious, as to be laughable. The other half are either contradictory or simply unjustified.
Consider this gem: "Transfer and wide application of learning are most likely to occur when learners acheive an organized and coherent understanding of the material; when the situations for transfer share the structure of the original learning; when subject matter has been mastered and practiced; when subject domains overlap and share cognitive elements; when instruction includes specific attention to underlying principles; and when instruction specifically emphasizes transfer."
Translated, that means that people can best use things they learn when they’ve learned them very well, that practice helps, and that it helps to learn something in a way similar to how you’re going to use it.
How People Learn Brain Mind Experience and School How People Learn Brain Mind Experience and School Expanded Edition Committee on Developments in the Science of Learning with How People Learn Brain Mind Experience and 56 HOW PEOPLE LEARN EXPANDED EDITION In one of the most famous early studies comparing the effects of learning a procedure with learning with understanding
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