- Audible Audiobook
- Listening Length: 11 hours and 42 minutes
- Program Type: Audiobook
- Version: Original recording
- Publisher: The Great Courses
- Audible.com Release Date: July 8, 2013
- Language: English
- ASIN: B00DTO3TT8
- Amazon Best Sellers Rank:
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How We Learn Audiobook – Original recording
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• Learning, even perception, is always in the context of what we already know and can do. Thus, ‘intelligence’ may reflect what has already been learned as much as inherited ability. In the same vein, interest fosters learning, but learning (achievement) also fosters interest. Hence the importance of teachers emphasizing persistence over ‘natural talent’.
• We’re often not good judges of how well we’ve learned, and effort doesn’t always correlate well with learning. So we need external feedback, including testing ourselves regularly, and such testing itself improves learning.
• Learning is often not a smooth process. Confusion, frustration, uncertainty, and lack of confidence are to be expected, and they don’t necessarily indicate that learning isn’t taking place (they often indicate the opposite).
• Negative emotions (eg, anxiety) tend to narrow the focus of our learning towards dealing with perceived threats. Positive emotions tend to broaden our attention and learning.
• Beginning learners benefit from more structured guidance, whereas advanced learners often benefit from having more autonomy. But regardless of the learning stage, for learners to maintain a sense of autonomy, they shouldn’t be micromanaged and feedback should be provided in a non-controlling way when possible. In addition, some positive feedback should always be provided to foster motivation.
• We’re not very good at remembering the sources we learned things from, especially in the case of young and old people.
• To learn motor skills, we need to practice them regularly (with rest breaks) with a focus external to the body/self. Verbal instructions are more useful in earlier phases of motor learning, but can even be disruptive in later phases. With practice, improvements in motor skills shift from basic skills towards refinement, and this refinement continues even when we’re no longer consciously aware of it. For motor skills to be generalizable to new situations (‘open skills’), motor learning should involve diverse learning situations. Watching others can also be very helpful in motor learning, especially after one has already gained some experience. And visualization is also very helpful in motor learning.
• We build two kinds of cognitive maps of spaces: egocentric maps are relative to our position in the space, whereas allocentric maps aren’t (ie, they’re ‘absolute’). We tend to start with egocentric maps and gradually build allocentric maps.
• Getting adequate sleep aids learning in many (possibly all) domains.
Recommended, but be patient about getting through the boring parts.
Do you have children or grandchildren with learning challenges?
This course will point you in the right direction.
What are the sources of practical instruction in improved learning? For that you need to look elsewhere.